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Feedback: The Micro View - Characteristics of the Feedback Message,…
Feedback: The Micro View - Characteristics of the Feedback Message
What the Research Shows
Behaviorism
Positive reinforcement
Punishment
Self-Regulation
External Feedback
Feedback about the processing of the task
Feedback about self-regulation
Feedback about the task
Feedback about the student as a person
Internal Feedback
Feedback Strategies and Content
Strategies
Amount
How many points made
How much about each point
Mode
Written
Visual/demonstration
Oral
Timing
When given
How often
Audience
Individual
Group/class
Content
Valence
Positive
Negative
Clarity
Clear to the student
Unclear
Function
Description
Evaluation/judgement
Specificity
Nitpicky
Just right
Overly general
Comparison
To other students (norm-referenced)
To student's own past performance (self-referenced)
To criteria for good work (criterion-referenced)
Tone
Implications
What the student will "hear"
Focus
On the process the student used to do the work
On the student's self-regulation
On the work itself
On the student personally
Feedback: The Long View - Does Feedback Improve Learning?
Strategies for Helping Students Use Feedback
Explain to students why an assignment is given
Make directions clear
Use assignments with obvious value and interest
Use clear rubrics
Be clear about the learning target and the criteria for good work
Have students develop their own rubrics, or translate yours into "kid-friendly" language
Teach students to answer their own questions and develop self-regulation skills
Design lessons that incorporate using the rubrics as students work
Increase students' interest in feedback because they own it
Design lessons in which students use feedback on previous work to produce better work
Teach students self- and peer-assessment skills
Provide opportunities for students to redo complex assignments
Teach students where feedback comes form
Give new but similar assignments for less complex learning targets
Model giving and using feedback yourself
Give opportunities for students to make connections between the feedback they receive and the improvement in their work
Modeling how to give and use feedback
Teaching Self-Assessment Skills
"Kid-Friendly" Rubrics
Be Clear About the Learning Targets and Criteria for Good Work
Teaching Peer-Assessment Skills
Ground rules
Peer assessment of Class Presentations
Design Lessons Where Students Use Feedback
Formative use of Summative Assessments
Giving Feedback When Returning a Test or an Assignment
Content-Specific Suggestions for Feedback
Elementary Writing
Elementary Reading
Secondary Writing
Math Problem Solving
Content-Area Project Assignments
Textbook Comprehension in Social Studies or Science
Consistency Across the Subject Areas
The micro view
The snapshot view
The long view
Feedback: The Micro View - Written Feedback
Clarity
To maximize the chances that students will understand feedback
Specificity
To give suggestions that are specific enough so that the student can take concrete next steps
To give guidance but not to do the work for the student
Tone
To position the student as an agent (active, not passive)
To inspire thought, curiosity, or wondering
To communicate respect for the student as a learner
Where to write feedback
A combination of both
Annotations on rubrics or assignment cover sheets
Comments directly on the work, usually close to the evidence
Adjusting Feedback for Different Learners
Successful Students
Struggling Students
English Language Learners
How well the student uses academic English, especially academic vocabulary
How easy it is to understand what the student says
How well the student speaks
How well the student uses conventional grammar and sentence patterns
How well the student understands classroom discussions
Reluctant Students
Feedback: The Micro View - Oral Feedback
When and Where to Give Individual Feedback
Quietly, at the student's desk, while the rest of the class is working
At your desk, either informally or as part of conference time when students systematically come to your desk to discuss their work
At a specially scheduled out-of-class time, such as after school
When and Where to Give Group Feedback
At the start of a lesson, summarizing your observations from the previous lesson
At the beginning of a review or reteaching lesson, to explain why you are focusing on the same learning target again and to link to prior learning and set a purpose for students
During student performances, either live or videotaped
When a test or assignment is returned, summarizing overall strengths and weaknesses
Feedback: The Snapshot View - Feedback as an Episode of Learning
What the research shows
The role of feedback in effective formative assessment
Feedback should be an episode of learning for both student and teacher
The role of feedback in the regulation of learning
Encourages teacher and peer dialogue around learning
Encourages positive motivational beliefs and self-esteem
delivers high-quality information to students about their learning
Provides opportunities to close the gap between current and desired performance
Facilitates the development of self-assessment in learning
Provides information to teachers that can be used to help shape the teaching
Helps clarify what good performance is
What does Feedback as an Episode of Learning look like?
The teacher learns what the student is thinking; the student learns the next step forward in his journey toward a learning goal
Make sure the episodes of learning are about whatever it is that the students are supposed to be learning
Base guiding questions on what you learn about the student's thinking
looking analytically at student work in order to understand student thinking leads to more effective
It is more effective to look at student work analytically if the assignment has been designed to let student thinking show