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The Formative Feedback Project is a collaborative curation of best practices in educational strategies, ideas, resources. Specializing in student ownership, engagement, feedback loops and collaborative, effective feedback.

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Join the discussion at The Formative Feedback Project, a collaborative curation of best practices in educational strategies, ideas, resources. Specializing in student ownership, engagement, feedback loops and collaborative, effective feedback.

On scaled feedback

Taylor Meredith

Recently, I've gotten a lot of these:

Likert.png

The policy and feedback parts of my brain conflict on this. The policy part of my brain understands the benefits to delivering and collecting scaled data using some form of Likert scale. This type of data can be easily quantified to be utilized as a catalyst for change (or stagnation...) I have developed, coded and analyzed my fair share of Likert scales. The feedback part of my brain thinks that scaled feedback is basic at best. I am not sure there are real, actionable feedback implications. What is "somewhat agree" without some sort of explanation or development piece. We all know what "strongly disagree" means - but we don't always allow the opportunity to explain why. If you don't know what you have to fix - how can you fix it?

How do you collect feedback? 

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