Exploring Effective Feedback Techniques in the ESL Classroom
How To Provide Meaningful Feedback to ESL Students
Transcript of How To Provide Meaningful Feedback to ESL Students
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HOW TO PROVIDE MEANINGFUL FEEDBACK TO ESL STUDENTS
University of Alberta: EDPY 413By Naomi, Katie and Angela
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OVERVIEW Meaningful assessments and feedback:
Are valid Are individualized Are understandable Communicate high expectations Lower emotional barriers
Assessment of content-area knowledge: Formative Assessment Summative Assessment
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Overview Strategies that will be useful in the four
major elements of Language Arts and other content area classes:SpeakingListeningReadingWriting
How to communicate feedback to students Direct or Indirect feedback Parental Involvement Peer Feedback
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PRINCIPLES FOR FAIR STUDENT ASSESSMENTPRACTICES FOR EDUCATION IN CANADAI.1) Assessment methods should allow us to make
valid inferences about the knowledge, skills, attitudes, and behaviours possessed by each student1
-A valid assessment will assess what we intend it to assess.
1Principles for Fair Student Assessment Practices for Education in Canada, 1993 (as reproduced in Gronlund, 2004, Appendix B 1-5)
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PRINCIPLES FOR FAIR STUDENT ASSESSMENTI.5) Assessment methods should suit the
background and prior experiences of the student1
-Assessment should be free from biases such as culture, ethnicity, or language
1Principles for Fair Student Assessment Practices for Education in Canada, 1993 (as reproduced in Gronlund, 2004, Appendix B 1-7)
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PRINCIPLES FOR FAIR STUDENT ASSESSMENTIII.4) Comments on student work should be
presented in a way that allows students to understand and use them1
-Comments should encourage learning and help students to understand how they can improve
1Principles for Fair Student Assessment Practices for Education in Canada, 1993 (as reproduced in Gronlund, 2004, Appendix B 1-7)
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TEACHER EXPECTATIONS: A SELF-FULFILLING PROPHECY Students perceive differences in teacher
expectations by watching how the teacher behaves towards them1
With time, students' achievement and behaviour conform more and more closely to the expectations of the teacher
1(Alderman, 2004, p. 171)
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COMMUNICATING HIGH EXPECTATIONS Guidelines for communicating high
expectations when assessing ESL students1: Give sincere praise regarding a specific area of
development Provide frequent and understandable feedback Focus on what the students can do rather than
what they cannot Provide ample response time Provide tasks to challenge the students
1(Gottfredson, 1991, p. 9)
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ANXIETY “Sometimes when I speak English in class, I
am so afraid I feel like hiding behind my chair.” 1
“I feel like my French teacher is some kind of Martian death ray: I never know when he’ll point at me!” 1
“When I’m in my Spanish class I just freeze! I can’t think of a thing when my teacher calls on me. My mind goes blank.” 2
1 (Gardner, 1991, p. 27)2 (Gardner, 1991, p. xiii)
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ANXIETY Steinberg and Horwitz (1986) found that
anxiety affects communication strategies1
Certain grammar points may also be “forgotten”2
Krashen’s Affective Filter3
This affects the validity of the assessment
1 (Gardner, 1991, p. 28)3 (Herrell & Jordan, 2008, p. 4)2 (Gardner, 1991, p. 29)
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MEANINGFUL FEEDBACK? We will show assessment methods and ways
to communicate results to students that:1) Are valid2) Fit students’ backgrounds3) Are understandable4) Communicate high expectations5) Lower emotional barriers
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ASSESSING ACADEMIC CONTENT KNOWLEDGE ELLs often understand more
than they can express1
Use assessments that are less dependent on language proficiency1
Assess in the same way students are taught1
Demonstrations Creation of a product Speech-based Written products
1(Herrell & Jordan, 2008, p. 6)
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ASSESSING THE TASK: FORMATIVE ASSESSMENT (ASSESSMENT FOR LEARNING) These types of assessments occur on a daily
basis and help teachers decide what they can do to help students progress1: Student Reflections (learning journals, concept
maps) Anecdotal Note-taking Conversations with students Peer Assessments
1 (Government of Manitoba, 2008, p. 29)
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LEARNING JOURNALS
Allow students to: Record personal
responses to content Record questions
about confusing terms
Record observations Illustrate or describe
conceptsEmphasis is on content rather than grammar and mechanics1
1(Hurley, & Tinajero, 2001, p. 94)
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(Sweetland, 2005)
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CONCEPT MAPS Visual representations of the student’s
mental structure1
Kidspiration or Inspiration2
1(Birbili, 2006)2(Inspiration Software, 2008)
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(Inspiration Software, 2008)
Grade 6 Social Studies: Greece
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WHY USE LEARNING JOURNALS AND CONCEPT MAPS?
