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Online Workshop Giving Quality Feedback

Online Workshop Giving Quality Feedback. In this workshop you will:. Remind ourselves of the purpose and value of quality feedback to learners Look at student work and share with colleagues the type of feedback you would give that student

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Online Workshop Giving Quality Feedback

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  1. Online Workshop Giving Quality Feedback

  2. In this workshop you will: • Remind ourselves of the purpose and value of quality feedback to learners • Look at student work and share with colleagues the type of feedback you would give that student • Identify strategies that improve the quality of feedback to learners

  3. Quality feedback should… • focus on the learning intention of the task • provide information on how and why the student understands and misunderstands • provide strategies to help the student to improve • assist the student to understand the goals of the learning.

  4. Tunstall and Gipps (1996) In 1996 Pat Tunstall and Caroline Gipps developed a typology of teacher feedback by recording and classifying the feedback given by teachers to the students. They classified feedback as either: evaluative – involving a value judgment or descriptive –describing what the student said or did.

  5. Evaluative feedback Evaluative feedback: • involves a judgment by the teacher based on implicit or explicit norms. • promotes self-management and independence. Most teacher feedback interactions observed were at the evaluative end of the continuum. Examples of evaluative feedback: “That’s a good essay.” “You’ve done well.”

  6. Descriptive feedback Descriptive feedback: • is task- and outcome-oriented. • focuses on identified learning outcomes and makes specific reference to the student’s achievement. An example of descriptive feedback: “That’s a good essay because you have covered the main points we discussed at the beginning. Now … which points do you think you could expand on?”

  7. Wiliam (1999) Findings from Ruth Butler’s research on 132 year 7 students: • Students given only marks made no gain from the first to the second lesson. • Students given only comments scored on average 30% higher. • Giving marks alongside comments cancelled the beneficial effects of the comments. Research conclusion: If you are going to grade or mark a piece of work, you are wasting your time writing careful diagnostic comments.

  8. Clarke (2003) prompts • Reminder prompt: “How could you make this ……… better?” • Scaffolded prompts: A sentence given with missing words. A specific focusing directive or an open ended question. • Example prompts: “What did he look like? … it would make your story more interesting…” “How did it make you feel? ... happy? … sad?...

  9. Sutton (1998) Sutton suggests effective feedback should: • be specific – both positive and critical • be descriptive, rather than evaluative • be offered as soon as possible after the event • offer alternatives or ask the learner to do so • look forward to the specific next steps to improve performance • encourage and plan for opportunities for the feedback to be used as soon as possible • involve the learner wherever possible, to improve the chance of feedback being understood and acted upon.

  10. Feedback… in summary Quality feedback to learners: • focuses on the learning intention of the task • occurs as the students are doing the learning • provides information on how and why the student understands and misunderstands • provides strategies to help the student to improve • assists the student to understand the goals of the learning.

  11. Feedback Look at the sample of student work provided by your HOF/TIC Think about: • what feedback you would give to the student • what feed forward (next steps) you would suggest to the student

  12. Assessment references Clarke, S. (2001). Unlocking formative assessment: Practical strategies for enhancing pupils’ learning in the primary classroom. London: Hodder and Stoughton. Clarke, S. (2003). Enriching Feedback in the primary classroom. London: Hodder and Stoughton. Hawk, K. & Hill, J. (2001) The Challenge of Formative Assessment in Secondary Classrooms SPANZ Journal, September 2001. Tunstall, P., & Gipps, C. (1996). Teacher feedback to young children in formative assessment: A typology. British Educational Research Journal, 22 (4). Sutton, R. (1998). School-wide Assessment. Improving Teaching and Learning. New Zealand Council for educational Research. Wellington NZ. Wiliam, D. (1999). Formative Assessment in Mathematics. The Mathematical Association. Equals. Summer Volume 5, Number 2.

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