Feedback is one of the most powerful ways to increase student achievement. This workshop will focus on what the research says about quality feedback, how feedback can focus on different needs, and how to use feedback as formative assessment. . It’s also important to touch on not only how to give feedback but how to receive feedback and find the value in it. Examples and strategies will be shared to help teachers give feedback that students will use. We will also look at student-to-student feedback, student-to-teacher feedback, and touch briefly on how to offer feedback to peers.
Timing - students need feedback while they are still mindful of the learning target AND while there is still time for them to make changes Amount - enough so students understand what needs to be done but not so much it's overwhelming/unattainable Mode - pick the mode that is most appropriate for the assignment/student Audience - to reach individual student with specific feedback so that he/she knows he/she is valued as a learner Focus - describe specific qualities of work, make observations about learning process and strategies, foster self-efficacy, and avoid personal comments Comparison - use to compare student work to a criteria, student work to past performance, but not to compare one student to another Function - describe don't judge Valence - positive comments on what is done well; suggestions as to what can be done to improve Clarity - make sure students can understand the feedback Specificity - offer guidance, be specific, but don't do the work for the student Tone - communicate respect, inspire thought, help student become active in his/her learning Adapted from Brookhart, Susan (2008) How to Give Effective Feedback to Your Students
Starting the Conversation about Feedback
Starting the Conversation
Jennifer Smithers Marten
GT Coordinator/Online School Coordinator
Plymouth Joint School District
All of the resources referenced in this
presentation can be found on my weebly
Feedback as a Teaching Strategy
What is your biggest frustration with giving
Why do I take the time to write comments on their papers?
Even the good kids just flip through to find the grade.
A Little Bit of Research
• Students who received specific feedback
tailored to their performance showed
significant increase in scores (almost 30%)
• Students who received only letter grades
showed a significant decline in scores.
• Students that received both grades and
comments also showed a significant decline in
"The effects of feedback depend on the
nature of the feedback. Feedback can be the
information that drives the process or the
stumbling block that derails the process."
~ Susan Brookhart
• Tells learners how they compare to
• Provides a judgment summarizing
the quality of the learning
• Is a direct result of summative
• Provides specific information in the
form of written comments or
• Helps the learner understand what
he or she needs to do to improve
• Is a crucial part of formative
• Tells the student what needs
• Gives enough information so the
student knows what to do next
• Tells the student what was done well
• Praises the work or process, not the
Where am I going?
How am I going?
Where to next?
Hattie & Timperley (2007)
Task and Product Level
Needs more or different responses
Provides more/different information
Relevant to task
Builds task knowledge
Self- Regulation or Conditional Level
Helps students identify feedback themselves
Provides opportunities and awareness of
Develops confidence to pursue the learning
Often used to comfort or support
Often directs attention away from the task,
process, or self-regulation
Praise should not be given as part of feedback.
It dilutes the power of feedback
Step One: Take 5 minutes to brainstorm
examples of feedback you have used in your
Step Two: Take 5 minutes to sort them into
Hattie’s and Timperley’s four levels.
Step Three: Do you see any patterns?
Just as a thermostat adjusts a room
temperature, effective feedback helps
maintain a supportive environment for
~ Dylan Wiliam
How Feedback Varies
Adapted from Brookhart, Susan (2008) How to Give Effective Feedback to Your Students
Brainstorm: Feedback Variations
Random Name Selector
Think about what you teach.
What are some ways you already use this
What are some new ways you could use this
Real World Examples
13 Concrete Examples of Better Feedback for Learning
Pick one example and discuss with a partner
Attributes of Effective Feedback
Tomlinson & Moon, 2013
Closing the Gap
•10 Points for Giving
Can Ask Students
Feedback Forms &
I Like, I Wish, I
•Four, Three, Two
•Glow and Grow
•Stars & Stairs
•P.A.T.S on the Back
Voice Comments on