Quality Feedback 1

We have to know where we want to end up before we start out – and plan how to get there … (1999, Tomlinson). 2

The quality of teaching and learning provision are by far the most salient influences on students cognitive, affective, and behavioral outcomes of schooling – regardless of their gender or backgrounds (Rowe, 2003). Assessment should be first and foremost for the learners sake, designed and implemented to provide useful feedback to the learner on worthy tasks to make improved performance and ultimate mastery more likely (Wiggins, 2006). Focus on Learning 3

Assessment for Deep understanding The aim of assessment is primarily to educate and improve student performance, not merely to audit it (Wiggins, 1998). 4

Metacognition If our aim is to improve student performance, not just measure it, we must ensure that students know the performances expected of them, the standards against which they will be judged, and have opportunities to learn from the assessment in future assessments (Wiggins, 2002). 5

Importance of Feedback An expert teacher, mentor or coach can readily explain, demonstrate and detect flaws in performance. He or she can also identify talent and potential, and build on these. In contrast, trial and error learning or poor teaching are less effective and take longer. If performance flaws are not detected and corrected, these can become ingrained and will be much harder to eradicate later. Learners who dont receive instruction, encouragement and correction can become disillusioned and quit due to lack of progress. (Dinham, Feedback on Feedback, 2008) 6

Feedback Feedback is information about how we have performed in relation to the stated goals of the learning experience. Students must know how well they are expected to perform. Feedback is not effective until students have acted on it. 7

Effective Feedback Effective comments are clear, succinct and related to the specific learning intention (Wolsey, 2008). There is no one appropriate way of providing feedback to students. Rather, the nature of the task and the context of the work in the particular learning area should determine the form in which the feedback occurs. 8

Effective Feedback Constructive Precise Connected to what is being assessed Timely Frequent (Holmes & Papageourgiou, 2009) Invites self-assessment and self-reflection Informs future teaching and learning 9

Quality Feedback Effective feedback answers three questions: Where am I going? (the goals) Feed up How am I going? Feed back Where to next? Feed Forward (Hattie & Timperely, 2009) 10

Ask the boys: What can I do? What cant I do? How does my work compare with that of others? How can I do better? (Dinham, 2008) Quality Feedback 11

Quality Feedback Are our faculty assessment methods and criteria clear, valid and reliable? Is the feedback our students receive infrequent, unfocused, unhelpful, inconsistent or negative? Is the feedback we provide focused, comprehensive, consistent and improvement oriented? Is feedback to students and parents consistent? 12

CONNECTIONS: PRIOR KNOWLEDGE PRECISION: DATA & PRE-ASSESSMENT Reveals critical differences among students. Guides teachers decisions and planning EFFECTIVE ASSESSMENT Deep knowledge Deep understanding CONCEPT/IDEAS OUTCOMES GOAL & KEY LEARNING IDEAS QUALITY FEEDBACK 13

Teachers should not drive students in a tourist bus through the school curriculum, encouraging the bland recital of tourist blurbs. Students should be obliged to savour the rich texture of life… Garth Boomer. 14