1. Descriptive and Corrective Feedback Miami Jackson Senior High December 12, 2011

2. How can we provide students with feedback on their work that will start them on an “upward spiral?” Feedback FOR Learning has 3 major components: Accurate Information Descriptive Feedback Student Involvement 1/18/20162

3. What is descriptive feedback? Feedback….. Focuses on providing information to the student with the goal of improving what is being addressed. Allows the student to adjust and revise their thinking. It is conversational, less formal and is not judgmental or evaluative. 1/18/20163

4. Effective Descriptive Feedback Should be specific to how to improve performance Should be timely Should be relevant to the student and their goals Should be clear and concise 1/18/20164

5. Feedback CONTENT can be EFFECTIVE or INEFFECTIVE: Ineffective Descriptive Feedback – Irrelevant – General – Delayed – Overwhelming 1/18/20165

6. Utilizing Descriptive Feedback in Science: Science notebooks Homework assignments Science Projects (Ongoing) Reports Research Papers Performance Task Items Presentations 1/18/20166

7. Effective vs. Ineffective? you be the judge 1/18/20167

8. Descriptive Feedback Sample 1: “I love the chart that starts with trees and ends up at the recycling plant (instead of back at more trees). It follows the relevant section of your report and illustrates the complete cycle so clearly! How did you come up with that idea? “ Focus Clarity Specificity Tone Effective Descriptive Feedback 1/18/20168

9. Descriptive Feedback Sample 2: “Your report was the shortest one in the class. You didn’t put enough in it. “ Focus Clarity Specificity Tone Ineffective Descriptive Feedback 1/18/20169

10. Effective Descriptive Feedback addresses both cognitive and motivational factors. Cognitive factors: Corrective feedback gives specific information students can use. It focuses on their strengths and ways to improve. Motivational factors: Once the students feel they understand what to do and why, a sense of control is developed. 1/18/201610

11. CategoryAverage Effect Size % Gain# of Studies Identifying Similarities & Differences1.614531 Summarizing & Note-Taking1.0034179 Reinforcing Effort & Providing Recognition.802921 Homework & Practice.7728134 Nonlinguistic Representation.7527246 Cooperative Learning.7327122 Providing Feedback.6123408 Generating & Testing Hypotheses.612363 Cues, Questions, & Advance Organizers.59221251 Effectiveness of providing feedback 1/18/201611

12. Which group of students has been motivated for success? OR 1/18/201612

13. How will you know if your feedback was effective? Your students learn; their work improves. Your students become more motivated; they believe they can learn, want to learn and take more control over their own learning. Your classroom becomes a place where feedback is valued and viewed as productive. 1/18/201613

14. So, how can we give descriptive feedback that is informational as well as motivational? 1/18/201614

15. Descriptive Feedback Strategies 1/18/201615

16. Descriptive Feedback Strategy #1 Model both giving and using feedback: Use think-aloud activities so students see how revisions are made and why Create a classroom environment where feedback is expected and “mistakes” are recognized as opportunities for learning Provide feedback PRIOR to providing the grade 1/18/201616

17. Descriptive Feedback Strategy #2 Be clear about the learning target and the criteria for good work: Explain to the student why an assignment is given; set a relevant purpose for the work Make directions clear Utilize student friendly rubrics Have students develop their own rubrics or translate yours into student friendly language if appropriate Design lessons that incorporate using the rubrics as students work 1/18/201617

18. Descriptive Feedback Strategy #3 Teach students self and peer assessment skills. Teach students to use tools to help determine and track their own data and feedback Develop self-regulation skills necessary for using any feedback 1/18/201618

19. Students can use tools to help determine and track their own data and feedback. 1/18/201619

21. Descriptive Feedback Strategy #4 Design lessons in which students use feedback on previous work to produce better work: Provide opportunities to redo assignments Give new but similar assignments for the same learning targets Give opportunities for students to make the connections between the feedback they received and the improvement of their work 1/18/201621

22. Descriptive Feedback Starter Stems 1/18/201622

23. Let’s review some student work: Review the item sample, sample answer, student response and provide feedback. Compare your feedback to that of the State. 1/18/201623 APPLICATION

24. 1/18/201624

25. Activity: Look at the student sample. What type of corrective feedback would you give this student so that they can improve their response. 1/18/201625

26. The State’s Descriptive Feedback Did your Descriptive feedback address these weaknesses? 1/18/201626

27. Finding/Creating Rubrics: http://rubistar.4teachers.org http://rubistar.4teachers.org 1/18/201627