Transcript The Power of Purposeful Feedback
The Power of PURPOSEFUL FEEDBACK
L A U R A G R E E N S T E I N , E D . D .
LauraGreenstein, 2010 Examiner.com
TODAY’S GOALS
Explore the research on the purpose and value of feedback Identify quality indicators of effective feedback Utilize feedback to inform and guide teaching and learning Q & A: What Are Yours?
THE TRUE VALUE OF FEEDBACK
Ruth Butler (1986) Students given only comments scored on average 30% higher. (Grades resulted in no gain, grades and comments cancelled the beneficial effects of comments.) Robert Marzano (2001) Providing feedback yields a 23 percentile gain John Hattie (2009) Feedback has an effect size of 1.13. The equivalent of one standard deviation Others: Susan Brookhart, Shirley Clarke, Helen Temperley, Dylan Wiliam, Anne Davies, Carol Dweck, Avraham Kluger and Angelo Denisi
THE FEEDBACK EXPERIENCE
You call this lunch!
tvguide.com
Q & A: What comes to mind when you hear the word “FEEDBACK”
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FEEDBACK LOOP
FEED UP: Where am I going; What’s the target; exemplars?
FEEDBACK: How am I doing; descriptive, reflective?
FEED Forward: What’s the next step(s)?
Medals and Missions: Feedback
Evaluative Feedback
Judgment:
A+ work
Try harder next time
Good essay
Emerging skills
Descriptive Feedback
Focused on Targets:
• Accurate work in discussing the main points. What can you now expand on?
• Your hypothesis is a useful proposal. How can you rewrite it as an if…then…statement?
• Process was correctly followed but you made a simple mathematical error in step 2. Remember to check your work.
THE FOCI OF FEEDBACK
Types of Feedback: (Hattie and Timperley, 2007)
Task/Performance Process Self-regulation
In the Context of
Timing Best Practice Target Audience douglas.co.us
TASK/PERFORMANCE
Explain your chart I agree with your data, but consider alternative conclusions also.
PROCESS
underwhelmedcomic.com
Character needs development Describe what your character looked like and the way his clothes hung from his body
SELF REGULATION and DIRECTION
Developing Next Steps http://assessment.tki.org.nz
Tundra.com
IT’S ALL IN THE TIMING
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FEEDBACK TIMING
Immediately in response to a question Immediately to student misconceptions Sooner for process, slight delay is okay for task Longer assignments: within 2 days with a review Expectancy of feedback raises achievement
BEST PRACTICE
Specific Under standable Best Practice Descrip tive Action able
SPECIFIC
Adequate amount and detail: For the target To the student
Incorrect strategy Awesome graphing but remember to label your axes.
DESCRIPTIVE
About the Task Process Self-regulation
Nice opening sentence Your opening sentence grabbed the reader with descriptive detail and introduced the mystery to be solved.
ACTIONABLE
Explains: What to do How to do it
It looks like you worked hard on your poster but it needs more detail You have a good start with your review of the main ideas in the center of your poster. It would help to use the side panels to provide supporting evidence.
UNDERSTANDABLE
Can be acted upon Specific Clear Cartoon Removed
Good presentation skills You engaged the listeners through your questioning strategy. Remember also, to make eye contact with your audience.
SORTING Thru FEEDBACK
Put the # of each example in the more or less effective column 1 . Feedback 2 weeks after the end of the unit. (example is below) 2.Rearrange your sentences in this sequence…then add more detail to each one.
3. B+ 4. I know you can do better with more effort 5. Your data is correct but these 2… are in the wrong category 6. Accurate content in your presentation. Next time think of ways to engage your audience perhaps with…
MORE EFFECTIVE LESS EFFECTIVE
1
SORTING Thru FEEDBACK
Put each example in the more or less effective column 1 . Feedback 2 weeks after the end of the unit.
2.Rearrange your sentences in this sequence…then add more detail to each one.
3. B+ 4. I know you can do better with more effort 5. Your data is correct but these 2… are in the wrong category 6. Accurate content in your presentation. Next time think of ways to engage your audience perhaps with…
MORE EFFECTIVE
2 5 6
LESS EFFECTIVE
1 3 4
Q & A: Now You Try It- Respond to this 5
th
history essay with one feedback statement.
grade
•
Pick one focus
•
Respond to content or style
•
Post 1 statement
Essay removed. Please respond to your own chosen student work.
EMERGING RESEARCH
Questions yet to be answered: Is it more effective In certain subject areas?
At certain grade levels?
With students from different backgrounds?
For students with different aptitudes?
With fixed vs. growth mindset?
From teacher, self, or peers?
LOGICAL CONCLUSIONS
How it is used to improve and guide teaching and learning is primary. Reasonable Recommendations Use feedback as part of a spectrum of strategies Use feedback selectively based on students and setting Use feedback responsively to inform instruction
TAKE-AWAYS
The mistake I was making was seeing feedback as something teachers provided to students… it was only when I discovered when it is from the student to the
teacher that I started to understand it better. (Hattie, p. 173)
Please leave behind: Two stars (what will take away?) and one wish (what else do you need?)
CONTACT INFORMATION
Laura Greenstein [email protected]
http://www.assessmentnetwork.net
What Teachers Really Need to Know About Formative Assessment
http://shop.ascd.org/productdisplay.
cfm?productid=110017
REFERENCES
Alexandria, VA: Association for Supervision and Curriculum Development.
Comments, and Grades on Intrinsic Motivation and Performance. Journal of Educational Psychology 78 (3) pp. 210-216.
Hodder and Stoughton.
Brookhart, Susan (2008). How to Give Effective Feedback to Your Students. Butler, Ruth & Nisan, Mordecai (1986) Effects of No Feedback, Task-Related Clarke, Shirley (2003). Enriching Feedback in the Primary Classroom. London: Davies, Anne (2010). Making Classroom Assessment Work (2 nd Ed.) Connections Hattie, John & Timperley, Helen (2007). The Power of Feedback. Review of Educational Research. 77, pp. 81-112. http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&E RICExtSearch_SearchValue_0=EJ782448&ERICExtSearch_SearchType_0=no&acc no=EJ782448
MORE REFERENCES
achievement. England: Routledge dibQRMWbZG&sig=vqVQFaWbH-d0BNsqV17HwgaUGG0#v=onepage&q&f=false Classrooms SPANZ Journal Hattie, John (2009). Visible Learning: A Synthesis of over 800 meta-analyses relating to http://books.google.com/books?hl=en&lr=&id=lh7SZNCabGQC&oi=fnd&pg=PP1&ots= Hawk, Kay & Hill, Jan (2001). The Challenge of Formative Assessment in Secondary Kluger, Avraham, & DeNisi, Angelo. (1996). The Effects of Feedback Interventions on Performance: A Historical Review, a Meta-Analysis, and a Preliminary Feedback Intervention Theory. Psychological Bulletin: 119 (2) pp 254-284.
http://www.tamu.edu/classes/payne/PA/Kluger%20&%20DeNisi%201996.pdf
Marzano, Robert, Pickering, Debra, & Pollock, Jane (2001). Classroom Instruction That Works: Research-Based Strategies for Improving Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development. Sadler, Royce (1989). Formative Assessment and the Design of Instructional Systems. Instructional Science, 18, 119–44.
Tunstall, Pat & Gipps, Caroline (1996). Teacher Feedback to Young Children in Formative Assessment: A Typology. British Educational Research Journal, 22 (4).