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What are the most effective strategies teachers can use to provide constructive feedback that enhances student learning and engagement?

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Teachers from multiple disciplines at East Boston High School—foreign language, math, and science—came together with a shared interest in improving how feedback is delivered to students. Our students, who range from grades 9–12, bring diverse academic needs, language backgrounds, and learning styles. We were motivated by the question, “What are the most effective strategies teachers can use to provide constructive feedback that enhances student learning and engagement?” because we have observed that feedback often goes unnoticed, unprocessed, or unused by students. We aim to explore strategies that make feedback clearer, more actionable, and more meaningful—so that all students feel supported, motivated, and able to grow from the input they receive.

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Findings and Analysis

Students were asked to rank three types of feedback—individual verbal feedback, class feedback, and written feedback—from most to least helpful. The majority of students ranked individual verbal feedback as the most helpful, citing that it was clear, personalized, and timely.

60% ranked individual verbal feedback as their top choice.

25% ranked class feedback as most helpful, especially when it included clear examples or group revisions.

Only 15% ranked written feedback as most helpful, often noting that it was harder to understand or came too late to apply.

These results suggest that students value feedback that is personal, immediate, and specific to their own work. While written and class feedback still play a role, prioritizing one-on-one verbal feedback may have the greatest impact on learning and engagement.

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Since most students ranked individual verbal feedback as the most helpful, teachers should prioritize short, one-on-one check-ins during work time whenever possible. This type of feedback is timely, personal, and allows students to make immediate improvements.

While class feedback and written feedback still support learning, they may be more effective when used to reinforce or follow up on individualized guidance. To support all learners, a layered approach that starts with verbal feedback and builds toward written or group strategies may lead to stronger engagement and better outcomes.

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Italian Presentational Rubric  - Not Preferred!

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Italian Presentational Rubric  - Not Preferred!

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Science  Writing Prompt Rubric - Not Preferred!

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Science  Writing Prompt Rubric - Not Preferred!

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                                Algebra 

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                                Algebra 

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61 prefer individual verbal feedback in the moment.

23 prefer whole class feedback with clear examples and time for revision

15 prefer written feedback, but commented on the timeliness of receiving it.

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                                  Physics

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                                  Physics