1. Teacher Feedback in Formative Classroom Assessment
Susan M. Brookhart
Presented February 27, 2008
At the University of Calgary Lecture Series
International Perspectives on Student Assessment

2. What is the role of teacher feedback in formative classroom assessment?

3. External Regulation
Internal Regulation

4. Butler & Winne, 1995, p. 248

5. Greene &
Azevedo,
2007

6. Teacher Feedback
External Regulation
Student Use of Feedback
Internal Regulation

7. Role of teacher feedback in formative classroom assessment
To provide information
Relevant to the learning task
Which the student perceives as information
And uses for internal regulation of learning
Cognitively, taking the next steps for improvement
Motivationally, understanding his/her control over the learning

8. What kinds of feedback are most effective?

9. What kinds of feedback best…
Provide information
Relevant to the learning task
Which the student perceives as information
And uses for internal regulation of learning
Cognitively, taking the next steps for improvement
Motivationally, understanding his/her control over the learning

10. Feedback Strategies Feedback strategies can vary in… In these ways…
Timing
When given
How often
Amount
How many points made
How much about each point
Mode
Oral
Written
Visual/demonstration
Audience
Individual
Group/class

11. Timing Immediate feedback for knowledge of facts (right/wrong)
Slight delay for more comprehensive reviews of student thinking and processing
Never delay feedback beyond when it would make a difference to students
As often as is practical, for all major assignments

12. Timing
Bangert-Drowns, Kulik, & Kulik (1991)

13. Amount Prioritize – pick the most important point(s)
Choose points that relate to major learning goals
Consider student’s developmental level

14. Amount
Kluger & DeNisi (1996)
Sadler (1989)

15. Mode
Best mode for the message – would a comment in passing the student’s desk suffice? Conference needed?
Interactive feedback (talking with the student) is best when possible
Written feedback on written work or on assignment cover sheets
Use demonstration if “how to do something” is an issue or if student needs an example

16. Mode Evaluation vs. grading studies about “written feedback”
Modeling and social learning theory for demonstrations

17. Audience Individual feedback says “The teacher values my learning”
Group/class feedback works if most of the class missed the same concept on an assignment – becomes an opportunity for reteaching

18. Audience
Classroom management and differentiated instruction literature
Johnston (2004)
Bloom (1984)

19. Feedback Content (1) Feedback content can vary in… In these ways…
Focus
The work itself
The process the student used
The student’s self-regulation
The student personally
Function
Description
Evaluation/judgment
Comparison
To criteria for good work
(criterion-referenced)
To other students (norm-
referenced)
To student’s own past
performance (self-referenced)

20. Feedback Content (2) Feedback content can vary in… In these ways…
Valence
Positive
Negative
Clarity
Clear to the student
Unclear
Specificity
Nit-picky
Just right
Overly general
Tone
Implications
What the student will “hear”

21. Focus
When possible, describe both the work and the process – and their relationship
Comment on student’s self-regulation if the comment will foster self-efficacy
Avoid personal comments

22. Focus
Hattie & Timperley (2007)

23. Function
Describe
Don’t judge

24. Function Ryan, Connell, & Deci (1985) Butler & Nisan (1986)
Crooks (1988)
Tunstall & Gipps (1996)
Black & Wiliam (1998)

25. Comparison
Use criterion-referenced feedback for giving information about the work itself
Use self-referenced feedback for giving information about student processes or effort
Use self-referenced feedback for unsuccessful learners who need to see how they are making progress, not how far they are from the goal

26. Comparison Bangert-Drowns, Kulik, Kulik, & Morgan (1991) Sadler (1989)
Classroom environment or classroom structure studies
Covington (1992)
Ames & Archer (1988)

27. Valence Use positive comments that describe what is well done
Accompany negative descriptions of the work with positive suggestions for improvement

28. Valence
Typology of Teacher Feedback (Tunstall & Gipps, 1996, p. 394)

29. Specifying attainment Constructing achievement
Type A
Type B
Type C
Type D
Rewarding
Approving
Specifying attainment
Constructing achievement
Rewards
Positive personal expression
Specific acknowledgement of attainment
Mutual articulation of achievement 1
Positive
Feedback
Warm expression of feeling
Use of criteria in relation to work behavior; teacher models
Additional use of emerging criteria; child role in presentation
Achievement
feedback
General praise
More specific praise
Praise integral to description
Positive non-verbal feedback
Punishing
Disapproving
Specifying improvement
Constructing the way forward 2
Punishments
Negative personal expression
Correction of errors
Mutual critical appraisal
Negative
Reprimands; negative generalisations
More practice given; training in self-checking
Provision of strategies
Improvement feedback
Negative non-verbal feedback
Evaluative
Descriptive

30. Clarity Use vocabulary and concepts the student will understand
Tailor amount and content of feedback to student’s developmental level

31. Clarity
Sadler (1989)

32. Specificity How “specific” depends on the student and the task
Feedback should be specific enough that the student knows what to do, but not so specific that it’s done for him/her
Identify errors or types of errors, but correcting every one (e.g., copyediting or supplying right answers) doesn’t leave the student anything to do

33. Specificity
Kluger & DeNisi (1996)
Sadler (1989)

34. Tone
Choose words that communicate respect for the student and the work
Choose words that position the student as the agent
Choose words that cause students to think or wonder

35. Tone
Johnston (2004)
Covington (1992)

36. Conclusion
What is the role of teacher feedback in formative classroom assessment?
Part of the external regulation of learning
Feedback is what the teacher does but in the end what matters is what the student does
The role of feedback is to present students with the means, motive, and opportunity for internal regulation of learning.

37. Conclusion What kinds of feedback are most effective?
Discussion of research on feedback (including some major reviews) and other relevant literature in light of the realities of classroom practice
Classify findings into choices for teachers about feedback strategies and feedback content

38. Conclusion
How to Give Good Feedback, coming out in September, 2008, ASCD
Academic literature review, this lecture