Effective feedback is an enormous topic - and a crucial one for us to understand due to its powerful effect on student achievement. Few aspects of teaching and learning have more potential to raise achievement. Alarmingly, in more than a third of the studies analysed in Kluger and DeNisi's 1996 meta-analysis (reviewed here, but not a great read), the effect was to demotivate and LOWER student performance. So we want to make sure we give feedback in the most effective ways.
Luckily, the September edition of Educational Leadership is dedicated to "Feedback for Learning" and is available in our library soon. The article titles are listed at the end of this post.
This week's post will focus on Teacher-to-Learner feedback. Learner-to-Teacher feedback will form the theme of a future post.
WHAT EFFECTIVE FEEDBACK IS AND ISN'T:
To be effective, feedback must be goal-referenced, understandable, and immediately actionable. Feedback should not be advice, evaluation, or value judgements.Marge Scherer, editor of ASCD's Educational Leadership, says that the best feedback "describes what the student has done and helps the student decide what to do next." - notice she used the verb "describes" and not "evaluates".
John Hattie and Helen Temperley, in their 2007 Article for Educational Review "Assessment: Feedback to Promote Student Learning", gave us the three essential questions:
1. Where am I going? (What is the goal?)
2. How am I going? (What progress is being made towards the goal?)
3. Where to next? (What activities need to be undertaken to make better progress?)
Hattie and Temperley called these: feed-up, feed-back, and feed-forward.
Grant Wiggins does a great job of further describing what effective feedback is and isn't in his article: 7 Keys to Effective Feedback. (This IS a good read!)
For Effective Teacher-to-Learner Feedback:
The key to effective feedback actually comes BEFORE the students begin their work. Effective feedback requires well designed learning goals and success criteria against which students' progress can be compared to formulate good feedback. The timing of the completion of the work must be planned so the feedback can be given DURING the learning process, not after it. Feedback loses a great deal of its impact if it is accompanied by a mark or grade.To maximise the effectiveness of the feedback, teachers must:
1. Set clear, concrete, specific learning goals and must demonstrate what success will look like:
Do the students know what success looks like? Are the criteria clear enough for students to measure their work against it to identify gaps?
"Leveling the Playing-Field", an exerpt from Susan M Brookhart and Connie M Moss' book "Advancing Formative Assessment in Every Classroom", is a great place to start looking at setting better learning goals.
If you have the time and want to dive into some indepth study of Learning Goals, the Ontario Ministry of Education has put together a short-course: Learning Goals & Success Criteria (6 videos of approx 8mins and a 57 page self-study guide).
2. Provide effective feedback:
Describe the work's strengths (not the student's) in reference to the success criteria; make observations not inferences or judgements; use clear words that students can understand; choose words that imply the student is active in the learning process and will be able to make their OWN decisions what needs to be done to close the gap between the current understanding shown and the specific learning goal.
Susan M. Brookhart has also written two articles for Educational Leadership on what to include in effective feedback: "Preventing Feedback Fizzle" and "Feedback That Fits ".
3. Provide an opportunity for immediate use:
The student has either a new, similar task to complete using the feedback provided or the student can revise and re-submit the orgininal work. Feedback is only effective if it is given WHILE the learning is taking place - not after.
For more detail on the existing literacture on Feedback Valerie J. Shute's Research Report for ETS entitled "Focus on Formative Feedback" is an excellent overview.
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September 2012
Feedback for Learning
Seven Keys to Effective FeedbackGrant WigginsWhat feedback is—and isn’t.
Know Thy ImpactJohn HattieThe effects of feedback, although positive overall, are remarkably variable.
Preventing Feedback FizzleSusan M. Brookhart
Feedback works only when students are trying to reach a learning target.
Feedback: Part of a System Dylan Wiliam What matters most is what response the feedback triggers in the recipient.
“How Am I Doing?”Jan Chappuis
By looking closely at students’ work, we can identify where they need help.
Making Time for FeedbackDouglas Fisher and Nancy Frey Analyzing errors and looking for patterns are two smart ways to save time.
Feedback Is a Two-Way StreetCris Tovani “What do you need from me?” is a remarkably helpful question.
“Look at My Drawing!”Maja Wilson
Pause before you respond, “Good job!”
How to Know What Students KnowWilliam Himmele and Pérsida HimmeleTotal participation techniques that get everyone thinking.
Guiding the Budding WriterPeter Johnston How to help students see themselves as authors.
Learning from the True CustomersGregory KasterWhen elementary students speak up, communication improves—and so does lunchtime.
Feedback in an Age of EfficiencyT. Philip Nichols How to reorient classroom toward personal learning in the era of standardized measures.
Keeping the Destination in MindAngela Di Michele Lalor
Start with strengths, raise questions, and provide direction.
Columns and Departments
Perspectives/Finessing FeedbackMarge Scherer
Double TakeReviews, research, and relevant reads.
Art and Science of Teaching/Teaching ArgumentRobert J. MarzanoHow to address one of the language arts skills emphasized in the Common Core State Standards.
Research Says/Good Feedback Is Targeted, Specific, Timely
Bryan Goodwin and Kirsten Miller Borrowing some principles from video games can help.
Power Up!/Electronic FeedbackDoug JohnsonWhat is the role of the school leader in effectively using technology?
Principal Connection/Getting in a Time MachineThomas R. HoerrHow to start over even when the faces around you are the same.
One to Grow On/What Heather Taught MeCarol Ann Tomlinson The author finds that even stinging criticism can be beneficial.
Tell Me About …/A Time When Feedback Made a DifferenceFind readers’ stories here and online, and contribute your own response to an upcoming question.
