academic feedback - university of tennessee · feedback essentials goal-referenced tangible and...
Post on 16-Jul-2020
0 Views
Preview:
TRANSCRIPT
Academic Feedback
Kim Bell Christi Sampson
Mid-Cumberland CORE
Objective
Participants will understand the characteristics of academic feedback
Participants will explore the role academic feedback plays in a Balanced Assessment System
Participants will understand how academic feedback and questioning are interrelated in instructional practices
Participants will gain knowledge of how academic feedback is related to academic success
Introductions
What is your favorite movie? Why is it your favorite movie?
Why Questions are Important….
Why are questions important?
Teachers ask as many as 300 to 400 questions a day.
Questions guide students’ thinking and
determine how students will process materials presented to them.
Questions are the single, most influential
teaching activity.
10/13/2015 5
10/13/2015 6
Why ? • Direct Student thinking in a particular way.
• Control behavior of the class or individuals.
• Encourage students to be actively engaged in learning • Structure or guide the learning of a task.
• Challenge students.
• Gain feedback from students about teaching.
• Help students clarify their understandings
• Model questioning and thinking.
• Assess Students
• Evaluation purposes
• Challenge students
• Provide opportunities for student learning through discussion
• Identify gaps in student learning
• Encourage reflection on learning
Why do you ask questions?
10/13/2015 7
What Does the Research Say….
What Does the Research Say?
• Discussion – 32 classroom observations – 611 questions asked
• 80% of the questions closed-ended questions requiring little student thought or input (450/611)
• 11% asked students to analyze content/topic (64/611) • 6% required students to synthesize information and generate
new ideas (36/611) • 3% asked students to evaluate the topic or idea (21)
– Important Note—These teachers were using a “Standards-Based Curriculum” and they knew they were going to be observed. They were asked to teach an inquiry-based lesson.
10/13/2015 9
Blooms vs Webb
10/13/2015 10
Levels of Understanding
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering 10/13/2015 11
Extended Thinking
Strategic Thinking
Skills and Concepts
Recall and Reproduction
Blooms Taxonomy Webb’s Depth of Knowledge
Movie Trivia Activity
What is a “take away” for you from the Movie trivia activity?
Good questions require thoughtful
planning.
10/13/2015 13
What does the research say……..
To identify major influences on achievement (using 700+ meta-analyses) Typical Effect Size
Decreased Enhanced Zero
0 .40
Effect Size Above Average
Equivalent to 2 grade leap
Hattie’s Results Effect on Student Learning Effect Size self-report grades 1.44 feedback 0.72 direct instruction 0.59 socio-economic status 0.57 questioning 0.49 motivation 0.48 teacher positive expectations 0.37 homework 0.31 class size 0.21 teacher subject matter knowledge 0.12 ability grouping 0.11 retention -0.16
What is Feedback?
“Feedback is an objective description of a student’s performance intended to guide future performance. Unlike evaluation, which judges performance, feedback is the process of helping our students assess their performance, identify areas where they are right on target and provide them tips on what they can do in the future to improve in areas that need correcting.”
~ W. Fred Miser
What is Feedback?
“Feedback is not about praise or blame, approval or disapproval. That’s what evaluation is – placing value. Feedback is value-neutral. It describes what you did and did not do.”
~ Grant Wiggins
4 Guiding Questions to consider:
Where is the student going? Where is the student now?
How do we close the gap?
How do we know when they get there?
Feedback Essentials
Goal-referenced
Tangible and transparent
Actionable
User-friendly
Timely
Ongoing
Consistent
"Effective feedback not only tells students how they performed, but how to improve the next time they engage the task. Effective feedback is provided in such a timely manner that the next opportunity to perform the task is measured in seconds, not weeks or months." Douglas Reeves
Feedback vs. Advice
• You need more examples in your report. • You might want to use a lighter baseball bat. • You should have included some Essential
Questions in your unit plan.
Feedback vs. Evaluation and Grades
• Good work! • This is a weak paper. • You got a C on your presentation. • I’m so pleased by your poster.
Motivation and Self-Esteem
PUZZLE Activity
Article
“Know Thy Impact” by John Hattie
How to Make Feedback More Effective
Three Levels of Fedback
Tips About What Works
What Doesn’t work
How to Make Feedback More Effective
• Clarify the Goal • Ensure That
Students Understand the Feedback
• Seek Feedback from Students
The 3 Levels of Feedback
• Task Feedback • Process Feedback • Self-Regulation
Feedback
Some Tips About What Works
• Disconfirmation – “learning from your mistakes”
• Formative Assessment • Instruction First
What Doesn’t Work
• Praise • Peer Feedback
“must be modeled and taught otherwise it is not successful”
Attaining Excellence
“Students must have routine access to the criteria and standards for the task they need to master; they must have feedback in their attempts to master those tasks; and they must have opportunities to use the feedback to revise work and resubmit it for evaluation against the standard. Excellence is attained by such cycles of model-practice-perform-feedback-perform.”
~ Grant Wiggins
What does this look like?
“Miss Jones, you kept writing this same word on my English papers all year, and I still don’t know what it means.” “What’s the word?” she asked. “Vag-oo,” he said.
