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The Power of PURPOSEFUL FEEDBACK. Laura Greenstein, Ed.D. LauraGreenstein, 2010. Examiner.com. TODAY’S GOALS. Explore the research on the purpose and value of feedback Identify quality indicators of effective feedback Utilize feedback to inform and guide teaching and learning.

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The power of purposeful feedback

The Power ofPURPOSEFUL FEEDBACK

Laura Greenstein, Ed.D.

LauraGreenstein, 2010

Examiner.com


Today s goals
TODAY’S GOALS

Explore the research on the purpose and value of feedback

Identify quality indicators of effective feedback

Utilize feedback to inform and guide teaching and learning

Q & A: What Are Yours?


The true value of feedback
THE TRUE VALUE OF FEEDBACK

Ruth Butler (1986)

Students given only comments scored on average 30% higher.

(Grades resulted in no gain, grades and comments cancelled the beneficial effects of comments.)

Robert Marzano (2001)

Providing feedback yields a 23 percentile gain

John Hattie (2009)

Feedback has an effect size of 1.13. The

equivalent of one standard deviation

Others: Susan Brookhart, Shirley Clarke, Helen Temperley, Dylan Wiliam, Anne Davies, Carol Dweck, Avraham Kluger and Angelo Denisi


The feedback experience
THE FEEDBACK EXPERIENCE

You call this lunch!

tvguide.com

Q & A: What comes to mind when you hear the word “FEEDBACK”


Feedback loop
FEEDBACK LOOP

FEED UP: Where am I going; What’s the target; exemplars?

FEEDBACK: How am I doing; descriptive, reflective?

FEED Forward: What’s the next step(s)?

clickaclass.com

Medals and Missions: Feedback


Evaluative Feedback

Judgment:

A+ work

Try harder next time

Good essay

Emerging skills

  • Descriptive Feedback

  • Focused on Targets:

  • Accurate work in discussing the main points. What can you now expand on?

  • Your hypothesis is a useful proposal. How can you rewrite it as an if…then…statement?

  • Process was correctly followed but you made a simple mathematical error in step 2. Remember to check your work.


The foci of feedback
THE FOCI OF FEEDBACK

  • Types of Feedback: (Hattie and Timperley, 2007)

    • Task/Performance

    • Process

    • Self-regulation

  • In the Context of

    • Timing

    • Best Practice

    • Target Audience

douglas.co.us



Process
PROCESS

underwhelmedcomic.com


Self regulation and direction
SELF REGULATION and DIRECTION

Developing Next Steps

http://assessment.tki.org.nz

Tundra.com



Feedback timing
FEEDBACK TIMING

Immediately in response to a question

Immediately to student misconceptions

Sooner for process, slight delay is okay for task

Longer assignments: within 2 days with a review

Expectancy of feedback raises achievement



Specific
SPECIFIC

Adequate amount and detail:

For the target

To the student


Descriptive
DESCRIPTIVE

About the

Task

Process

Self-regulation


Actionable
ACTIONABLE

Explains:

What to do

How to do it


Understandable
UNDERSTANDABLE

Can be acted upon

Specific

Clear

Cartoon Removed


Sorting thru feedback
SORTING Thru FEEDBACK

Put the # of each example in the more or less effective column

1. Feedback 2 weeks after the end of the unit. (example is below)

2.Rearrange your sentences in this sequence…then add more detail to each one.

3. B+

4. I know you can do better with more effort

5. Your data is correct but these 2… are in the wrong category

6. Accurate content in your presentation. Next time think of ways to engage your audience perhaps with…


Sorting thru feedback1
SORTING Thru FEEDBACK

Put each example in the more or less effective column

1. Feedback 2 weeks after the end of the unit.

2.Rearrange your sentences in this sequence…then add more detail to each one.

3. B+

4. I know you can do better with more effort

5. Your data is correct but these 2… are in the wrong category

6. Accurate content in your presentation. Next time think of ways to engage your audience perhaps with…


Q a now you try it respond to this 5 th grade history essay with one feedback statement
Q & A: Now You Try It- Respond to this 5th grade history essay with one feedback statement.

  • Pick one focus

  • Respond to content or style

  • Post 1 statement

Essay removed. Please respond to your own chosen student work.


Emerging research
EMERGING RESEARCH

  • Questions yet to be answered: Is it more effective

    • In certain subject areas?

    • At certain grade levels?

    • With students from different backgrounds?

    • For students with different aptitudes?

    • With fixed vs. growth mindset?

    • From teacher, self, or peers?


Logical conclusions
LOGICAL CONCLUSIONS

  • How it is used to improve and guide teaching and learning is primary.

  • Reasonable Recommendations

    • Use feedback as part of a spectrum of strategies

    • Use feedback selectively based on students and setting

    • Use feedback responsively to inform instruction


Take aways
TAKE-AWAYS

The mistake I was making was seeing feedback as

something teachers provided to students… it was only

when I discovered when it is from the student to the

teacher that I started to understand it better. (Hattie, p. 173)

Please leave behind:

Two stars (what will take away?)

and one wish (what else do you need?)


Contact information
CONTACT INFORMATION

Laura Greenstein

[email protected]

http://www.assessmentnetwork.net

What Teachers Really Need to Know About Formative Assessmenthttp://shop.ascd.org/productdisplay.cfm?productid=110017


References
REFERENCES

Brookhart, Susan (2008). How to Give Effective Feedback to Your Students. Alexandria, VA: Association for Supervision and Curriculum Development.

Butler, Ruth & Nisan, Mordecai (1986) Effects of No Feedback, Task-Related Comments, and Grades on Intrinsic Motivation and Performance. Journal of Educational Psychology 78 (3) pp. 210-216.

Clarke, Shirley (2003). Enriching Feedback in the Primary Classroom. London: Hodder and Stoughton.

Davies, Anne (2010). Making Classroom Assessment Work (2nd Ed.) Connections

Hattie, John & Timperley, Helen (2007). The Power of Feedback. Review of Educational Research. 77, pp. 81-112. http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ782448&ERICExtSearch_SearchType_0=no&accno=EJ782448


More references
MORE REFERENCES

Hattie, John (2009). Visible Learning: A Synthesis of over 800 meta-analyses relating to achievement. England: Routledge

http://books.google.com/books?hl=en&lr=&id=lh7SZNCabGQC&oi=fnd&pg=PP1&ots=dibQRMWbZG&sig=vqVQFaWbH-d0BNsqV17HwgaUGG0#v=onepage&q&f=false

Hawk, Kay & Hill, Jan (2001). The Challenge of Formative Assessment in Secondary Classrooms SPANZ Journal

Kluger, Avraham, & DeNisi, Angelo. (1996). The Effects of Feedback Interventions on Performance: A Historical Review, a Meta-Analysis, and a Preliminary Feedback Intervention Theory. Psychological Bulletin: 119 (2) pp 254-284.

http://www.tamu.edu/classes/payne/PA/Kluger%20&%20DeNisi%201996.pdf

Marzano, Robert, Pickering, Debra, & Pollock, Jane (2001). Classroom Instruction That Works: Research-Based Strategies for Improving Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

Sadler, Royce (1989). Formative Assessment and the Design of Instructional Systems. Instructional Science, 18, 119–44.

Tunstall, Pat & Gipps, Caroline (1996). Teacher Feedback to Young Children in Formative Assessment: A Typology. British Educational Research Journal, 22 (4).


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