1. The Power of PURPOSEFUL FEEDBACK
Laura Greenstein, Ed.D.
LauraGreenstein, 2010
Examiner.com

2. 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?

3. 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 The
equivalent of one standard deviation
Others: Susan Brookhart, Shirley Clarke, Helen Temperley, Dylan Wiliam, Anne Davies, Carol Dweck, Avraham Kluger and Angelo Denisi

4. THE FEEDBACK EXPERIENCE
You call this lunch!
tvguide.com
Q & A: What comes to mind when you hear the word “FEEDBACK”

5. 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)?
clickaclass.com
Medals and Missions: Feedback

6. 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.

7. 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

8. TASK/PERFORMANCE Explain your chart
I agree with your data, but consider alternative conclusions also.

9. PROCESS Character needs development
underwhelmedcomic.com
Character needs development
Describe what your character looked like and the way his clothes hung from his body

10. SELF REGULATION and DIRECTION
Developing Next Steps
Tundra.com

11. IT’S ALL IN THE TIMING
Wordpress.com

12. 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

13. BEST PRACTICE Best Practice Descrip-tive Action-able Specific
Under-standable

14. SPECIFIC Adequate amount and detail: For the target To the student
Incorrect strategy
Awesome graphing but remember to label your axes.

15. 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.

16. 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.

17. 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.

18. 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

19. 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
LESS EFFECTIVE 2 1 5 3 6 4

20. Q & A: Now You Try It- Respond to this 5th grade history essay with one feedback statement.
Pick one focus
Respond to content or style
Post 1 statement
Essay removed. Please respond to your own chosen student work.

21. 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?

22. 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

23. TAKE-AWAYS Please leave behind: Two stars (what will take away?)
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?)

24. CONTACT INFORMATION
Laura Greenstein
What Teachers Really Need to Know About Formative Assessment

25. REFERENCES
Brookhart, Susan (2008). How to Give Effective Feedback to Your Students. Alexandria, VA: Association for Supervision and Curriculum Development.
Butler, Ruth & Nisan, Mordecai (1986) Effects of No Feedback, Task-Related Comments, and Grades on Intrinsic Motivation and Performance. Journal of Educational Psychology 78 (3) pp
Clarke, Shirley (2003). Enriching Feedback in the Primary Classroom. London: Hodder and Stoughton.
Davies, Anne (2010). Making Classroom Assessment Work (2nd Ed.) Connections
Hattie, John & Timperley, Helen (2007). The Power of Feedback. Review of Educational Research. 77, pp

26. MORE REFERENCES
Hattie, John (2009). Visible Learning: A Synthesis of over 800 meta-analyses relating to achievement. England: Routledge
Hawk, Kay & Hill, Jan (2001). The Challenge of Formative Assessment in Secondary Classrooms SPANZ Journal
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
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).