Ch. 8: Setting Objectives and Providing Feedback

Specific goal-setting helps students focus on specific learning targets. Learning goals should not be too specific, and teachers should flexible and allow students to develop personal "subgoals" (p. 95) to help them focus on accomplishing smaller tasks that help them achieve the broader learning goals. Standards-Aligned Classroom (SAC) language of "I CAN..." statements fit in nicely with these ideas. as do learning/behavioral contracts.

Providing students with feedback on their progress toward achieving these learning goals is essential. The authors suggest that feedback should tell students what they are doing right as well as what they might improve upon. Feedback should be given as immediately as possible following a task or assessment, and should focus on students' individual learning goals (see above). Students should be encouraged to evaluate themselves in relation to their learning goals as well. Using rubrics, 'morning meetings,' student-led conferences, and portfolios are among several ways to provide students with timely feedback and help them develop metacognition (thinking about one's own learning).