A Research-Based Strategy for Increasing Student Achievement Providing Feedback A Research-Based Strategy for Increasing Student Achievement

Think in terms of coaching. Is your classroom an “assessment center” or an “improvement center”? What is the purpose of providing feedback?

Feedback Informs Learning “Actionable” feedback tells students what they are doing right or what they need to rethink or correct Marzano refers to this as “corrective” feedback Feedback is based on observations of students or on student work

What Works? Telling your beginning driver that her trip home was wrong? Telling your beginning driver that she can keep working on that trip home? Marzano’s research says that simply telling students that their answer on a test is either right or wrong has a negative effect on achievement Marzano’s research also says that asking students to keep working on a task until they succeed appears to enhance achievement

Praise as Feedback Motivational feedback may encourage or support the learner, but it does not offer suggestions for improvement How might the comments “Good Work” or “Excellent” discourage a strong student from continuing to improve? How are struggling students affected when others get praise and they never get this feedback?

Grades as Feedback Research says that if teachers give students feedback and a grade on work, students ignore the feedback and focus on the grades What does a grade tell students or parents about what the child knows and what the child still needs to learn? ● How do grades (as opposed to feedback) provide information about student growth?

Descriptive, Actionable Feedback (or “Corrective” in Marzano’s words) Is specific to the learning targets or objectives Describes learning Points students in a productive direction Makes students aware of errors or areas for more thought Provides next steps for specific action Should always be specific to criterion—students should know where they stand relative to a specific target of knowledge or skill

How to Give Feedback “Actionable” feedback … can be given to the class as a whole, to small groups, or to individual students can be written or oral should be timely More research: The more delay that occurs in providing feedback, the less improvement in achievement, especially in a test-like situation

Another Feedback Activity Using the work sample from your classroom or a classroom at your school, What does the student understand? What misconceptions might the student have? What would you write on the work sample or what would you share with the student in a conference situation? What would be your next steps with this student be?

Feedback That is “Actionable”… Helps students answer these questions: Where am I going? Where am I now? How can I close the gap? Provides opportunities for students to have ownership of their learning

Student’s Role in Feedback Students can effectively provide some of their own feedback Students can keep track of their performance as learning occurs This can be in the form of self-evaluation Consider student-led feedback Rubrics can be effective in helping students self-assess

General Rubric for Information Scale: 4= excellent; 3=good; 2=improvement; 1=unacceptable; 0= no judgment possible 4 The student has a complete and detailed understanding of the information important to the topic 3 The student has a complete understanding of the information important to the topic but not in great detail 2 The student has an incomplete understanding of the topic and/or misconceptions about some of the information. However, the student maintains a basic understanding of the topic 1 The student’s understanding of the topic is so incomplete or has so many misconceptions that the student cannot be said to understand the topic 0 No judgment can be made about the student’s understanding of the topic Marzano, page 100

General Rubric for Processes and Skills Scale: 4= excellent; 3=good; 2=improvement; 1=unacceptable; 0= no judgment possible 4 The student can perform the skill or process important to the topic with no significant errors and with fluency; the student understands the key features of the process 3 The student can perform the skill or process important to the topic without making significant errors 2 The student makes some significant errors when performing the skill or process important to the topic but still accomplishes a rough approximation of the skill or process 1 The student makes so many errors in performing the skill or process important to the topic that he or she cannot actually perform the skill or process 0 No judgment can be made about the student’s ability to perform the skill or process Marzano, page 100

Group Work Self-Assessment Student Self-Reflection Teacher Reflection

Elementary Homework Rubric from a primary school in Australia

High School Art Rubric RUBRIC: Ceramics: Shaped Bowl

Rubric Resources Rubrics For Teachers | K-12 Rubrics and Assessment RubiStar Home Rubrics and Rubric Makers

Parting Shots on Feedback And what about when she just circles the question that’s wrong. And I don’t even know why it’s wrong. And we get it back and all it has is a B. What does a B mean? Mrs. McQueen takes about 6 weeks to get our papers back to us.