Abstract
Music educators regularly provide students with real-time formative feedback in the classroom, but there are frequent opportunities to improve its utility and effectiveness. This article presents a model for examining synchronous formative feedback (SFF), offering music teachers tools to explore and enhance the feedback they share with students. In considering dimensions such as timing, specificity, and valence, music teachers can examine their own practice to refine SFF, improve efficiency, and enrich student learning.
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