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Starting the Conversation about Feedback
The document discusses the importance and effectiveness of various types of feedback in education, emphasizing that specific and descriptive feedback significantly enhances student performance compared to just providing letter grades. It also outlines different feedback levels—evaluative, descriptive, intervention, and achievement—and suggests strategies for delivering effective feedback. Various tools and techniques for implementing feedback in the classroom, including peer-to-peer feedback and online options, are provided to foster better student engagement and learning outcomes.
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Starting the Conversation about Feedback
- 1. Starting the Conversation AboutFeedback Jennifer Smithers Marten GT Coordinator/Online School Coordinator Plymouth Joint School District Plymouth, Wisconsin
- 2. All of theresources referenced in this presentation can be found on my weebly Feedback as a Teaching Strategy http://feedbackasateachingstrategy.weebly.com/
- 4. Think-Pair-Share What is yourbiggest frustration with giving students feedback?
- 5. Why do Itake the time to write comments on their papers?
- 6. The students whoneed it, don’t read it.
- 7. Even the goodkids just flip through to find the grade.
- 8. A Little Bitof Research (Butler, 1988) • 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 scores.
- 12. "The effects offeedback 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
- 17. 3-point conventions scoremeasures Punctuation Grammar Capitalization Spelling 6-point composition score measures Purpose Organization Content development Sentence fluency Word choice
- 18.
- 19. Evaluative Feedback • Tellslearners how they compare to others • Provides a judgment summarizing the quality of the learning • Is a direct result of summative assessment
- 20. Descriptive Feedback • Providesspecific information in the form of written comments or conversations • Helps the learner understand what he or she needs to do to improve • Is a crucial part of formative assessment
- 21. Intervention Feedback • Tellsthe student what needs improving • Gives enough information so the student knows what to do next
- 22. Achievement Feedback • Tellsthe student what was done well • Praises the work or process, not the student
- 23. Three Questions Where amI going? How am I going? Where to next? Hattie & Timperley (2007)
- 24. Task and ProductLevel Indicates correct/incorrect Needs more or different responses Provides more/different information Relevant to task Builds task knowledge
- 25. Self- Regulation orConditional Level Helps students identify feedback themselves Provides opportunities and awareness of deliberate practice/effort Develops confidence to pursue the learning
- 26. Self Level Often usedto 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
- 27. Focused Listing Step One:Take 5 minutes to brainstorm examples of feedback you have used in your classroom. Step Two: Take 5 minutes to sort them into Hattie’s and Timperley’s four levels. Step Three: Do you see any patterns?
- 28. Just as athermostat adjusts a room temperature, effective feedback helps maintain a supportive environment for learning. ~ Dylan Wiliam
- 29. How Feedback Varies Timing Amount Mode Audience Focus Comparison Function Valence Clarity Specificity Tone Adaptedfrom Brookhart, Susan (2008) How to Give Effective Feedback to Your Students
- 30. Brainstorm: Feedback Variations RandomName Selector Think about what you teach. What are some ways you already use this feedback variation? What are some new ways you could use this variation?
- 31. Real World Examples 13Concrete Examples of Better Feedback for Learning Think-Pair-Share Pick one example and discuss with a partner
- 32. Attributes of EffectiveFeedback Clear Builds Trust User-friendly Specific Focused Differentiated Timely Invites Follow-Up Tomlinson & Moon, 2013
- 33. Questioning Techniques Closing the Gap Feedback •FeedbackStarters •10 Points for Giving Constructive Feedback •Five Powerful Questions Teachers Can Ask Students •Twelve Active Learning Strategies Feedback Forms & Videos I Like, I Wish, I Wonder •Four, Three, Two •Bounce Card •Glow and Grow •SWOT Analysis •Stars & Stairs •Feedback Sandwich •Feedback Sandwich Scaffold •P.A.T.S on the Back •ABC Feedback Model Online Options Voice Comments on Google Docs •Evernote •Educlipper App •Kidblog •Schoolology
- 34. Student-To-Student Feedback • Rubricto Decide on Appropriate Peer Feedback – Rubric Source: Hattie, John. Visible learning (p. 149) ©2012 – Used with permission of Routledge, an imprint of the Taylor and Francis Group • Pyramid - A 3D organizer that helps students contrast, reflect, and predict. It is a great way to refocus in the middle of a lesson/unit. • Kind, Helpful, Specific - would make a great wall graphic • Five Simple Questions (Thanks to @mrkempnz & @JustinRushton for sharing this via Twitter) • Response Partners (from a school in Merton, England during my teacher exchange in 1993) • Empowering Students to Provide Peer Feedback
- 35. Peer-To-Peer Feedback • Receivingand Giving Effective Feedback • The Art of Feedback: 5 Tactics that Work • Three Things to Do Before a Feedback Discussion • Building Trust Through Feedback
- 36. Getting Feedback fromStudents Surveys Reflections Notes
- 37. If You CouldAsk One More Question…
- 38.
- 40. "The most powerfulsingle moderator that enhances achievement is feedback." ~ John Hattie
- 41. Let’s continue theconversation
- 42. Contact Info • Twitter:@jenmarten • Blog: teach from the heart • Skype: jenmarten • Websites: Feedback Tech in the Classroom • Linkedin: jenmarten • Email: jmarten@tds.net
Editor's Notes
- #4 AAU story
- #10 Mrs. Wilson story
- #11 Phil of Ed story & psych story
- #30 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