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Framework

The four levels of feedback (Hattie and Timperley)

Framework showing Hattie and Timperley's four levels of feedback: task, process, self-regulation and self, with what each level is about.
Feedback about process and self-regulation tends to carry over to new work. Praise rarely does. Source: Hattie and Timperley, Review of Educational Research (2007)
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The four levels at which feedback can work, from Hattie and Timperley's 2007 review The Power of Feedback in Review of Educational Research. It is for course leaders and quality teams who want to ask students about feedback, or to code what students say about it, by level rather than by amount. Koji can be set up to ask students what feedback they got and what they did with it.

What's in this framework

  1. Task: How well the task is understood or done. Is it correct, and what is missing?
  2. Process: The strategies behind the task, such as how to plan, find errors or check work.
  3. Self-regulation: How students monitor, direct and judge their own learning.
  4. Self: Praise aimed at the person, such as 'well done, you are clever'. It rarely helps learning.

Use this image

Free to use in your docs, decks and posts under CC BY 4.0, as long as you credit Koji with a link to this page. To embed it, paste this into your page:

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<a href="https://www.koji.so/visuals/hattie-timperley-four-levels-of-feedback"><img src="https://www.koji.so/visuals/hattie-timperley-four-levels-of-feedback/hattie-timperley-four-levels-of-feedback.png" alt="Framework showing Hattie and Timperley's four levels of feedback: task, process, self-regulation and self, with what each level is about." width="1200" height="752" /></a>
<p>Source: <a href="https://www.koji.so/visuals/hattie-timperley-four-levels-of-feedback">The four levels of feedback (Hattie and Timperley)</a>, Koji</p>

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