1. Providing feedback to learners
Supporting the Agency for Professional Development of Teachers in Serbia (ZAVOD)
Workshop
Providing feedback to learners
September 2016
Beograd
Prepared by
Univ. Prof Dr Viktor Jakupec

2. Providing feedback to learners
Learning Outcomes
The learner is able to provide appropriate and productive formal and non-formal formative and summative evaluation and feedback
Teaching Activity
Explain the theory, practice and the need to provide feedback to learners (open discussion)
Identify feedback methods and procedures and instruments (practical examples; discussion)
Learning Activity
Identify learners’ feedback methods and determine which ones are suitable in specific situations (group presentation)
Develop an outline criteria framework for developing instrument for feedback to learners.(group activity) 1

3. Providing feedback to learners
Introduction to Topic
Formative evaluation and feedback
Summative evaluation and feedback
Formal and informal evaluations and feedback
Activity: Apply What You Have Learnt 2

4. Providing feedback to learners
Introduction to Topic
Definitions:
Evaluation
Assessment
Feedback
Purpose of evaluation and feedback
Forms of evaluations and feedback
Formative evaluations and feedback
Summative evaluations and feedback
Putting theory into practice
Activity: Develop an outline criteria framework for developing instrument for assessment feedback to learners.(group activity) 3

5. Providing feedback to learners
Definitions:
Assessment is the ongoing process of:
Establishing clear, measurable expected outcomes of student learning
Ensuring that students have sufficient opportunities to achieve those outcomes
Systematically gathering, analysing, and interpreting evidence to determine how well student learning matches outcomes/expectations
Using the resulting information to understand and improve student learning
Evaluation is using Assessment Information to make a judgment on such things as:
Have students achieved the learning goals set for them
The relative strengths and weaknesses of our teaching/learning strategies
 What changes in our goals and teaching/learning strategies might be appropriate 4

6. Providing feedback to learners
Definitions:
Testing: is systematically gathering and analysing evidence of achievement of student learning outcomes –It is one part of Assessment
Examinations: are formal testing procedures used for grading of achievement of student learning outcomes 5

7. Providing feedback to learners
Definitions:
Feedback is information provided by a trainer, or a mentor, or a peer, or an employer, or oneself or through experience regarding aspects of a learner’s performance or understanding. That is:
A trainer or mentor can provide corrective information
A peer can provide an alternative strategy feedback
Oneself can clarify ideas feedback
Feedback should provide encouragement to a learner
Feedback thus is a “consequence” of performance 6

8. Providing feedback to learners
Purpose of evaluation and feedback
Feedback should give learners a clear guidance on how to improve their learning.
Feedback as an essential part of effective learning should helps learners understand the topic, programme or course subject being studied 7

9. Providing feedback to learners
Formative evaluations and feedback
Any task or activity which creates feedback (or feedforward) for students about their learning.
Formative assessment does not carry a grade which is subsequently used in a summative judgement. 8

10. Providing feedback to learners
Formative evaluations and feedback
Formative evaluation and feedback should be used throughout the programme, course or module
Learners should have access to face-to-face feedback as required
Receiving feedback should not be exclusive to certain forms of assessment
Feedback should be timely
Learners should be supported to critique their own work
Learners should be given the choice of format for feedback 9

11. Providing feedback to learners
Summative evaluation and feedback
Any assessment activity which used as a judgement on student performance. Ultimately judgements using summative evaluation may be used to determine the formal performance of the learner and expressed as marks and feedback 10

12. Providing feedback to learners
Formal and informal evaluations and feedback
Formal evaluations are usually used as indicators of performance.
Formal evaluations involve collecting specific data and analysis of it for formal reporting.
Formal feedback is ex-post statement offering comparative and evaluative information
Formal feedback rates a learner’s performance
Formal feedback determine the extent to which the learner has achieved the learning goals
Formal feedback determines whether a learner is qualified to progress to the next stage of the program/course/training cycle 11

13. Providing feedback to learners
Formal and informal evaluations and feedback
Informal evaluation and feedback should be provided on an ongoing basis
Informal evaluation and feedback is timely feedback given immediately or as soon as possible to give praise or address problems.
Informal evaluation and feedback demonstrates trainer’s commitment to continuous and open communication with a learners
Informal evaluation and feedback should create a supportive environment that emphasises mutual support. 12

14. Providing feedback to learners
Putting theory into practice: Principles of good feedback practices should
Clarify what good performance is (goals, criteria, expected standards).
Provide learners with some ownership of performance goals
Facilitate the development of self-assessment (reflection) in learning – integrate with trainer/mentor feedback.
Deliver high quality information to students about their learning.
Encourage trainer/mentor and peer dialogue around learning
Encourage positive motivational beliefs and self-esteem
Provide opportunities to close the gap between current and desired performance.
Provides information to trainers/mentors that can be used to help shape teaching 13

15. Providing feedback to learners
Putting theory into practice: Providing usable feedback
Usable feedback should contain:
Descriptions of the features of the student's work (what has been done and/or not done);
Evaluative judgements/comments linked to criteria and standards that indicate the features of the work that add to or detract from its quality (how well things have been done);
Suggestions of alternative approaches that would lead to improvement
Explanations, or directions to resources, that demonstrate an improved possible approach that the student could use, and
Motivating comments (praise, encouragement etc.) that indicate that an aspect of the work is praiseworthy and explains why the element being praised is good. 14

16. Providing feedback to learners
Putting theory into practice: Main questions
The main questions that trainers/mentors need to ask themselves are:
What do I as a trainer/mentor want the learner to do in response to feedback comments?
What do I as a trainer/mentor want the learner to learn from feedback comments? 15

17. Designing and delivering a learner centred curriculum
Activities
Construct an outline criteria framework for developing an instrument for assessment feedback to learners.(group activity)
Present group work to other groups 16