Table 1.
Levels of feedback | ||||
---|---|---|---|---|
Task | Process | Self-regulation | ||
Perspectives on feedback | Past (“feed back”) | What progress has the learner made in learning their repertoire and technical skills? | What progress has the learner made on learning new repertoire? Is there evidence of improvement? |
What progress has the learner made in developing self-regulated practice strategies? |
Present (“feed up”) | What goals did the learner reach? What musical content did the learner understand? |
How did the learner learn the passage? Is there evidence of effective practice strategies? |
What self-regulated practice strategies did the learner apply? | |
Future (“feed forward”) | What goals should be set next? What repertoire or skills should be learned next? |
What practice strategies should the learner apply next? | What self-regulated practice strategies should the learner apply next? |
Adapted for instrumental/vocal music practice from Hattie and Zierer (2018, p. 89).