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Giving Quality Feedback
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In this workshop participants will:
look at the current research findings on feedback asit relates to assessment
clarify the purpose and value of quality feedback to
learnersdeepen their understanding of different types of
feedback.
analyze feedback statements and discuss ways touse feedback in the classroom to guide studentlearning
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Seven Strategies ofAssessment FOR Learning
Where am I going?1. Provide a clear statement of the learning target2. Use examples and models of strong and weak
work (exemplars)
Where am I now?3. Offer regular descriptive feedback4. Teach students to self-assess and set goals
How can I close the gap? 5. Design focused lessons
6. Teach students focused revision7. Engage students in self-reflection:
let them keep track of and share their learning
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Excerpts from Feed BackFeedForward: Using Assessment to BoostLiteracy Learning by Anne Davies.
The brain research tells us that our brainsrequire feedback to learn (Pinker, 1997;
Sylwester, 1995; Jensen, 1998). Classroomassessment research tells us that when weinvolve students in the assessment process,increase the amount of descriptive feedback
students receive, and decrease the amount ofevaluative feedback they receive, studentslearn significantly more (Black and Wiliam,1998).
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Feedback for our brain is a bit like fats in our body.
Some kinds of fats clog up our arteries and increase
our cholesterol to dangerous levels while other kinds
of fats lower our cholesterol.
Think of it this way
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What would you prefer?
Evaluative feedback performance
standards with numbers to indicate ratings,8/10, checks on a checklist, letter grades
are like the fats that clog our arteriesbut instead of shutting down the bloodflow, they shut down the learning brain.
Descriptive feedback feedback that isspecific about what is working and pointsout next steps in the learning
nourishes the learning brain.
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Feedback on learning - Dylan Wilia
The focus of this video is feedback onlearning. Dylan Wiliam reviews theimportance of giving learners effectivefeedback as an integral component of
formative assessment. (3-4 minutes)Click on the link below. Right click on the
arrow to download video and open
http://www.ltscotland.org.uk/video/f/feedbacko
http://www.google.com/url?q=http://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asp?strReferringChannel=learningaboutlearning&sa=D&sntz=1&usg=AFrqEzdOL2l59zATpmiUKODhoalkEDBejghttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.google.com/url?q=http://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asp?strReferringChannel=learningaboutlearning&sa=D&sntz=1&usg=AFrqEzdOL2l59zATpmiUKODhoalkEDBejg -
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In Willams video he talks about two types of feedback, egoinvolving and task involving.
These terms are synonymous with the terms:
1.evaluative feedback (ego related )
2.descriptive feedback (task related)
-1996 Pat Tunstall and Caroline Gipps
Key Terms
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Descriptive
Evaluative
Feedback
DescriptiveFeedback
Typically uses a singlemeasurement
May compare studentsto each other
Does not give studentsinformation aboutspecific elements(knowledge, skills) theyperform well
May encouragecompetition
Sometimes linked torewards vs.Punishments
Stifles learning
Describes features ofwork or performance
Relates directly tolearning targets and/or
standards of qualityusing exemplars,rubrics and/or samples
Points out strengthsand gives specific
information on how toimproveProvides strategies for
moving forwardPromotes learning by
increasing motivationFormative assessment
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Evaluative feedback Examples
:Thats a good essay.Youve done well.
73%Youve shown improvementYou need to try harder
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Descriptive feedback examples
In your essay you have successfully covered themain points related to energy conservation. Whatcould you add to the section on the waterconservation to deepen your readersunderstanding of the issue?
Most of your spelling is accurate. I found only twoerrors. See if you can find them.
You used a lot of details as was shown in oursamples. You mentioned seven different thingsyou liked about dogs.
Your map legend has all of the required key
elements needed to identify the geographicallandforms.
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Activity 1
Descriptive or Evaluative
Feedback
Your facilitator will distribute the Descriptive orEvaluative Feedback Activity
Descriptive or Evaluative Feedback Activity link
Complete the activity with a small group of 2-4
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broken down further into 4types
Motivational Feedback
Evaluative Feedback
Descriptive Feedback
Effective Descriptive Feedback
Activity 2 slide
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Motivational FeedbackGoal is to make the learner feel good.
Feedback that is intended to encourage andsupport the learner.
Does not give guidance on how to improvethe learners reasoning.
I like how you completed the assignment.
Activity 2 slide
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Evaluative FeedbackGoal is to measure student achievement with
a score or a grade.
Feedback that is intended to summarize
student achievement.
