# data[].attributes.headline
Now I see that specific and directed feedback is also valuable.

# data[].attributes.subject
Now I see that specific and directed feedback is also valuable.

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I use to think feedback always needed great detail.

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I use to think feedback always needed great detail.

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I used to think that replacing grades with learner feedback meant that we couldn't put grades on assignments. Now I think it's more about choosing which assignments to 'grade' and how. If the assignments are for 'learning'...then perhaps the grade should wait and instead there should be learner feedback in its place. On the other hand, if the assignment is summative, maybe it makes sense to have a grade...and potentially have feedback with it, too to confirm students understanding or give them tips to move in a direction if they require remediation. 

# data[].attributes.subject
I used to think that replacing grades with learner feedback meant that we couldn't put grades on assignments. Now I think it's more about choosing which assignments to 'grade' and how. If the assignments are for 'learning'...then perhaps the grade should wait and instead there should be learner feedback in its place. On the other hand, if the assignment is summative, maybe it makes sense to have a grade...and potentially have feedback with it, too to confirm students understanding or give them tips to move in a direction if they require remediation. 

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I used to think that feedback could be very time consuming with many different goals targeted. Now I think that you should focus on just a few specific goals and be mindful of the amount of feedback that one student is being asked to improve upon. 

# data[].attributes.subject
I used to think that feedback could be very time consuming with many different goals targeted. Now I think that you should focus on just a few specific goals and be mindful of the amount of feedback that one student is being asked to improve upon. 

# data[].attributes.body
that tying feedback to learning goals helps direct the learner in the correct direction. Feedback should be positive and constructive.

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I used to think that providing feedback for every assignment took far too much time and that the students did not pay attention to it. Now I think that feedback can be a very effective tool for learning itself and for providing much needed reflection upon the students process of learning if it is in a clear, concise and focused way. The amount of feedback is not as important as the focus, timing and precision of your feedback. 

# data[].attributes.subject
I used to think that providing feedback for every assignment took far too much time and that the students did not pay attention to it. Now I think that feedback can be a very effective tool for learning itself and for providing much needed reflection upon the students process of learning if it is in a clear, concise and focused way. The amount of feedback is not as important as the focus, timing and precision of your feedback. 

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I used to think that providing effective feedback meant I needed to write individual and personalized comments on all assignments for all students. Now I think there are ways to consolidate this work without consuming so much time. 

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I used to think that providing effective feedback meant I needed to write individual and personalized comments on all assignments for all students. Now I think there are ways to consolidate this work without consuming so much time. 

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I use to think: That really good feedback was time consuming

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I use to think: That really good feedback was time consuming

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Now I think that it can be manageable as it doesn't always have to be a long explanation.

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I used to think effective feedback would be time consuming, but now I think that effective feedback is done over time where the type of feedback can vary, depending on the work assignments.

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that all feedback had to be written and cover ALL aspects of the assignment. Now I think, it can be oral and that you can focus on one or two aspects of the assignment

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Of only giving feedback at the end of assignments

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I used to think that all this "written" feedback would be unmanageable and extremely time consuming. I would never have time to do this justice.

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I used to think that all this "written" feedback would be unmanageable and extremely time consuming. I would never have time to do this justice.

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Now I think that I can do this and I see the value of my feedback as a teaching tool and motivator for my students to reach their goals.

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I used to think that providing effective feedback had to be time-consuming. Now I think that I can use strategies to make the workload manageable while still ensuring that feedback is timely.

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I used to think that providing feedback can be a daunting task.  Now I think that there are multiple ways to do it and make it effective.

# data[].attributes.subject
I used to think that providing feedback can be a daunting task.  Now I think that there are multiple ways to do it and make it effective.

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I use to think putting a final score on an assessment was necessary but now I think it can prevent students from taking an opportunity to improve performance.

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I use to think putting a final score on an assessment was necessary but now I think it can prevent students from taking an opportunity to improve performance.

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I used to think the MOST effective feedback had to always be in written form. Now I think that a balanced approach of oral, written and visual feedback can be just as effective, if all 11 criteria of effective feedback are considered.