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How to give feedback to your students - Coggle Diagram
How to give feedback to your students
ch1 Feedback: An Overview
Feedback is an important component of the formative assessment process.
Formative assessments are needed to master a good formative assessment.
Good feedback contains information that students can use. Students need this feedback o help them understand what they are learning.
When a teacher speaks in the language and terminology acceptable for the ages of the students, the students have a better understanding.
Evidence of learning that feedback provides:
What did the students learn from it?
What did the teacher learn from it?
Feedback should consist of:
Being descriptive
Being timely
Containing the right amount of information
Compares work to criteria
Focuses on the work
Focuses on the process
Is positive
Is clear to the student
Is specific
Tone implies the student is an active learner
ch3 Feedback the Micro View written feedback
Within written feedback, the word choice matters as well s the tone. Writing feedback takes an understanding of language . Teachers need to chose words and phrases to present your feedback in a way that the student hears what you intend to say.
Clarity: Make sure the students are understanding what you are intending to tell them.
Write feedback intentful for the students. You should not limit your written feedback.
ch4 Feedback the microview oral feedback
Oral feedback involves all the word choice issues that written feedback does, but it also includes some unique issues. Speak to the student when they are willing to listen and hear what you have to say. Oral feedback can be given individually or given within a group. You can speak to the entire class about a misconception or handle it individually.
Content issues are the same for oral feedback as for written feedback. The suggestions made about focus, comparison, function, valence, clarity, specificity, and tone apply to oral feedback as well as to written feedback.
When you are giving spoken feedback you have less time to think about what you are going to say to the student.
Giving feedback based on the particular qualities of a student's work means the information itself will be of maximum usefulness.
Giving the feedback in private means that the student will not have to worry about what peers' reactions may be.
Feedback isn't "feedback" unless it can truly feed something.
ch7 Content specific suggestions for feedback
Some kinds of feedback are more useful in certain content areas than others.
Three things to focus on- Progress made, Set a goal, mastered. This can be used within a chart for the students. The teacher has to learn about student thinking to give effective feedback.
Feedback should start by noticing what the student did, rather than what the student did not do.
Micro view: Focus your feedback on the task or process used. The feedback should be primarily criterion-referenced, descriptive, positive, clear, specific, and phrased in a way that affirms students as the agents of their own learning.
The snapshot view: Make sure both you and the students learn something from the feedback episode.
The long view: Provide opportunities for the students to use the feedback and improve learning.
ch2 Feedback the Micro View Characterisitics of the feedback message
Effective feedback is part of a classroom assessment enviroment in which students see constructive critisism as a good thing amd understamd that learning cannot occur without practice.
You should always give students the opportunity to utilize the feedback you give them.
Research shows feedback should be in four different categories:
Feedback about the task
Feedback about the processing of the task
Feedback about self-regulation
Feedback about the students as a person
Things to be taken into consideration when giving feedback:
Timing: When given, How often
-Provide immediate feedback
Amount: How many points made, How much about each point
-Prioritize, pick the most important points
Mode: Oral, written, visual/demonstration
Select the best mode for the message. Would a comment when passing the students desk suffice?
Audience: Individual, group/class
-Individual feedback sends the message
Focus: On the work itself, On the students self regulation
When possible, describe both the work and the process.
Comparison: To criteria, to other students
-Use criterian referenced feedback for giving information about the work itself.
Function: Description, evaluation
Describe, dont judge
Valence: Positive, negative
Use vocabulary and concepts the students will understand.
Specificy: Nitpicky, just right, overly general
Tailor the degree of specificty to the students and the task.
Tone: Implications, what the student will "hear"
Choose words that communicate respect for the student and the work.
ch5 Feedback the snapshot view feedback as an episode of learning
Teachers assume that feedback is supposed to help the students, but this takes thought from the teachers to get into the students minds.
Making these decisions requires you to understand students thinking. The best feedback comes from a place of understanding what a student whose work exhibits what needs to be learned next.
“Micro View”- characteristics of the message itself or the strategies with which it is delivered . Feedback should be an episode of learning for both student and teacher.
The role of teacher feedback to students in a well-functioning formative assessment cycle is to move students' thinking from the level demonstrated in the work to the next step in mastering a learning goal.
ch8 Adjusting feedback for different learners
Feedback to high-achieving students be a bit delayed and challenging, although sometimes all they may need is verification they are on the right track. feedback to low-achieving students be more immediate and directive, scaffolded, specific, and elaborated.
Students need to understand the feedback being given to them.
Students who are engaged and interested in learning will hear the feedback sooner.
Successful students do self-assessment spontaneously, whether you build in opportunities that force them to do it or not.
Students who don't have solid prior learning experiences or don't have the learning skills to process the information, or both, may not completely understand what your assignment asks them to do or your feedback on their work.
ch6 Feedback the long view does feedback improve learning?
Feedback is effective if it feeds forward
Successful students are willing to have the quality of their work confirmed or challenged
Model giving and using feedback yourself.Teach students where feedback comes from.Teach students self- and peer-assessment skills.Increase students' interest in feedback because they own it. Teach students to answer their own questions and develop self-regulation skills, necessary for using any feedback.Be clear about the learning target and the criteria for good work.Use assignments with obvious value and interest.Explain to students why an assignment is given. Make directions clear.Use clear rubrics.Have students develop their own rubrics, or translate yours into "kid-friendly" language.Design lessons that incorporate using the rubrics as students work.Design lessons in which students use feedback on previous work to produce better work. Provide opportunities for students to redo complex assignments.Give new but similar assignments for less complex learning targets.Give opportunities for students to make connections between the feedback they receive and the improvement in their work.