Knowledge demonstrated pictures and/or words1
Student-centred and promote reflection 2
Teacher can assess preconceptions and misconceptions3
1 (Hurley & Tinajero, 2001, p. 92)2 (Genesee & Upshur, 1996, p. 123)3 (Birbili, 2006)
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CONCEPT MAPS & LEARNING JOURNALS: ASSOCIATED ISSUES Too much guidance or too little guidance? 1
Must be addressed immediately1
Judgements will discourage students, making the formative assessment less useful to the teacher2
1 (Shanahan, 2007)2 (Nunan, 2004, p. 159)
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ANECDOTAL RECORDS Small number of students observed each
day1
1 (Genesee Upshur, 1996, p. 94)
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WHY USE ANECDOTAL RECORDS? Good indicators of student progress1
Do not increase language demands, or anxiety
Allow you to assess without interrupting the natural classroom activities2
1 (Herrell & Jordan, 2008, p. 7)2 (Austin & Haley, 2004, p. 129)
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ANECDOTAL RECORDS: ASSOCIATED ISSUES If not organized, they become pieces of
paper with random notes on them1
May overlook vital issues2
1 (Genesee & Upshur, 1996, p. 86)2 (Genesee & Upshur, 1996, p. 94)
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FORMAL AND INFORMAL CONVERSATIONS Conferencing1
Having impromptu conversations Making notes afterwards2
1 (Austin & Haley, 2004, p. 132)2 (Genesee & Upshur, 1996, p. 114)
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WHY HAVE CONVERSATIONS? Conveys high expectations1
Informal conversation is a natural way to get a feel for level of understanding
Gives students the opportunity to seek clarification
1 (Gottfredson, 1991, p. 9)
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CONVERSATION: ASSOCIATED ISSUES Learners may be uncomfortable discussing
areas in which they are struggling1 Open conversation may be hindered by low
levels of English language proficiency
1 (Austin & Haley, 2004, p. 131)
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ASSESSING THE TASK: SUMMATIVE ASSESSMENT (ASSESSMENT OF LEARNING) Assessment used for reporting purposes to
ensure that students have achieved the curricular outcomes1: Portfolios Student Self-Assessments Rubrics Checklists and Rating Scales
1 (Government of Manitoba., 2008, p. 55)
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PORTFOLIOSTwo types:
Developmental Portfolio1
Showcase Portfolio2
Students actively participate by purposefully selecting entries2
Teachers assist with entry selection and provide feedback during conferences3
1 (Gronlund, 2004, p. 157)2 (Gronlund, 2004, p. 158)3 (Gronlund, 2004, p. 159)
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PORTFOLIO REFLECTION A reflection is attached to each entry1
Other possibilities include: Reflections written in first language Reflections recorded by the teacher Reflections recorded by a peer/parent who
speaks the same L1
1 (Gronlund, 2004, p. 158)
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WHY USE PORTFOLIOS? Completed without pressure or
time constraints1
Clearly demonstrate progress over time1
Develop active learners1
Conversations about entries demonstrate comprehension and the ability to use academic language2
1 (Nunan, 2004, p. 160)2 (Austin & Haley, 2004, p. 130)
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SELF-ASSESSMENT Teachers need to provide students
with words, definitions or concepts they will need to understand the task1
Common formats include1: yes or no questions
I can name the regions of Canada Yes No
Sentence completion I am still confused about...
Rating scales I cooperated with my group
(never) 1 2 3 4 (always) Picture cues or by discussion
beforehand.
1 (Austin & Haley, 2004, p. 135)
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WHY SELF-ASSESSMENT?
Builds metacognitive competence1
Students can tell us a lot
Creates independent learners1
Assesses both the learning process as well as outcomes2
1 (Austin & Haley, 2004, p. 135)2 (Nunan, 2004, p. 149)
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PORTFOLIOS AND SELF-ASSESSMENT: ASSOCIATED ISSUES
Students may not accurately judge own ability1
Language barrier The notion that students have a role in
assessment may be difficult to accept2
Learners may be uncomfortable sharing work that is in need of improvement3
Learners may be hesitant to take pride in their achievements3
1 (Nunan, 2004, p. 149)2 (Austin & Haley, 2004, p. 130)3 (Austin & Haley, 2004, p. 131)
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RUBRICS
Holistic 1
Analytic 2
Use between 4 and 8 points to avoid a “middle dumping ground”1
Assess the content rather than language proficiency3
1 (Gronlund, 2004, p. 134)2 (Austin and Haley, 2004, p. 131)2 (Austin and Haley, p. 132)
Excellent(4)
Good(3)
Satisfactory(2)
Needs Improvement
(1)
Score
Understanding of animal
lifecycle
Illustrations of the infant and adult
accurately portray the creature in its respective stage. Small details have
been recognized and included.