Does not give guidance on how to improvethe learners reasoning.
73%
Activity 2 slide
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Descriptive FeedbackGoal is to improve student achievement by
telling the learner what steps to take in order tomove forward in the learning process.
Feedback that is intended to tell the learnerwhat needs to be improved.
Gives specific guidance as to how to improvethe learners reasoning.
You accurately found the number of studentsin 4th grade who said ice cream was theirfavorite. You now need to divide this number by
the total number of students to get the percentwho said ice cream was their favorite.Activity 2 slide
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Effective DescriptiveFeedbackGoal is for students to internalize the effective
feedback.
Feedback that is intended to be used by the
learner to independently move their reasoningto the next level.
I agree with the pattern that you haveidentified in the table. I am not convinced that
the rule you wrote works for all the values in thetable. How could you prove this?
Activity 2 slide
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Types of Feedback -Summary
Motivational Evaluative Descriptive Effective
Feedback isprimarilymotivational
Feedback isprimarilyevaluative
Descriptive feedbackprimarily tells the studenthow to correct theirreasoning.
Descriptive feedbackasksthe student what to do tomove their reasoning tothe next level.
Purpose: to encourageand support the learner
Purpose: tomeasurestudent achievement witha score or a grade
Purpose: to improvelearning by indicating tothe student what needs to
be improved
Purpose: to improvelearning, by movingstudent reasoning to thenext level
MoreSummative MoreFormative
Activity 2 slide
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Activity 2Types of feedback
Types of Feedback - Activity 2
Complete the activity in small groups or
partners.Regroup and share
Self reflect using the chart what types offeedback you use most often.
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Key Research Findings
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Hawk and Hill (2001)
The feedback teachers give needs to be of a highquality.
When feedback is given in writing, some students:
have difficulty understanding the points the teacheris trying to make
are unable read the teachers writing
cant process the feedback and understand what todo next.
Asking a student to tell you what they think you aretrying to say to them is the best way to check this
out.
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Wiliam (1999)
Findings from Ruth Butlers research on 132 year 7students:
Students given only marks made no gain from the
first to the second lesson. Students given only comments scored on average30% higher.
Giving marks alongside comments cancelled thebeneficial effects of the comments.
Research conclusion:
If you are going to grade or mark a piece of work, youare wasting your time writing careful diagnostic
comments.
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Clarke (2001)
Findings from Clarke's research:
Teachers give:their students too many criteria making it very
difficult for specific feedback to be given
too much information in their marking whichstudents find overwhelming and difficult to takein.
Clarke suggests:When giving written feedback that teachershighlight three successes in the students workand one area where some improvement is
necessary.
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Sutton (1998)
Sutton suggests effective feedback should:be specific both positive and critical
be descriptive, rather than evaluative
be offered as soon as possible after the event
offer alternatives or ask the learner to do so
look forward to the specific next steps to improveperformance
encourage and plan for opportunities for thefeedback to be used as soon as possible
involve the learner wherever possible, to improvethe chance of feedback being understood andacted upon.
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Feedback That Fits
Task 1: Read article Feedback That Fits by Susan M.
Brookhart on effective feedback. In your group, summarize the key points made by
the author and record your ideas. (Or use theperspective lens approach with the groups)
Report back to the larger group.
Task 2: In your group, complete the activity described in the
hand-out on providing feedback to a Gr. 4 studentregarding a paragraph she has written. Once you are done, read the second part of Susan
Brookharts article and compare suggested feedbackto give with what you have discussed as a group.
http://www.ascd.org/publications/educational_leadership/dec07/vol65/num04/Feedback_That_Fits.aspxhttp://www.ascd.org/publications/educational_leadership/dec07/vol65/num04/Feedback_That_Fits.aspx -
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Feedback in summary
Quality feedback to learners:
focuses on the learning intention of the task
clear target occurs as the students are doing the learning
provides information on how and why the
student understands or misunderstands provides strategies to help the student to
improve
assists the student to understand the goals of
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REFLECTEffective feedback in your classroom
Reflect on what you have just learned regarding theimportance of effective descriptive feedback with acolleague.
What was one key point that caused you to reflect onyour classroom practice with regards to assessment?
How will this affect the way in which you assessstudent work on a daily basis?
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Suggested Professional LearningTasks
Work with a sample provided or one from yourown class. Replace the feedback given with
more effective statements that will helpfurther the students learning.
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It is not reasonable to think that lengthy writtendescriptive comments on every piece of students
work is the only way or even possible. In the nextslides we will guide you through several ways toset criteria and assess students work withoutputting a mark on the paper.
