Temple describes wise feedback as, "...targeted feedback which conveys high expectations, the instructor’s genuine belief that those expectations can be achieved by the student, and provides concrete information to help the student meet the expectations. Here, “wise” does not necessarily mean smarter or better. Instead, wise feedback refers to [communication] that is attuned to how people make sense of themselves, others, and social situations which may affect their learning."
In other words, a Wise approach is one in which we consider the effect that our feedback--however constructive we intend it to be--may have on the student receiving it. This approach focuses on growth, and framing academic challenges as normal, temporary, and improving with time.
Elements of Effective Wise Feedback:
Explaining the nature of the feedback; why are you giving it? (e.g., I’m giving feedback on the grammatical structures in your paper so you can improve them for your next draft)
Stating your high expectations for your students’ work (e.g., These edits will take your writing to the college and professional level.)
Assuring them that you believe in their ability to learn (e.g., You absolutely crushed the exercises in this unit, both in the worksheets and your interim assessment. I know that you have the grammatical skills and can wield them well.)
Giving specific suggestions for how the student can improve their work, and providing resources necessary to carry out suggestions (e.g., In your next draft, focus on sentence structure and your use of passive voice. Our reading from last week talks about this specifically.)
Challenges (and suggestions for addressing those challenges) for giving wise feedback:
Feedback can sound too scripted if everyone gets the same message. Students can feel patronized. Tailor at least some of your responses to the specific needs and contexts of each student. Make sure your feedback is specific, actionable, and accessible.
Students do not have the opportunity to act on feedback. Build in opportunities for drafts and revisions; Let students resubmit assignments with changes that reflect your feedback.
The instructor doesn’t believe in students’ potential. Take an assets-based approach and look for what the student uniquely has to offer. Try to understand and appreciate what may be hindering their progress.
Students don’t read your entire comment. Ask students to detail how they plan to address your feedback; ask them to turn in previous versions of assignments with the new, perhaps highlighting the changes they've made; Spend time addressing the importance of feedback and revising--if students don't read your comments, consider why they might not have found them useful.
Inclusive Practice to Try: Practicing Wise Feedback
The Indiana Equity Accelerator has put together a step-by-step process for writing wise feedback for students.
Follow those steps to craft a few (1-3) practice wise feedback statements of your own, keeping in mind your own course context and authentic approach to teaching. You may consider tailoring your practice statements to the different kinds of help you often find your students needing.
