Dive Brief:

• A military feedback system known as After-Action Review — which assesses what actually happened in a scenario versus what was planned and how to amend steps for a different outcome — can also be useful for school leaders working with educators and students, campus administrator and former U.S. Army Reserve combat medic DeShanna Reed writes for ASCD.

• Students, educators and staff can adopt AAR successfully by keeping key points in mind, starting with remembering that those offering feedback should avoid bringing up personal feelings about someone’s performance. Organizing critiques in advance by clearly stating how comments will be delivered and staying focused on actions and facts, rather than emotions, can help as well.

• Reed recommends asking the feedback recipient how their actions may have affected the outcome of a project or event, and to focus on how their work was part of a team effort. It's also beneficial to encourage the person getting feedback to think about how to approach a similar project differently the next time.

Dive Insight:

A variety of feedback models can be employed by teachers and administrators to achieve a range of outcomes, from helping students assess their performance on an assignment or their behavior in a disciplinary scenario, to allowing teacher leaders or curriculum coaches to provide suggestions on improving classroom lessons.

For educators, this might come most frequently in the form of detailed observations that allow principals or other school leaders to provide general comments or guidance. For students, it could mean more specific and personalized support designed to help them better understand their areas of strength and those that need improvement in the context of a completed assignment or project.

By making these evaluations a regular part of curricula, educators can also help learners understand that evaluations are a regular and necessary part of the learning process — and the working world, as well. 

Feedback can be a more effective tool in helping students improve their work than other motivators like praise, punishment or rewards, according to "The Power of Feedback" by John Hattie and Helen Timperley. However, anyone offering their analysis — whether as a teacher to student or an instructional coach to an educator — should be mindful of the model they select and how that method may be received.

While some people can handle direct critiques of their work, others, particularly students, may require a lighter touch. Used appropriately, however, the review process can help educators and students alike take next steps toward refining their work.