Facilitation · Applies within any activity; a structured feedback round takes 10-30 minutes.

Hattie & Timperley Feedback Model

Hattie and Timperley's model says effective feedback reduces the gap between current and desired performance by answering three questions (Where am I going? How am I going? Where to next?) at four levels: task, process, self-regulation and self. Feedback at process and self-regulation levels supports deeper learning, while praise directed at the person is least effective.

When to use Hattie & Timperley Feedback Model

When designing practice rounds, peer feedback, coaching conversations or assessment in any session.

How Hattie & Timperley Feedback Model works

Build feed-up, feedback and feed-forward moments into practice activities, and brief facilitators and peers to aim comments at the process and self-regulation levels rather than personal praise.

Phases of Hattie & Timperley Feedback Model

  1. Feed up: Where am I going?: Make the goal and success criteria clear before or at the start of an activity, so feedback has something to refer to.
  2. Feed back: How am I going?: Give information about progress towards that goal, compared with the criteria or with earlier attempts.
  3. Feed forward: Where to next?: Point to the next step, strategy or challenge. This is the question that most drives further learning.
  4. Task level: Feedback on how well the work is done or whether it is correct. Useful early and when combined with process feedback.
  5. Process level: Feedback on the strategies used to do the task. Helps learners improve beyond this one task.
  6. Self-regulation level: Feedback that builds learners' ability to monitor and direct their own work, such as prompting self-assessment.
  7. Self level: Personal praise ('well done, you are smart'). Hattie and Timperley find it the least effective and it can dilute task feedback.

Key principles

  • Feedback closes a gap to a clear goal
  • Three questions: feed up, feed back, feed forward
  • Aim at process and self-regulation
  • Avoid mixing praise with task feedback

Best for

  • Skills practice with feedback rounds
  • Peer review and coaching
  • Assessment design
  • Facilitator and trainer development

Considerations

  • Feedback only helps if learners understand and act on it; build time to use it.
  • Developed mainly from classroom research; adult and workplace settings add power and relationship dynamics.
  • The effect sizes come from meta-analyses with large variation; the model says when feedback works, not that it always does.

Attribution & sources

Developed by John Hattie and Helen Timperley, 2007

Primary source

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