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Ten Ways To Assess WithoutPutting A Mark On Paper
Ideas taken from:
Setting and Using CriteriaBy:
Kathleen Gregory, Caren Cameron, Anne Davies
1997
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Strategies Proposed:
Met, Not Yet MetMet, Not Yet Met, I NoticedSample MatchPerformance GridMore of, Less OfN.B. (Pay Attention)Specific RemarksUsing AcronymsThe Next StepKey Questions
T k l i h
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Task to complete withcolleagues
Do a quick overview of the ten strategiesdescribed in the hand-out.
Discuss how you might use or adapt one ofthese strategies for use in one subject areawith your students.
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Exerpt from Setting and UsingCriteria
Some of our students still see numbers and lettergrades as the currency of school. We realizethat for years, they have heard, This part is
important. It will be on the test. Learn it to getan A. Now our challenge is to help studentsbecome more actively involved in theassessment process. Through this involvement,we have seen many of our students move awayfrom their over-reliance on numbers and beginto understand that a single mark cannot
possibly communicate the scope and depth oftheir learning.
(Setting and Using Criteria by Kathleen Gregory, Caren Cameron, Anne Davies 1999)
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Jr High and High School SupplementalResources for this Presentation
Talk About Assessment -High SchoolStrategies and Tools. By: Damien Cooper
Video Clips
Introduction clip #1Assessment Without Marks #6
Case Studys and Reading - Chapter 6Case Study 1 - One-to-one Conferencing (p.112)
Case Study 2 - Whatjyaget and Howdwedo (p.113)
Do I routinely provide Individual Feedback ThatInforms Students How to Improve (p.110)
Do I Routinely Work one-on-one or with smallgroups of Students To Support Them in UsingFeedback To Improve Their Work (p.111)Contact dmueller@[plpsd.mb.ca for acquiring this material
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Other Suggested Activities
Notable Quotes - Google Docs
In this activity
participants are dividedup into groups. Eachgroup is asked to look atquotes on formative
assessment by differentresearchers, summarizekey points and reportback to the largergroup.
Feedback Feedforward -- Anne Davies -Anonline journal article
that summarizes keycomponents ofeffective feedback.
Feed Up, Back, Forward
Douglas Fisher andNancy Frey ASCDNovember 2009
In a group or on own On your own
http://var/www/apps/conversion/current/tmp/scratch3427/notable-quotes-feedback_2edited_30oct03.pdfhttp://www.annedavies.com/images/PDFs/FeedBackFeedForward.pdfhttp://var/www/apps/conversion/current/tmp/scratch3427/notable-quotes-feedback_2edited_30oct03.pdfhttp://www.annedavies.com/images/PDFs/FeedBackFeedForward.pdfhttp://www.annedavies.com/images/PDFs/FeedBackFeedForward.pdfhttp://www.ascd.org/ASCD/pdf/journals/ed_lead/el200911_fisher.pdfhttp://www.ascd.org/ASCD/pdf/journals/ed_lead/el200911_fisher.pdfhttp://www.annedavies.com/images/PDFs/FeedBackFeedForward.pdfhttp://www.annedavies.com/images/PDFs/FeedBackFeedForward.pdfhttp://var/www/apps/conversion/current/tmp/scratch3427/notable-quotes-feedback_2edited_30oct03.pdf -
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In closingThe most powerful single modification that
enhances achievement is feedback. Thesimplest prescription for improvingeducation must be dollops of feedback.
Hattie, 1992
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Assessment references
Cameron, C., Gregory K., Davies, A., (1997) Knowing What Counts Setting and UsingCriteria. Building Connections Publishing.
Clarke, S. (2001). Unlocking formative assessment: Practical strategies for enhancingpupils learning in the primary classroom. London: Hodder and Stoughton.
Clarke, S. (2003). Enriching Feedback in the primary classroom. London: Hodder and
Stoughton.
Hawk, K. & Hill, J. (2001) The Challenge of Formative Assessment in SecondaryClassrooms SPANZ Journal, September 2001.
Tunstall, P., & Gipps, C. (1996). Teacher feedback to young children in formativeassessment: A typology. British Educational Research Journal, 22(4).
Sutton, R. (1998). School-wide Assessment. Improving Teaching and Learning. NewZealand Council for educational Research. Wellington NZ.
Wiliam, D. (1999). Formative Assessment in Mathematics. The MathematicalAssociation. Equals. Summer Volume 5, Number 2.