Presentation on theme: "The Power of PURPOSEFUL FEEDBACK"— Presentation transcript:
1 The Power of PURPOSEFUL FEEDBACK Laura Greenstein, Ed.D.LauraGreenstein, 2010Examiner.com
2 TODAY’S GOALSExplore the research on the purpose and value of feedbackIdentify quality indicators of effective feedbackUtilize feedback to inform and guide teaching and learningQ & 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 gainJohn Hattie (2009)Feedback has an effect size of Theequivalent of one standard deviationOthers: 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.comQ & 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.comMedals and Missions: Feedback
6 Evaluative Feedback Judgment: A+ work Try harder next time Good essay Emerging skillsDescriptive FeedbackFocused 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/PerformanceProcessSelf-regulationIn the Context ofTimingBest PracticeTarget Audiencedouglas.co.us
8 TASK/PERFORMANCE Explain your chart I agree with your data, but consider alternative conclusions also.
9 PROCESS Character needs development underwhelmedcomic.comCharacter needs developmentDescribe what your character looked like and the way his clothes hung from his body
10 SELF REGULATION and DIRECTION Developing Next StepsTundra.com
12 FEEDBACK TIMING Immediately in response to a question Immediately to student misconceptionsSooner for process, slight delay is okay for taskLonger assignments: within 2 days with a reviewExpectancy 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 strategyAwesome graphing but remember to label your axes.
15 DESCRIPTIVE About the Task Process Self-regulation Nice opening sentenceYour 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 detailYou 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 RemovedGood presentation skillsYou engaged the listeners through your questioning strategy. Remember also, to make eye contact with your audience.
18 SORTING Thru FEEDBACKPut the # of each example in the more or less effective column1. 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 effort5. Your data is correct but these 2… are in the wrong category6. Accurate content in your presentation. Next time think of ways to engage your audience perhaps with…MORE EFFECTIVELESS EFFECTIVE1
19 SORTING Thru FEEDBACKPut each example in the more or less effective column1. 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 effort5. Your data is correct but these 2… are in the wrong category6. Accurate content in your presentation. Next time think of ways to engage your audience perhaps with…MORE EFFECTIVELESS EFFECTIVE215364
20 Q & A: Now You Try It- Respond to this 5th grade history essay with one feedback statement. Pick one focusRespond to content or stylePost 1 statementEssay 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 CONCLUSIONSHow it is used to improve and guide teaching and learning is primary.Reasonable RecommendationsUse feedback as part of a spectrum of strategiesUse feedback selectively based on students and settingUse 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 assomething teachers provided to students… it was onlywhen I discovered when it is from the student to theteacher 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 INFORMATIONLaura GreensteinWhat Teachers Really Need to Know About Formative Assessment
25 REFERENCESBrookhart, 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) ppClarke, Shirley (2003). Enriching Feedback in the Primary Classroom. London: Hodder and Stoughton.Davies, Anne (2010). Making Classroom Assessment Work (2nd Ed.) ConnectionsHattie, John & Timperley, Helen (2007). The Power of Feedback. Review of Educational Research. 77, pp
26 MORE REFERENCESHattie, John (2009). Visible Learning: A Synthesis of over 800 meta-analyses relating to achievement. England: RoutledgeHawk, Kay & Hill, Jan (2001). The Challenge of Formative Assessment in Secondary Classrooms SPANZ JournalKluger, 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) ppMarzano, 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).
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