Illustrations of the infant and adult
portray the creature and demonstrate an
understanding of the lifecycle.
Illustrations of the infant and adult
somewhat portray the creature and demonstrate a
generalized understanding of
the lifecycle.
Illustrations of the infant and
adult are completely
inaccurate or demonstrate no
difference between the two
forms.
/4
Habitat Student has provided a detailed illustration
of the animal’s habitat
Student has provided a basic illustration the
animal’s habitat (land, water, etc)
Student has provided an
illustration of the animal’s habitat that is lacking is
some regard.
Student has not provided an
illustration of the animal’s habitat,
or the habitat drawn is incorrect
/4
Strategy used to organize
ideas
Student has chosen an appropriate
strategy to organize their findings. The chart is completed
correctly, is neat, and contains details
above and beyond what was asked
Student has chosen an appropriate
strategy to organize their findings. It is
correct and contains all pertinent information
Student has attempted to use a strategy, but
has used it incorrectly or the
chart is incomplete
Student has not selected a strategy.
Information is recorded at
random.
/4
Total: /20
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RATING SCALES AND CHECKLISTSChecklists: check off the items that correspond to
what you have observed or inferred1
Ex. Student cooperates in a group setting ___Rating scales: Allow you to specify the degree to
which the item was achieved2
(1= never, 2= rarely, 3= frequently, 4= always)Ex. Student completes homework every night 1 2 3 4
1(Genesee & Upshur, 1996, p. 88)2 (Genesee & Upshur, 1996, p. 90)
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TRY ASSESSING! Read the ESL writing sample and use the
checklist to assess it. Then talk to a partner:
What did you like about it? What problems did you encounter?
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WHY USE CHECKLISTS, RATING SCALES AND RUBRICS? Assigns justifiable
grades to authentic classroom activities1
Used in self-assessment and clarify teacher’s expectations1
After construction, they require little time or effort to complete2
Show specific areas of strength and need3
1 (Gronlund, 2004, p. 136)2 (Genesee & Upshur, 1996, p. 90)3 (Genesee & Upshur, 1996, p. 91)
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CHECKLISTS AND RATING SCALES: ASSOCIATED ISSUES Require precise and well-
articulated categories and criteria1
Take a considerable amount of time to construct2
Are highly specific and will likely need to be modified each time3
Language to can be complex and difficult for an ESL student to understand
1 (Genesee & Upshur, 1996, p. 87)2 (Genesee & Upshur, p. 90)3 (Genesee & Upshur, p. 91)
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OVERVIEW Strategies that will be useful in the four
major elements of Language Arts and other content area classes:SpeakingListeningReadingWriting
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Speaking
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(Collier, Combs, & Ovando, 2003)
Stages of Language ProductionBeginning stage: Silent period, rely
on gestures and picturesEarly production stage: usage of
more grammarSpeech Emergence stage: can
handle more academic concepts Intermediate Fluency stage: fewer
errors in speaking Fluency stage: at level of fluency but
are still learning
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(Oxford, 1990)
Vocabulary Instruction Provide both explicit and implicit vocabulary
instruction.
Teach strategies for how to handle unfamiliar words
Language Learning Strategies: using clues, asking for clarification, using keywords.
Exposure to high frequency vocabulary through meaningful activities.
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(Hewings, 2004)
Pronunciation Five things to ensure students understand:
ConsonantsClusterVowel lengthWord stressProminence or tonic stress
For example, teach:Stress-timed versus syllable-timed language
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(Fisher & Rothenberg, 2007)
BICS and CALP Basic Interpersonal Communication Skills
Cognitive Academic Language Proficiency
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(Fisher & Rothenberg, 2007)
SOLOMStudent Oral Language Observation Matrix
Allows observation of oral language proficiency; BICS and CALP
Assesses real day to day classroom purposes and activities.
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Potential Problems Vocabulary instruction
Implicit can cause problems for students- they may think they understand but they do not
Explicit may teach rote memorization and not meaningful understanding.
Pronunciation Instruction:Students’ L1s may interfere if they have a
syllable timed language.
BICS and CALPCALP cannot be inferred, it has to be
directly taught and modeled.
