Feedback, Feedback, Feedback

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Feedback, Feedback, Feedback Waverly Middle School March 19, 2012 Toby Boss ESU 6

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Feedback, Feedback, Feedback. Waverly Middle School March 19, 2012 Toby Boss ESU 6. Grading & Feedback…. Grade only Feedback only Grade and feedback combined… Unfortunately , the grade “trumps” the comments if used together . - PowerPoint PPT Presentation

Transcript of Feedback, Feedback, Feedback

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Feedback, Feedback, Feedback

Waverly Middle SchoolMarch 19, 2012

Toby BossESU 6

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Butler, D. L., & Nisan, M. (1986). Effects of no feedback, task-related comments,

and grades on intrinsic motivation and performance. Journal of Educational Psychology, 78, 210-216.

Grading & Feedback…• Grade only• Feedback only• Grade and feedback combined…• Unfortunately, the grade “trumps” the comments if

used together.

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Fashion Sense

• Provide feedback about the following fashion choice in the form of A, B, C, D or Failing.

• Put the score on your response board

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Fashion Sense

• Provide feedback about the fashion choice by listing the problem attire (check right or wrong).

• Put the score on your response board

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Fashion Sense

• Provide feedback about the fashion choice by explaining what should be changed and why.

• Summarize on your response board

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Butler, D. L., & Nisan, M. (1986). Effects of no feedback, task-related comments,

and grades on intrinsic motivation and performance. Journal of Educational Psychology, 78, 210-216.

Grading & Feedback…• Grade only• Feedback only• Grade and feedback combined…• Unfortunately, the grade “trumps” the comments if

used together.

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Timing FeedbackBetter Worse

• Returning assessment or assignment the next day

• Giving immediate responses– Flash card idea or using

clickers– Re-teaching

misconceptions to factual questions

• Returning assessment or assignment 2 weeks later

• Ignoring misconceptions• No opportunity for

student to rework/reassess to show improvement

Brookhart, 2008 ASCD

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Amount of FeedbackBetter Worse

• Select a couple of main points for comments

• Those connected to learning goals

• Comment on strengths as well as challenges

• Returning assignments with every single error (in mechanics) noted

• Voluminous comments• Giving feedback on lower

quality papers only

Brookhart, 2008 ASCD

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Feedback, to whom?Better Worse

• Individual specific feedback

• Small group or whole group when all are needed to receive similar reteaching

• Using same comments for all students

• Refraining from individual comments due to time constraints.

Brookhart, 2008 ASCD

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Feedback SpecificityBetter Worse

• Using nouns and descriptive adjectives

• Reviewing criteria• Giving ideas about

learning strategies

• Vague comments like, “Study harder!”

Brookhart, 2008 ASCD

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Feedback EffectivenessMost Least

• Provide info on specifics• Provide a notation about

errors in margin and ask students to find the error.

• Low threat environment• Clear• Purposeful• Meaningful• Compatible with students’

prior knowledge

• Telling only number correct or incorrect

• Praise about attributes rather than effort

• Punishment• Extrinsic (tangible)

rewards

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Examples• “You need to include more about the

Treaty of Versailles”. (specific to the task)• “You need to edit this piece of writing by

checking the descriptors you used--this way the reader can better understand your meaning”. (specific to process)

Hattie,J. (2009). Visible learning a synthesis of over 800 meta-analyses relating to achievement. New York, NY; Routledge

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More Examples…

• “Consider using the throwing strategies we discussed; load it, crack it, whip it; or pull, lift, contact” (process)

• “You already know the key features of an effective opening, check to see if they are in your first paragraph”. (self-regulation)

• “You captured the essence of our goals. Good work!” (specific praise)

Modified from: Hattie,J. (2009). Visible learning a synthesis of over 800 meta-analyses relating to achievement. New York, NY; Routledge

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The Art of Feedback…

• The right form of feedback at, or just above, the level where the student is working.

• Be cautious of personal praise (that which isn’t specific to task, process, or self-assessment)– Good job! Way to go! You are a good

student!

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Feedback is most powerful when it comes from the student to the

teacher.

Hattie,J. (2009). Visible learning a synthesis of over 800 meta-analyses relating to achievement. New York, NY; Routledge

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Tell-Help-Check

• Used with previously learned content–On the response board write three

important things to remember when providing feedback.

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Tell-Help-Check

• Tell:–Pair with a close partner–Designate one to be “A” and the other

“B”–A tell B what you know about feedback–B listen to A; no talking

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Tell-Help-Check

• Help:–B: Respectfully agree or disagree and

provide reasons with a confidence level. “I’m pretty sure you are right…”; “I’m sure you are right…”

–B help revise the answer – A is not really talking

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Tell-Help-Check

• Check:–A and B check their own answers by

consulting an outside source.–Put the correct response in their

permanent record (notes)

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