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Effective Written Feedback

Effective Written Feedback . Planning format. FEEDBACK. The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops of feedback’.

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Effective Written Feedback

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  1. Effective Written Feedback

  2. Planning format

  3. FEEDBACK • The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops of feedback’ • Prof John Hattie, University of Auckland, Influences on student learning, August, 1999

  4. Shape of feedback • 2 stars linked to the learning intention /objective • opening sentence linked to effort, progress, resilience or attitude to learning • A wish or a learning question linked to the learning intention or objective

  5. What this might look like... • Billy, you worked very hard to sequence these decimal numbers and didn’t give up. Well done! • *I like the way you ordered numbers using the largest number first • *You remembered the value of each digit in the each decimal number • Your next learning step is to apply this skill in solving this word problem... • What is the largest decimal number you can make using the digits 512? • What is the smallest decimal number you can make using the same digits? • Find the difference between the two numbers.

  6. Types of next steps... • Knowledge next steps... • Can you describe the properties of square number • What will be the next square number in the sequence 4, 9, 16 ? • Skills next steps... • Can you describe the rule or pattern in predicting square numbers • Application next steps... • Can you use what you have learnt to solve this word problem... • The totals of which 3 square numbers, when added together, give you the sum of 115

  7. Feedback • 1. Praise determination, resilience and hard work • Attitudes such as persistence, resilience, courage are arguably more accurate predictors of future success than facts and knowledge are, so spot them, praise them and encourage them • 2. Refer to progress rather than ability • Praising ability or intelligence can lead to a fear of failure and personal fragility (Dweck, 1999) so give feedback relative to the progress only • 3. Ensure your feedback and praise is credible • Give only credible feedback based on attitudes, skills and/or knowledge. Avoid giving undeserved praise as this could undermine sincerity and credibility

  8. Examples of feedback marking in maths

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