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Handout: Speaking
Guide to Implementation (Alberta Education, 2007, P. 161) SOLOM: Student Oral Language Observation Matrix (Cabral, Herrera, & Murry, 2007)
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Listening
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(Herrell, & Jordan, 2008)
Strategy for Improving Listening and Oral communication skills
Dictoglos
Focus is on fluent academic language
Supports recalling information by listening to English language models.
Process:ListenTake notes Partners, groups Re-create text
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(Fisher & Rothenberg, 2007)
Develop listening skills: Explicitly teach how to listen:
Selective AttentionAsk for clarification: teach students how to
recognize when they have misunderstood, and teach the questions to ask to get back on track.
Model strategies aloud.Provide graphic organizers or fill in the blanks
for videos and lectures, so they can concentrate on listening rather than writing.
Build background knowledge: “Frontload” Use self-assessments of how well they listened.
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Potential ProblemsWhen listening, students:
may not recognize when they do not understand
may not know they need clarification or further explanation
may not know how to formulate questions to get the answers they seek
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Handout: Listening
Guide to Implementation (Alberta Education, 2007, p. 160) BICS and CALP Checklist (Cabral, Herrera, & Murry, 2007)
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Reading
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(Herrell &Jordan, 2008)(Bright, Pollard, Tompkins, & Winsor, 2008)
Running records/Miscue Analysis
Finds oral reading errors
Helps to see what strategies the reader is using and points to areas of instruction.
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(Herrell & Jordan, 2008)
Cloze Activities: Support language acquisition and reading
skills
Are from written text where some words are left out and blanks are inserted instead.
Are used to assess reading comprehension
Provide opportunities to teach vocabulary and reading decoding skills.
Example: I went for a walk to the ______.I wanted to _______ a _______.
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Potential Problems:
Running Records/Miscue Analysis May be hard to find a reading passage that is at
the student’s reading level.
Cloze Time consuming to make for students’ specific
needs
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Handout: Reading
Guide to Implementation (Alberta Education, 2007, p. 162)
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Writing
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(Bright, Pollard, Tompkins, & Winsor, 2008)
The writing process Prewriting: use drawing to gather ideas, talk
about the topic, or dramatize the topic. Students choose topics that are familiar. Graphic organizers, webbing.
Drafting: emphasize expressing ideas, not handwriting skills or conventional spelling.
Revising: rereading, making few changes or adding to clarify, slowly try and address audience.
Editing: de-emphasize until the students have learned conventional spelling, rules for capitalization, etc.
Publishing: putting into a final form, sharing with others.
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(Ferris, 2003, p. 3)
Feedback through comments on student writingThree purposes:
To let students know if their texts have conveyed their intended meaning.
Help students become aware of the questions and concerns of an audience.
To give students a motive for revision.
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(Ferris, 2003, p. 3)
Written Comments:
can take away students’ attention from their own purpose and bring it to the teacher’s purpose.
are not context specific and can be changed from context to context.
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(Ferris, 2003, p. 3)
Error Correction Selective correction: choose several major
patterns of error, rather than all types of errors.
Comprehensive correction: give detailed feedback, so that students are not mislead about correctness if the teachers do not mark all errors.
Direct Feedback: teachers write the correct form on student’s paper.
Indirect Feedback: allows the student to engage in guided problem-solving
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(Bright, Pollard, Tompkins, & Winsor, 2008)
Conferences Students are the focus. They are the writers.
Teachers/Peers help to make choices and define directions for revisions.
The process Students should talk first about their concerns. Ask questions, do not give answers. Give compliments, then suggestions later. Limit the number of revision suggestions.
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Potential Problems Written comments
Generic comments Changes student’s ideas to teacher’s ideas
Error correction Focus on errors on the first draft Lack of hierarchy of important issues for revision Miscommunication with the teacher. Mark what
you have taught.
Conferences Cultural differences
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Handouts: Writing
Guide to Implementation (Alberta Education, 2007, p. 163)
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Differentiating between Content and Language Feedback Keep feedback short and simple to allow the students to
understand it. Ensure feedback is specific to the assignment, not giving
broad or general suggestions Make sure to emphasize ideas over grammar and mechanics. When correcting written work avoid marking sentences that
are technically correct but poorly written or awkward. Focus on errors that the students are familiar with and can understand.
Postpone grammar corrections until the final stages of the assignment to allow for focus on the meaning and idea construction
Errors are a normal part of learning. Make sure the students know it!
Graham (1987)
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Overview This section will cover ways to communicate
feedback to students in a meaningful way. We’ll explore some advantages and disadvantages of each as well as issues and applications.
