finalsample quality feedback

8/2/2019 Finalsample Quality Feedback

1/37

Giving Quality Feedback


2/37

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


3/37

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


4/37

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).


5/37

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


6/37

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.


7/37

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


8/37

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
http://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asp


9/37

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
http://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asp


10/37

Evaluative feedback Examples

:Thats a good essay.Youve done well.

73%Youve shown improvementYou need to try harder
http://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asp


11/37

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.
http://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asp


12/37

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
http://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asphttp://var/www/apps/conversion/current/tmp/scratch3427/Descriptive%20or%20Evaluative%20Feedback%20Activity.pdfhttp://var/www/apps/conversion/current/tmp/scratch3427/Descriptive%20or%20Evaluative%20Feedback%20Activity.pdf


13/37

broken down further into 4types

Motivational Feedback

Evaluative Feedback

Descriptive Feedback

Effective Descriptive Feedback

Activity 2 slide


14/37

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


15/37

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


16/37

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


17/37

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


18/37

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


19/37

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.
http://var/www/apps/conversion/current/tmp/scratch3427/revised-Types%20of%20Feedback%20Activity.pdfhttp://var/www/apps/conversion/current/tmp/scratch3427/revised-Types%20of%20Feedback%20Activity.pdf


20/37

Key Research Findings


21/37

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.


22/37

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.


23/37

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.


24/37

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.


25/37

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


26/37

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


27/37

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?


28/37

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.


29/37

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.


30/37

Ten Ways To Assess WithoutPutting A Mark On Paper

Ideas taken from:

Setting and Using CriteriaBy:

Kathleen Gregory, Caren Cameron, Anne Davies

1997


31/37

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


32/37

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.


33/37

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)


34/37

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
mailto:dmueller@%5Bplpsd.mb.camailto:dmueller@%5Bplpsd.mb.ca


35/37

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


36/37

In closingThe most powerful single modification that

enhances achievement is feedback. Thesimplest prescription for improvingeducation must be dollops of feedback.

Hattie, 1992


37/37

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.

finalsample quality feedback

Documents