Effective Feedback
Should:
-Be focused: Learning Intentions
(being learnt) and success criteria
(desired goal)
-Be given i...
Typology of feedback
(P. Tunstall, C. Gipps, 1996)
• Evaluative – involving judgment and can
affect how students feel abou...
Types of descriptive feedback
(Clarke, 2003)
Based on the needs of the student and focused
around learning intention of th...
Written feedback
Some student could:
• have difficulty understanding the points you
want to make.
• be unable to read your...
Marks versus comments
Research showed that:
• Only marks-no gain
• Only comment scored 30% higher (average)
• Marks and co...
Comment only
• provides students with a
focus for progression
instead of a reward or
punishment for their ego
(as a grade ...
Too many comments
(Clarke,2001)
• makes difficult for specific feedback to be
given
• Overwhelming and difficult to take i...
Strategies for effective formative
feedback
Feedback sandwich
1. -Positive comment
-Constructive criticism with
explanation of how to
improve
-Positive comment
2. Con...
Allow student to act on feedback
• Use lesson time to redraft work.
• allow students time to focus on the feedback for
imp...
Follow-up
• time in the lesson to talk individually.
• Have a written dialogue in the students’ book.
• Use a comment trac...
Feedback summary
Effective feedback to learners:
• is best initiated by the learner
• focuses on the learning intention of...
Effective feedback
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Effective feedback

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Effective feedback

  1. 1. Effective Feedback Should: -Be focused: Learning Intentions (being learnt) and success criteria (desired goal) -Be given in the right time -Provide guidance and strategies to improve
  2. 2. Typology of feedback (P. Tunstall, C. Gipps, 1996) • Evaluative – involving judgment and can affect how students feel about themselves • Descriptive – what the student did and providing guidance for improvement. It is critical in ‘closing the gap’ for students
  3. 3. Types of descriptive feedback (Clarke, 2003) Based on the needs of the student and focused around learning intention of the task, can be: 1-Reminder - calling back what was the lesson about. Ex: Remember the rule about… 2-Scaffold – giving possibilities. Ex: Why don’t you try using… 3-Example – giving clear examples. Ex: why don’t you use a simile word as…
  4. 4. Written feedback Some student could: • have difficulty understanding the points you want to make. • be unable to read your writing. • can’t process the feedback/what next To check this out: ask them to tell you what you are trying to say.
  5. 5. Marks versus comments Research showed that: • Only marks-no gain • Only comment scored 30% higher (average) • Marks and comment – cancel beneficial effects of the comments Research conclusion: If you mark or grade a piece of work, it means waste of time adding diagnostic comments.
  6. 6. Comment only • provides students with a focus for progression instead of a reward or punishment for their ego (as a grade does). • should make it clear how the student can improve. • Plan activities and work with feedback in mind, let the design assist the process.
  7. 7. Too many comments (Clarke,2001) • makes difficult for specific feedback to be given • Overwhelming and difficult to take in Clarke suggest that: When giving writing feedback, highlight 2 or 3 successes and 1 area where improvement is necessary
  8. 8. Strategies for effective formative feedback
  9. 9. Feedback sandwich 1. -Positive comment -Constructive criticism with explanation of how to improve -Positive comment 2. Contextual statement – I liked….because…. - Now - Next time… Interactive statement e.g. a question based on the work
  10. 10. Allow student to act on feedback • Use lesson time to redraft work. • allow students time to focus on the feedback for improvement . • reinforce the value of the feedback and working in a supportive environment.
  11. 11. Follow-up • time in the lesson to talk individually. • Have a written dialogue in the students’ book. • Use a comment tracker or target sheet to formalise the dialogue in a workbook Learning Journal • Create a learning journal in which they can reflect.
  12. 12. Feedback summary Effective feedback to learners: • is best initiated by the learner • focuses on the learning intention of the task • occurs as the students are doing the learning • provides information on how and why the student understands and misunderstands • provides strategies to help the student to improve • assists the student to understand the goals of the learning.
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