Using feedback to enhance both academic skills and explicit wellbeing skills: presentation of a novel evidence-based tool

Abstract

Feedback is known to be one of the most effective ways to enhance pupils' academic skills (Hattie, 2018). However, its implementation remains challenging for teachers (Carless & Boud, 2018; Dawson et al., 2019). Thus, this intervention aims to present the feedback ruler: a novel evidence-based model and tool designed to fit into teaching practices. The feedback ruler is built on a literature review (Lucciarini, 2020) and the self-determination theory (Deci & Ryan, 2012). In addition, since feedback is primarily used to boost academic skills (e.g., Hattie & Timperley, 2007), and that there is a literature gap around its effects related to wellbeing skills, the feedback ruler also addresses the latter issue. In short, the ruler has two scopes: 1) meeting teachers’ needs by offering an easy-to-use and evidence-based feedback model; 2) developing both academic and wellbeing skills through feedback. During this presentation, we will present the tool and its theoretical background. Questions and feedback from the audience should permit the authors to enhance the tool and its implementation in school contexts.