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A comment can be accurate, specific, and generous with detail, and still change nothing about what a student does next. If a student can act on your feedback without doing any thinking of their own, they usually will, and the work gets fixed without the learner actually improving.
In this module, we'll look at how to close that gap: how to write feedback that requires a student to think rather than just comply, and how to do it in a way that keeps your own workload realistic.
Make Feedback Detective Work: Evaluate detective-work techniques that shift the cognitive effort of feedback from teacher to student, and identify where your own marking currently does the thinking for students.
