1. Using Feedback

2. Objectives Assess the effectiveness of a range of factors affecting achievement Assess the effectiveness of a range of factors affecting achievement Identifying how best to implement strategies to improve achievement. Identifying how best to implement strategies to improve achievement.

3. Task 1 On the following slide is a list of things that a lot of well respected educational research has shown make a real impact on your final grades On the following slide is a list of things that a lot of well respected educational research has shown make a real impact on your final grades In pairs consider how to rank them by putting the most influential factor at the top and least at the bottom In pairs consider how to rank them by putting the most influential factor at the top and least at the bottom The most influential is said to make more than 2 grades difference. The most influential is said to make more than 2 grades difference.

4. Which improves Learning outcomes most ? Students IQ Students IQ Class environment Class environment Homework Homework Questioning Questioning Use of games and simulation Use of games and simulation Feedback Feedback Audio visual aids Audio visual aids Peer tutoring Peer tutoring Teaching style Teaching style Student's willingness to learn Student's willingness to learn

5. Top Ten grade influencers 1. Feedback (2+ grades) 2. Students IQ(2 grades) 3. Student's willingness to learn(1.5 grades) 4. Peer tutoring(1+ grade) 5. Class environment(1 grade) 6. Homework(3/4grade) 7. Teaching style(3/4grade) 8. Questioning (3/4grade) 9. Use of games and simulation(1/2 grade) 10. Audio visual aids(1/4 grade)

6. Task 2 What then is feedback? In your group try to list the types of feedback which you feel informs you of your progress and helps you improve. In your group try to list the types of feedback which you feel informs you of your progress and helps you improve.

7. written comments from your tutor(s) attached to your own work written comments from your tutor(s) attached to your own work one-to-one discussion with your teacher(s) one-to-one discussion with your teacher(s) written comments from other students written comments from other students verbal feedback from other students verbal feedback from other students A grade written by your teacher on your work A grade written by your teacher on your work A grade written by other students on your work A grade written by other students on your work

8. What is the point of Feedback Discuss as a group what you feel the purpose of feedback is Discuss as a group what you feel the purpose of feedback is How does it influence progress How does it influence progress

9. Ideally, feedback evaluates and highlights progress, evaluates and highlights progress, diagnoses and flags up problems, diagnoses and flags up problems, praises success praises success and makes recommendations to remedy weak practice. and makes recommendations to remedy weak practice.

10. Where are you at in using Feedback – be honest! Which aspects of teachers feedback do you take account of most? (0= never, 5 = always) Which aspects of teachers feedback do you take account of most? (0= never, 5 = always) Comments by your teacher in the body of your work to develop points or regarding errors Comments by your teacher in the body of your work to develop points or regarding errors Extent to which your work meets assessment objectives Extent to which your work meets assessment objectives Grade given Grade given Praise Praise Criticism Criticism Targets for improvement Targets for improvement

11. Who put grade as 4 or above and for what? Who put grade as 4 or above and for what? What was graded 2 or below? What was graded 2 or below? Why? Why?

12. Knowledge of results versus Knowledge of performance Research shows that Knowledge of results (grades) does little to enhance learning but Knowledge of performance (other eg qualitative aspects of feedback) is much more effective Research shows that Knowledge of results (grades) does little to enhance learning but Knowledge of performance (other eg qualitative aspects of feedback) is much more effective You need to understand exactly why you were given a grade and what you need to do to improve it or it may actually be counter- productive - Why? You need to understand exactly why you were given a grade and what you need to do to improve it or it may actually be counter- productive - Why?

13. Some teachers refuse to use grades Some teachers refuse to use grades In your groups try to think of reasons why. In your groups try to think of reasons why.

14. Some teachers don’t grade They believe Grades tend to reduce students’ interest in the learning itself. Ie. See the task as a chore Grades tend to reduce students’ interest in the learning itself. Ie. See the task as a chore Grades encourage cheating. Grades encourage cheating. Grades distort the curriculum Grades distort the curriculum Grades tend to reduce the quality of students’ thinking. Ie. Less creative Grades tend to reduce the quality of students’ thinking. Ie. Less creative Grades spoil teachers’ relationships with students. Grades spoil teachers’ relationships with students. Grades spoil students’ relationships with each other Grades spoil students’ relationships with each other

15. Our view We may grade some work but... We may grade some work but... Grades are meaningless unless you know why you got them Grades are meaningless unless you know why you got them They are only a small aspect of feedback They are only a small aspect of feedback You must take full account of all other feedback especially what you need to do to improve. You must take full account of all other feedback especially what you need to do to improve. Only then will you push your grades up Only then will you push your grades up

16. Our feedback sheets Lesson time will be used in future Really effective feedback takes time Really effective feedback takes time Ours and yours Ours and yours This requires everyone to do key pieces of work or else you miss out on the chance to improve by 2 grades! This requires everyone to do key pieces of work or else you miss out on the chance to improve by 2 grades!

17. Final task Look at the essay provided. Look at the essay provided. Note the feedback both on the essay and the marksheet Note the feedback both on the essay and the marksheet What is good about it What is good about it What are its weaknesses What are its weaknesses What grade do you think it got What grade do you think it got

18. Final task Everyone think of 1 thing they will do differently when they receive a piece of work back from their teacher. Everyone think of 1 thing they will do differently when they receive a piece of work back from their teacher.