What are some examples of feedback types and how do they affect learning outcomes?

Formative feedback is effective for a number of reasons, as a concept/idea is introduced, our brain and opportunity for absorption is in full throttle. As the bricks to build the house are brought in, so are the diagrams which make it easier to envision the end product. In addition, because formative feedback is participatory, it eliminates a learner's potential discomfort associated with answering a question wrong or their perception of being corrected.

Polling is another example. It delivers real time feedback during the learning process and can be delivered by participants and facilitators.

Be Specific and Timely: Provide prompt feedback to address issues while they are fresh. Use Varied Feedback Methods: Combine instructor feedback with peer reviews and self-assessments to offer diverse perspectives and foster collaboration. Make It Actionable: Suggest concrete ways to improve, not just point out errors. Focus on Strengths and Weaknesses: Highlight both what learners are doing well and areas needing improvement to boost confidence and guide development. Encourage Reflection: Prompt learners to reflect on feedback and apply it through self-assessment questions or reflective journals.

Learners who are so comfortable in their own skin and who are not bothered by a low score, ranking or perceived failure are few and far in between. This handful, will chalk it up to lack of preparation, and will ensure that going forward they are always performing up to par. With this outcome, Summative feedback may be perceived as a beautiful tool. Although there is a place and in some instances a need for summative feedback, it often emboldens those who do great. Unfortunately, it also highlights those who are challenged. Learners rarely accept not only being wrong but also exposed and sometimes they withdraw and refuse to participate sometimes to their own detriment.

Summative feedback assesses a learner's overall performance at the end of a course or project. Think of it as your final report card. While it provides closure, it also highlights areas of strength and improvement for future learning. To make it effective, ensure feedback is specific, constructive, and connected to learning objectives. Use this type of feedback to measure progress, celebrate achievements, and guide learners toward long-term goals.

Intrinsic feedback is a great means of elevating a learner's self confidence. Nothing is better than perceiving that one has the ability to complete or achieve on one's own. Regardless of how small an accomplishment is, it is still a success and in my experience, it keeps learners motivated to continue trying, attempting, persevering and perfecting.

Intrinsic feedback comes from the learner’s internal understanding of their performance. For example, after solving a complex math problem, a student might feel a sense of achievement, reinforcing their learning. Encourage tasks that allow learners to gauge their success based on personal effort and reflection. Intrinsic feedback fosters independence, critical thinking, and self-motivation, making learning more meaningful and empowering for the student.

I feel that extrinsic feedback is a huge tool toward formulating strategy. In addition to complementing the success of projects, concepts, or attempts, it lacks judgement opportunities which learners may perceived as talent.

Extrinsic feedback comes from external sources, like instructors, peers, or tools. For instance, when a teacher praises a well-written essay or an online quiz provides immediate corrections, that’s extrinsic feedback. While it helps learners understand their performance, be mindful of balancing it with intrinsic motivation. Offer praise, constructive criticism, or rewards thoughtfully to encourage sustained engagement and improvement without becoming overly reliant on external validation.

Positive feedback is without a doubt highly useful to motivate learners to continue, pushing, trying, learning and challenging themselves. As an educator, I have used positive feedback to demonstrate my trust and belief in learners who often didn't believe in themselves. I sometimes formed groups and assigned the project lead responsibility to the learner who was the least strong and believe it or not and often to the surprise of their peers, those learners always felt compelled to deliver amazing results.

Positive feedback reinforces good performance, boosting confidence and motivation. It’s like hearing “Great job!” when you’ve nailed a presentation. However, to be effective, it should be specific, highlighting what worked well. For example, instead of just saying “Well done,” explain why a particular approach or solution was effective. This feedback encourages learners to replicate successful strategies and feel empowered in their learning journey.

I am not sure I agree with the term negative feedback. I would rather people embrace feedback as opportunities for growth as opposed to having a “negative” relationship with feedback.

At some point in my career I learned to deliver growth or negative feedback after offering strength or positive feedback and learned that regardless of what is said, even when delivered delicately, learners don't appreciate negative feedback. In fact even with this combination, learners only hear the negative component. In wanting to respect and consider people's feelings, I opt to not use this type of feedback.