I have created a visual analogy to understand the complex relationship between learning intention, success criteria and feedback.
Two important things to remember from this analogy:
All Feedback should always relate to the Success criteria and learning intention.
Without the timely and intentional feedback, the journey to the destination is not possible.
Credit: @aartigupta
Feedback thrives on misconceptions and errors. ( Clarke 2019) Therefore, a teacher's role is to provide timely feedback to help students move in the right direction at the right time. Task-level feedback is always given at the beginning of the tasks and usually by the teacher. Students will be mainly at a superficial level of their level and understanding, and therefore, teachers should clear any errors or misconceptions with timely feedback.
I will stress the importance of having student involvement in the feedback process to help students own their learning. Therefore, co-constructing the criteria will give them an awareness of what success looks like, and they can focus on their thinking. Once our learners have criteria to compare their learning, they will be more likely to engage in more effective peer feedback. Thus, students can support each other by focusing on process-level feedback.
The last kind is self-regulation. The onus for this feedback is on the students themselves. Through self-reflection and assessment, students become empowered to take charge of their learning and thus can transfer the knowledge, skills and dispositions required to solve problems.