5 Overview of Presentation Feedback and its powerChallenges for teachersAn inquiry and knowledge building cycle for improvementNote will leave overview of New Zealand’s education system to the New Zealand speaker later in the programme
6 FeedbackInformation provided by someone or something to a learner about aspects of performance or understandingFeedback follows teachingMay be seen as new teaching when it fills gap between what is understood and what is aimed to be understood
7 Influences on Achievement ? (Hattie, 2009) DecreasedEnhancedZero7
8 The typical influence on achievement (Hattie, 2009) The typical effect across800+ meta-analysis50,000 studies, and200+ million students
9 Effect on Achievement over time? Typical Effect Size.20.401.0DecreasedEnhancedZero
10 Where feedback fits (Hattie, 2009) 1 Acceleration (speed up a year)2 Feedback3 Student-teacher relationships .72Teaching study skillsCooperative learningHomeworkMentoringAbility grouping9 Retention (hold back a year)Acknowledge variability – different studies found different effects because feed back not always beneficial and teachers not necessarily expert in giving effective feedback
11 The Power of FeedbackComes from being embedded in strategies involving:Student self-report grades (Rank 1)Formative evaluation (Rank 3)Teacher clarity (Rank 8)But not all feedback promotes student learning
12 What feedback would you give to this student? (Parr & Timperley, 2010) Learning objective: To learn how to structure a recount (an account of some event that has occurred)Intended audience and purpose: Tell your friends in an interesting way about a trip you have been onThis student wrote about a trip to Sydney and Brisbane (Australia)Write down two pieces of feedback you would give to this student
13 Hi I am at home planning my next trip to synedy and Brisbaned for Christmas and New years day I am going to stay in syned for a week and I am going to stay in Brisburnd for a week withmy mum’s flat mate. When I went over to synedy las time I met rua hes a dog of chris’s. Chris is one of marys flat mate now last time when I went there I had to count his money. Then there is nan she has 3 children one is around 14 years old the seoncod is 2 years old and the youngst child is nine mothes old. Then I went to Brisbured. When I got to Synedy I am going to go to all this fantsey parks and and I am going to stay in a hotal.Provided with learning aims and success criteria and an overview of the lesson.
14 Feedback can be detrimental When it does not give information about how to improve, for example:Tentative grades with no commentsFeedback associated with extrinsic rewardsPersonal praise / criticism that distracts from the taskMy day is boring and I don’t know what this assignment is about.D-You are so clever
15 Purpose – to reduce discrepancy between current understandings and a desired goal Ways to reduce the discrepancyIncrease effort or abandon goalAnswers three questionsWhere am I going? How am I going? Where to next?Self- RegulationTaskTaskProcessSelf
16 PurposeTo reduce discrepancies between current understandings / performance and a desired goalKey conditions:Students must have a learning goalAnswers the question, “Where am I going?Most effective when goals are specific and challenging but not too difficult
17 Ways to reduce the discrepancy Increase effort using more effective strategiesAbandon, blur or lower the goalKey conditions:Teachers work with students to identify appropriate challenging and specific goalsTeachers assist students to reach them through effective learning strategies“Where to next?”
18 Students Students Answers three questions Where am I going? Goal Where to Next?How am I doing?Where am I going?StudentsStudentsAnswers three questionsWhere am I going? GoalHow am I going? FeedbackWhere to next? Feed-forward
19 Each feedback question works at four levels How well the tasks are understood / performedTask levelThe main processes needed to understand / perform tasksProcess levelSelf RegulationSelf-monitoring, directingand regulation of actionsPersonal evaluations and affect (usually positive) about the learnerSelf level
20 Hi I am at home planning my next trip to synedy and Brisbaned for Christmas and New years day I am going to stay in syned for a week and I am going to stay in Brisburnd for a week withmy mum’s flat mate. When I went over to synedy las time I met rua hes a dog of chris’s. Chris is one of marys flat mate now last time when I went there I had to count his money. Then there is nan she has 3 children one is around 14 years old the seoncod is 2 years old and the youngs child is nine mothes old. Then I went to Brisbured. When I got to Synedy I am going to go to all this fantsey parks and and I am going to stay in a hotal.Provided with learning aims and success criteria and an overview of the lesson.
21 How Would Your Feedback Have Scored? For a high score (on our rubric):Feedback provides an indication of:Extent to which the writer met the learning objective (structuring recounts)Extent to which writing had features associated with audience and purpose for writing (friends about an interesting trip)What action the writer could take to improve
22 The Research Results 49 teachers Relationship between the quality of feedback score and gains in student achievement on a nationally normed measure of writing (asTTle) highly significant (r=.685, p<.01)
23 A second study (Timperley & Parr, 2009) In a professional development project we examined extent to which teachers were explicit about and students understoodLearning objectivesSuccess criteriaFeedbackFeed forward15 teachers, observed lessons (with microphones), students interviewed
24 Teachers’ Learning Sequence Clarity of learning objectives and success criteria developed first for teachers (and understood by students)Found personal praise difficult to stop;Feedback about task & process rare;Feed forward almost non-non-existent
25 Learning How to Give Feedback in Ways that Promote Student Learning Requires that teachers’ professional learning is carefully scaffolded over time (in the same way as student learning)Teachers identify learning goals with studentsIdentify own professional learning goals about feedback practice for themselves (in relation to students’ learning goals)Seek feedback from students and leaders on their progressReadjust their feedback practiceAnd so on ...Why relate it to student learning goals – teachers thought they were giving quality feedback but those who learned most successfully were tuned into students’ responses. Emphasise ‘with”Teaching practices are not inherently good or bad independently of how students respond – feedback that can look good on its own can only be considered effective if students are responding differently.Reject a decontextualised knowledge transmission model for students so we should for teacher learning – must be contextualised in the challenges of teaching and learning
26 Timperley, H. (2008) Teacher Professional Learning and Development Timperley, H. (2008) Teacher Professional Learning and Development. International Academy of Education. International Bureau of Education. Paris: UNESCO
27 to promote student outcomes for teachers Teacher inquiry and knowledge-building cycleto promote student outcomes for teachersWhat knowledge and skills do our students need?What knowledge and skills do we as teachers need?What has been the impact of our changed actions?Deepen professional knowledge and refine skillsEngage students in new learning experiences
28 Re-assess students’ knowledge and skills Deepen student and professional learning focusRelationship between professional and student learningRe-assess students’ knowledge and skillsProfessionals refine feedback practicesObserve how students respond (Prof feedback)Professionals assisted to Identify feedback practices and new skills requiredAssess students’ knowledge and skillsCan’t learn teaching skills out of context – need to be in context.If student learning is to be enhanced, need to learn about feedback practice in relation to promoting student learning.Or just becomes a set of practices that are soon forgotten.
29 Students Principals Teachers Feedback and Improvement Where to Next? How are we doing?Where are we going?StudentsPrincipalsTeachersFeedback and Improvement
30 For Rest of the Day: Think about How Teachers Can Inquire and Build Knowledge High stakes testing and student learningNational Monitoring systemCriteria development with teachersMacro or micro assessment policyAssessment in Curriculum of ExcellenceDeveloping an ‘assessment for learning’ cultureI’ve outlined some of the professional learning demands for teacdhers to learn how to give feedback to students.For the rest of the day, think about the professional learning demands so assessment practices can lead to improved student learning so everyone is answering the three questions
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