1 / 15

Targeted Specific Feedback to enhance learning

Targeted Specific Feedback to enhance learning. Where am I going? ( the learning intention) = feedup How am I going? (related to the success criteria) = feedback Where to next? (What can I do to make improvements) = feedforward Hattie and Timperley , 2007. Evaluative Feedback.

rune
Download Presentation

Targeted Specific Feedback to enhance learning

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Targeted Specific Feedback to enhance learning

  2. Where am I going? (the learning intention) = • feedup • How am I going? (related to the success criteria) = feedback • Where to next? (What can I do to make improvements) = feedforward • Hattie and Timperley, 2007

  3. Evaluative Feedback • Evaluative feedback involves making a judgment about what the learner is doing or has done and carries the idea of approval or disapproval. • Evaluative feedback tells the learner how she or he has performed as compared to others (norm referenced assessment) or what was to be learned (criterion-referenced assessment). Evaluative feedback is often reported using letters, numbers, checks or other symbols

  4. Descriptive Feedback • Descriptive feedback means describing or explaining what has or has not been achieved and why. It also involves giving information on how to learn further or what to do in order to succeed. • Descriptive feedback tells students abut their learning – what is working (do more of this) and what not (do less of this). They can use this information to adjust what they’re doing to be more successful and to learn from their mistakes.

  5. Feedback Activity Identify each statement as either descriptive or evaluative feedback.

  6. Problems with feedback

  7. Video Guided Reading Thinking only about feedback, record what you notice as you view the video.

  8. Discussion • How was the feedback a two way conversation around the learning intention? • What kinds of things did the teacher notice and provide feedback on? • What specific feedback prompts did the teacher use? • How did the feedback highlight the things that it was important for the student to focus on? • What else might the teacher have done? Why? • What does this mean for your practice?

  9. The power of feedback Sadler 1989

  10. Your turn In groups of 3 Role play with the journal texts. One person is the teacher, one is the student and one is the listener. Change so you have a try at each role.

  11. "Specific constructive feedback about learning, as it is occurring, is one of the most powerful influences on student achievement" NZMOE 2001

More Related