VAGUE many times teacher feedback is ‘vagoo’ – -Grant Wiggins 2012
Vague Feedback
Turn and Talk Share an experience when you were given vague feedback. Share an experience when you were given specific feedback. How did it help you improve? Which feedback had a greater impact on your learning?
10/13/2015 35
How do we make this happen in the classroom?
Podcasting Personal Feedback
Podcast Feedback What benefits do you observe in giving effective feedback?
10/13/2015 37
Example from a District
Kim Bell - kimberly.bell@tn.gov Christi Sampson – christi.sampson@tn.gov
Participants will understand the characteristics of academic feedback
Participants will explore the role academic feedback plays in a Balanced Assessment System
Participants will understand how academic feedback and questioning are interrelated in instructional practices
Participants will gain knowledge of how academic feedback is related to academic success
What is your favorite
movie?
Why is it your favorite
movie?
Why Questions are Important….
Teachers ask as many as 300 to 400 questions a day.
Questions guide students’ thinking and
determine how students will process materials presented to them.
Questions are the single, most influential
teaching activity.
9/8/2015 5
9/8/2015 6
Why ? • Direct Student thinking in a particular way.
• Control behavior of the class or individuals.
• Encourage students to be actively engaged in learning
• Structure or guide the learning of a task. • Challenge students.
• Gain feedback from students about teaching.
• Help students clarify their understandings
• Model questioning and thinking.
• Assess Students
• Evaluation purposes
• Challenge students
• Provide opportunities for student learning through discussion
• Identify gaps in student learning
• Encourage reflection on learning
9/8/2015 7
What Does the Research Say….
• Discussion – 32 classroom observations
– 611 questions asked • 80% of the questions closed-ended questions requiring little
student thought or input (450/611)
• 11% asked students to analyze content/topic (64/611)
• 6% required students to synthesize information and generate new ideas (36/611)
• 3% asked students to evaluate the topic or idea (21)
– Important Note—These teachers were using a “Standards-Based Curriculum” and they knew they were going to be observed. They were asked to teach an inquiry-based lesson.
9/8/2015 9
9/8/2015 10
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
9/8/2015 11
Extended Thinking
Strategic Thinking
Skills and Concepts
Recall and Reproduction
Blooms Taxonomy Webb’s Depth of Knowledge
Good questions require thoughtful
planning.
9/8/2015 13
Decreased Enhanced Zero
0 .40
Effect Size
Above
Average
Equivalent
to 2 grade
leap
Effect on Student Learning Effect Size
self-report grades 1.44
feedback 0.72
direct instruction 0.59
socio-economic status 0.57
questioning 0.49
motivation 0.48
teacher positive expectations 0.37
homework 0.31
class size 0.21
teacher subject matter knowledge 0.12
ability grouping 0.11
retention -0.16
“Feedback is an objective description of a student’s performance intended to guide future performance. Unlike evaluation, which judges performance, feedback is the process of helping our students assess their performance, identify areas where they are right on target and provide them tips on what they can do in the future to improve in areas that need correcting.”
~ W. Fred Miser
“Feedback is not about praise or blame, approval or disapproval. That’s what evaluation is – placing value. Feedback is value-neutral. It describes what you did and did not do.”
~ Grant Wiggins
Where is the student going?
Where is the student now?
How do we close the gap?
How do we know when they get there?
Feedback Essentials
Goal-referenced
Tangible and transparent
Actionable
User-friendly
Timely
Ongoing
Consistent
"Effective feedback not only tells students how they performed, but how to improve the next time they engage the task. Effective feedback is provided in such a timely manner that the next opportunity to perform the task is measured in seconds, not weeks or months." Douglas Reeves
• You need more examples in your report.
• You might want to use a lighter baseball bat.
• You should have included some Essential Questions in your unit plan.
• Good work!
• This is a weak paper.
• You got a C on your presentation.
• I’m so pleased by your poster.
Article
How to Make
Feedback More
Effective
Three
Levels of
Fedback
Tips
About
What
Works
What Doesn’t
work
• Clarify the Goal
• Ensure That Students Understand the Feedback
• Seek Feedback from Students
• Task Feedback
• Process Feedback
• Self-Regulation Feedback
• Disconfirmation – “learning from your mistakes”
• Formative Assessment
• Instruction First
• Praise
• Peer Feedback “must be modeled and taught otherwise it is not successful”
“Students must have routine access to the criteria
and standards for the task they need to master;
they must have feedback in their attempts to
master those tasks; and they must have
opportunities to use the feedback to revise work
and resubmit it for evaluation against the
standard. Excellence is attained by such cycles of
model-practice-perform-feedback-perform.”
~ Grant Wiggins
“Miss Jones, you kept writing this same word on my English papers
all year, and I still don’t know what it means.”
“What’s the word?” she asked.
“Vag-oo,” he said.
VAGUE
many times teacher feedback is ‘vagoo’ – -Grant Wiggins 2012
Turn and Talk
Share an experience when you were given vague feedback.
Share an experience when you were given specific feedback.
How did it help you improve?
Which feedback had a greater impact on your learning?
9/8/2015 35
Podcast Feedback
What benefits do you observe in giving effective feedback?
9/8/2015 37
Example from a District
top related