Effective Praise as Feedback

Denise Burson
Jun 16, 2008

Researchers who study the effects of academic reinforcement are usually most interested in measuring effects on achievement. Some, however, are also concerned with other outcome areas. Findings from this research include:

  • When students are reinforced (by any means) for learning achievement, their on-task behavior increases and disruptions are minimized.

  • A combination of reinforcement and corrective feedback is positively related to positive attitudes toward learning, toward particular subject areas, and toward teachers.

  • Contingent reinforcement is positively associated with increases on measures of self-efficacy (internal locus of control).

  • The behavioral improvements noted in response to reinforcing students for learning achievements tend to persist after the removal of the reinforcers.

GUIDELINES FOR EFFECTIVE PRAISE (Excerpted from: J.E. Brophy, "Teacher Praise: A Functional Analysis." REVIEW OF EDUCATIONAL RESEARCH 51 (1981), p. 26.)

EFFECTIVE PRAISE
1.    Is delivered contingently
2.    Specifies the particulars of the accomplishment
3.    Shows spontaneity, and other signs of credibility; suggests clear attention to the student's accomplishment
4.    Rewards attainment of specified performance criteria (which can include effort criteria, however)
5.    Provides information to students about their competence or the value of their accomplishments
6.    Orients students towards better appreciation of their own task-related behavior and thinking about problem-solving
7.    Uses students' own prior accomplishments as the context for describing present accomplishments
8.    Is given in recognition of noteworthy effort or success at difficult (for this student) tasks
9.    Attributes success to effort and ability, implying that similar successes can be expected in the future
10.   Fosters endogenous attributes (students believe that they expend effort on the task because they enjoy the task and/or want to develop task-relevant skills)
11.   Focuses students' attention on their own task relevant behavior
12.   Fosters appreciation of and desirable attributions about task relevant behavior after the process is completed