Empowering Students Through Effective Performance Feedback: The FACTS Framework.
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| Title: | Empowering Students Through Effective Performance Feedback: The FACTS Framework. |
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| Authors: | Stevenson, Nathan A.1 (AUTHOR) nsteve15@kent.edu, Chen, Ching-I1 (AUTHOR), Harker, BeckyAnn1 (AUTHOR), Al-Smadi, Fadi1 (AUTHOR), Alanazi, Hani1 (AUTHOR) |
| Source: | Teaching Exceptional Children. Jan2026, Vol. 58 Issue 3, p168-174. 7p. |
| Subject Terms: | *Inclusive education, *Classroom environment, *Teaching models, *Teaching methods, *Psychology of students, *Learning disabilities, *Student engagement, *Psychological feedback |
| Abstract: | The article focuses on the FACTS framework, a structured approach to delivering effective performance feedback in inclusive classrooms. FACTS stands for Frequent, Affirmative and/or Corrective, Copious, Timely, and Specific feedback, each element designed to guide educators in providing actionable, supportive, and culturally relevant feedback that enhances student learning and behavior. Preconditions for effective feedback include clear goals, explicit instruction, cultural relevance, and a safe classroom environment. The framework emphasizes frequent and balanced affirmative and corrective feedback, delivered promptly and in sufficient quantity, while being specific to students’ actions to foster skill development and self-efficacy, particularly for students with disabilities. The article also highlights the need for teacher discretion to accommodate individual student differences and cautions against feedback that may overwhelm or inadvertently reinforce negative behaviors. [Extracted from the article] |
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| Database: | Education Research Complete |
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| Abstract: | The article focuses on the FACTS framework, a structured approach to delivering effective performance feedback in inclusive classrooms. FACTS stands for Frequent, Affirmative and/or Corrective, Copious, Timely, and Specific feedback, each element designed to guide educators in providing actionable, supportive, and culturally relevant feedback that enhances student learning and behavior. Preconditions for effective feedback include clear goals, explicit instruction, cultural relevance, and a safe classroom environment. The framework emphasizes frequent and balanced affirmative and corrective feedback, delivered promptly and in sufficient quantity, while being specific to students’ actions to foster skill development and self-efficacy, particularly for students with disabilities. The article also highlights the need for teacher discretion to accommodate individual student differences and cautions against feedback that may overwhelm or inadvertently reinforce negative behaviors. [Extracted from the article] |
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| ISSN: | 00400599 |
| DOI: | 10.1177/00400599241256561 |
