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Coventry E P S

Use of Effective Feedback to Improve Pupil Attainment Tile Hill Wood School and Language College. Coventry E P S. Overview. Rationale Defining effective feedback Models and principles of effective feedback Summary and next steps. Rationale.

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Coventry E P S

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  1. Use of Effective Feedback to Improve Pupil Attainment Tile Hill Wood School and Language College Coventry EPS

  2. Overview • Rationale • Defining effective feedback • Models and principles of effective feedback • Summary and next steps

  3. Rationale • Sutton Trust Research drew upon thousands of studies and reviewed >20 approaches to improving learning. • Providing effective feedback was identified as the most cost-effective approach. One study estimates impact to be x124 greater than reducing class sizes. • The Sutton Trust reports a gain of +9 months. An AfL study indicated an impact of half a GCSE grade per student per subject. • Requires sustained professional development.

  4. Activity 1 Define: What is feedback? Discuss with your partner and attempt to write a brief definition

  5. Defining feedback • How we are doing in our efforts to reach a goal (Wiggins 2012) • Feedback provides information that fills a gap between what is understood and what is aimed to be understood (Sadler, 1989) • Feedback reduces discrepancy between current understandings or performance and a goal (Hattie, 2007) • Feedback provides a recipe for future action (William, 2011)

  6. Sports Example A student runs the mile in track. The goal is to run a 5 minute mile. At the end of each lap in practice races, the coaches yell out the times for each lap and bits of feedback (“You’re not swinging your arms”) followed by advice (“Pick it up, you need to take two seconds off the next lap to get it under 5:10”).

  7. A model of feedback (Hattie, 2007) Where am I going? How am I going? Where to next?

  8. A model of feedback (Hattie, 2007)

  9. “This paragraph would make more sense if you used the strategies we talked about earlier.” “You need to include more information about the country’s economy.” “You know the key features of a persuasive text. Check to see if you have used them in your opening paragraph.” “You are a great student, well done!”

  10. Example Feed Back Student (FS) Task (FT)

  11. Activity 2 Using Hattie’s model, categorise the following 8 feedback statements: FT / FP / FR / FS Feed Back / Feed Forward

  12. Which is most effective? A. Grade B. Comment C. Grade and comment

  13. Grades, Praise and Feedback • Mixing praise with other comments can reduce the impact of feedback. Feedback through comments alone led to learning gains, whereas marks alone or comments accompanied by marks or giving praise did not (Butler, 1988) • Grades do not lead to improvements in subsequent work (Kohm, 1994). Therefore, grades should be reserved for summative feedback. • Grades are most beneficial when they are linked to explicit criteria which enables feed back and feed forward.

  14. View Praise and Feedback Separately • But students dolike praise. Sharp (1985) 26% of adolescent students preferred praise loudly and publicly. 64% preferred quiet and private. 10% preferred nothing at all. Praise Feedback

  15. Summary • An integral, yet complex component of teaching. • Effective feedback is not praise, advice or evaluation. • Effective feedback is the3Fs. • FT and FP are most beneficial, FS is least. • Keep feedback and praise separate. • Where possible, reserve grades for summative. • Preserve self-esteem by emphasising what’s right.

  16. Next steps – WOW weeks • Over the next two weeks reflect and evaluate on the feedback you have been giving • Consider your strengths and what you can do differently with feedback • Buddy up with somebody in your department and take a couple of books along to discuss your findings

  17. A whole school approach September 2014 onwards We are going to develop the ideas we’ve discussed today through: • Department meetings • TSP foci • CPD / sharing good practice & learning from each other • Student voice • Continued external support

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