The Feedback Loop: Using Classroom Evidence to Improve Learning

Course Available
3 Units
Online Self-Paced

Course Description

Understand How Powerful the Feedback Loop Can Be to Gain Positive Results

Learning occurs when students see things in new ways. It is a process that requires close attention to how students develop understandings as they make meaning of the content. In light of this, it is critical that teachers develop a reflective assessment process in which they analyze classroom data, provide feedback to reduce the gap between where a student is and where s/he should be, and engage the learner in acts of self-evaluation so that s/he knows what to do next. A critical factor to this feedback loop is knowing how and when to provide feedback, as well as helping students to be open to feedback so they can use it to move forward and improve.

Course Details

Number of Units: 3.0 graduate level extension credit(s) in semester hours

Who Should Attend: This course provides continuing education for K-12 classroom teachers who want to deepen their knowledge and understanding of how group work can provide meaningful learning.  Both new and experienced teachers wanting to improve their craft will benefit from this course.

Course Materials:  Text, Visible Learning: Feedback, by John Hattie and Shirley Clarke, available at or your local bookstore.

Technical Requirements

Course Options

Course Date Units Price
EDU-X788Q – 008 Start now, you have 180 days to complete this course once enrolled 3 $504

The Feedback Loop: Using Classroom Evidence to Improve Learning

Start now, you have 180 days to complete this course once enrolled
Online Self-Paced
Mishelle Scragg

Once you have enrolled in your course, log in to your account to access the course Welcome Letter, which includes directions on how to access the Online Orientation and your online course.

What You Will Learn

  • Describe the feedback loop and how it can be effectively implemented in the classroom to promote learning
  • Design a lesson that includes formative assessments to allow for in-lesson analysis of evidence of student learning toward a desired learning outcome
  • Determine the effectiveness of different strategies for making thinking visible to determine the type of feedback needed
  • Utilize data/evidence to refine your instructional practices and provide effective feedback to students
  • Identify the role of the teacher and student in providing effective feedback


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Online Self-Paced

Our online self-paced courses are similar to online fixed-date courses, but are designed to give you a six-month period from time of enrollment to complete all assignments. Your instructor will provide feedback via written responses on your assignments and exams. Grades are based on completed projects, assignments and exams.

How is the self-paced course structured? Like fixed-date courses, online self-paced courses are asynchronous meaning that you can work on your assignments anytime; the difference being there are no assigned due dates in self-paced courses. The content is divided into learning modules. Each module will cover one or more topics. Within each of the learning modules, you can expect the following components:

  • Module introduction that outlines what you can expect to learn in the module.
  • Required readings (textbook, articles, journals, websites, etc.) and presentations (audio and/or video).
  • Assignments (which may include: written assignments, quizzes, blogs, etc.) based on the readings and presentations.
  • Module conclusion to review the topics and what you should have learned.
  • Typically, there is a final project, paper, or exam due in the last module that culminates all of the topics covered in each of the learning modules. You’ll find that the design of the learning modules has a rhythm to help you manage your time in the course.

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Instructor was slow to respond to grades, and failed to respond to multiple emails.