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The Power of PURPOSEFUL FEEDBACK

The Power of PURPOSEFUL FEEDBACK. Laura Greenstein, Ed.D. LauraGreenstein, 2010. Examiner.com. TODAY’S GOALS. Explore the research on the purpose and value of feedback Identify quality indicators of effective feedback Utilize feedback to inform and guide teaching and learning.

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The Power of PURPOSEFUL FEEDBACK

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  1. The Power ofPURPOSEFUL FEEDBACK Laura Greenstein, Ed.D. LauraGreenstein, 2010 Examiner.com

  2. TODAY’S GOALS Explore the research on the purpose and value of feedback Identify quality indicators of effective feedback Utilize feedback to inform and guide teaching and learning Q & A: What Are Yours?

  3. THE TRUE VALUE OF FEEDBACK Ruth Butler (1986) Students given only comments scored on average 30% higher. (Grades resulted in no gain, grades and comments cancelled the beneficial effects of comments.) Robert Marzano (2001) Providing feedback yields a 23 percentile gain John Hattie (2009) Feedback has an effect size of 1.13. The equivalent of one standard deviation Others: Susan Brookhart, Shirley Clarke, Helen Temperley, Dylan Wiliam, Anne Davies, Carol Dweck, Avraham Kluger and Angelo Denisi

  4. THE FEEDBACK EXPERIENCE You call this lunch! tvguide.com Q & A: What comes to mind when you hear the word “FEEDBACK”

  5. FEEDBACK LOOP FEED UP: Where am I going; What’s the target; exemplars? FEEDBACK: How am I doing; descriptive, reflective? FEED Forward: What’s the next step(s)? clickaclass.com Medals and Missions: Feedback

  6. Evaluative Feedback Judgment: A+ work Try harder next time Good essay Emerging skills  • Descriptive Feedback • Focused on Targets: • Accurate work in discussing the main points. What can you now expand on? • Your hypothesis is a useful proposal. How can you rewrite it as an if…then…statement? • Process was correctly followed but you made a simple mathematical error in step 2. Remember to check your work.

  7. THE FOCI OF FEEDBACK • Types of Feedback: (Hattie and Timperley, 2007) • Task/Performance • Process • Self-regulation • In the Context of • Timing • Best Practice • Target Audience douglas.co.us

  8. TASK/PERFORMANCE

  9. PROCESS underwhelmedcomic.com

  10. SELF REGULATION and DIRECTION Developing Next Steps http://assessment.tki.org.nz Tundra.com

  11. IT’S ALL IN THE TIMING Wordpress.com

  12. FEEDBACK TIMING Immediately in response to a question Immediately to student misconceptions Sooner for process, slight delay is okay for task Longer assignments: within 2 days with a review Expectancy of feedback raises achievement

  13. BEST PRACTICE

  14. SPECIFIC Adequate amount and detail: For the target To the student

  15. DESCRIPTIVE About the Task Process Self-regulation

  16. ACTIONABLE Explains: What to do How to do it

  17. UNDERSTANDABLE Can be acted upon Specific Clear Cartoon Removed

  18. SORTING Thru FEEDBACK Put the # of each example in the more or less effective column 1. Feedback 2 weeks after the end of the unit. (example is below) 2.Rearrange your sentences in this sequence…then add more detail to each one. 3. B+ 4. I know you can do better with more effort 5. Your data is correct but these 2… are in the wrong category 6. Accurate content in your presentation. Next time think of ways to engage your audience perhaps with…

  19. SORTING Thru FEEDBACK Put each example in the more or less effective column 1. Feedback 2 weeks after the end of the unit. 2.Rearrange your sentences in this sequence…then add more detail to each one. 3. B+ 4. I know you can do better with more effort 5. Your data is correct but these 2… are in the wrong category 6. Accurate content in your presentation. Next time think of ways to engage your audience perhaps with…

  20. Q & A: Now You Try It- Respond to this 5th grade history essay with one feedback statement. • Pick one focus • Respond to content or style • Post 1 statement Essay removed. Please respond to your own chosen student work.

  21. EMERGING RESEARCH • Questions yet to be answered: Is it more effective • In certain subject areas? • At certain grade levels? • With students from different backgrounds? • For students with different aptitudes? • With fixed vs. growth mindset? • From teacher, self, or peers?

  22. LOGICAL CONCLUSIONS • How it is used to improve and guide teaching and learning is primary. • Reasonable Recommendations • Use feedback as part of a spectrum of strategies • Use feedback selectively based on students and setting • Use feedback responsively to inform instruction

  23. TAKE-AWAYS The mistake I was making was seeing feedback as something teachers provided to students… it was only when I discovered when it is from the student to the teacher that I started to understand it better. (Hattie, p. 173) Please leave behind: Two stars (what will take away?) and one wish (what else do you need?)

  24. CONTACT INFORMATION Laura Greenstein lauragteacher@hotmail.com http://www.assessmentnetwork.net What Teachers Really Need to Know About Formative Assessmenthttp://shop.ascd.org/productdisplay.cfm?productid=110017

  25. REFERENCES Brookhart, Susan (2008). How to Give Effective Feedback to Your Students. Alexandria, VA: Association for Supervision and Curriculum Development. Butler, Ruth & Nisan, Mordecai (1986) Effects of No Feedback, Task-Related Comments, and Grades on Intrinsic Motivation and Performance. Journal of Educational Psychology 78 (3) pp. 210-216. Clarke, Shirley (2003). Enriching Feedback in the Primary Classroom. London: Hodder and Stoughton. Davies, Anne (2010). Making Classroom Assessment Work (2nd Ed.) Connections Hattie, John & Timperley, Helen (2007). The Power of Feedback. Review of Educational Research. 77, pp. 81-112. http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ782448&ERICExtSearch_SearchType_0=no&accno=EJ782448

  26. MORE REFERENCES Hattie, John (2009). Visible Learning: A Synthesis of over 800 meta-analyses relating to achievement. England: Routledge http://books.google.com/books?hl=en&lr=&id=lh7SZNCabGQC&oi=fnd&pg=PP1&ots=dibQRMWbZG&sig=vqVQFaWbH-d0BNsqV17HwgaUGG0#v=onepage&q&f=false Hawk, Kay & Hill, Jan (2001). The Challenge of Formative Assessment in Secondary Classrooms SPANZ Journal Kluger, Avraham, & DeNisi, Angelo. (1996). The Effects of Feedback Interventions on Performance: A Historical Review, a Meta-Analysis, and a Preliminary Feedback Intervention Theory. Psychological Bulletin: 119 (2) pp 254-284. http://www.tamu.edu/classes/payne/PA/Kluger%20&%20DeNisi%201996.pdf Marzano, Robert, Pickering, Debra, & Pollock, Jane (2001). Classroom Instruction That Works: Research-Based Strategies for Improving Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development. Sadler, Royce (1989). Formative Assessment and the Design of Instructional Systems. Instructional Science, 18, 119–44. Tunstall, Pat & Gipps, Caroline (1996). Teacher Feedback to Young Children in Formative Assessment: A Typology. British Educational Research Journal, 22 (4).

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