1. Direct or Indirect Feedback
2. Parental Involvement
3. Peer Feedback
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Direct or Indirect feedback? Direct feedback The teacher identifies an error and corrects it for
the student, providing an example of the proper form
Indirect feedback Feedback where the educator points out that an
error has been made but does not correct it. The students must identify and correct the error themselves.
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Indirect Feedback: Long Term Improvement? Ferris (2002) found that direct feedback on errors
led to more correct revisions than indirect feedback (88% vs 77%).
He also noted that over the course of the school year those who received indirect feedback reduced their error frequency substantially more than those receiving direct feedback.
Fathman and Walley obtained similar results in their 1990 study.
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Direct Feedback: Misdirecting Focus? Fregeau (1999) found that direct feedback
was often inconsistent, unclear, and seemed to overemphasize the negative.
Not understanding the errors made, students often guessed at corrections.
Students also tended to focus more on correcting these errors than improving or extending their ideas.
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Indirect Feedback
Uncoded feedback The teacher indicated an error has been made, but
does not correct the error. The student must diagnose the type of error and correct it.
Coded feedback Gives the exact location of an error and indicates
the type of error involved using a code.
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Applications: Coded Feedback Coded feedback is a combination of direct and
indirect feedback.
Using a predetermined legend, the teacher indicates the presence and type of an error with a symbol.
The students must locate and correct the error themselves.
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An example of Coded Feedback Legend
Sp Spelling
Cap Capitals needed
p Punctuation
w/o Word order
> Missing word
On the weekend I went the zoo >
with amy. There was a big tiger. Cap
He has stripes There also a p
stiped horse. We fed him. We Sp
got to eat pizza and icet cream. Sp
I want to go again back soon. w/o
(Etc)
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Coded Feedback: Remember…
Make sure your students are familiar with and understand the symbols used
Make sure the students understand the underlying grammatical rule
Be consistent!
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Peer Feedback Peer Feedback is a controversial form of feedback
because of its disadvantages. When implemented properly, these disadvantages are minimized, allowing the teacher and student to take full benefit.
Image: Working Together. From: http://pwebs.net/branding/2007/05/developing-business-brand-online.php
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What Students Want
Zhang (1995, p. 1) found that students “overwhelmingly” prefer to receive feedback from their teachers rather than peers.
Carnells 2000 interviews indicated that students like to receive feedback from their peers. They felt more freedom interacting with peers than with a teacher.
Ur (1996) found that students enjoy being consulted for peer feedback, and usually put a lot of effort into trying to give helpful feedback.
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Cultural Differences Alavi and Kaivanpanah (2007, p. 191-193) found that Iranian
students prefer to work alone because they feel they can get better results this way. He also found that the students recognize that there is some value in peer evaluation, but feel that teacher feedback is more accurate and helpful.
Carson and Nelson (1996, p. 1-18) found that Chinese students tend to avoid giving critical commentary for two reasons: students withheld criticism in order to maintain group harmony and they were reluctant to be in a position of authority over their peers.
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Peer Feedback: Advantages Allows for more immediate feedback
Can provide a different kind of feedback than traditional teacher feedback (less authoritarian)
Provides students experience with critical evaluation that can transfer to their own work
Encourages life skills such as collaboration and communication
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Concerns Peer feedback may be inconsistent with teacher
feedback. ELLs may not feel comfortable giving feedback in
their L2. Native language speakers may resent receiving
feedback from ELLs. Shy or reserved students may be uncomfortable
with the exercise.
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What Works Coaching students in providing effective
feedback-Reduces inappropriate feedback-Promotes acceptance and understanding-Allows for discussion to address concerns
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Coaching Students in Providing Effective Feedback
Explain benefits of peer feedback Class discussion of the role of students
(collaborators, not correctors), purpose of activity
Practice and application
Discussion of benefits, weak points, overall success
(Rollinson, 2005, p. 3-7)
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Considerations- Peer Feedback Size of group.
Number of drafts to be written.
Evaluation: will students be evaluated on the level of their feedback?
Written or oral feedback groups? *Written is usually preferable to oral as it allows time for reflection to
avoid inconsiderate comments and lets teacher follow more closely.(Rollinson, 2005, p. 3-7)
(Rollinson 2005)
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Parental Involvement When it comes to parental involvement,
communication is key, although it can be quite difficult due to language barriers.
Parents know their child better than anyone else so they are great resources for the teacher.
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Cultural Differences Korean culture emphasizes trust and respect for
authority figures. As a result, questioning a teacher’s methods is frowned upon and considered extremely impolite (Souyoung, 2005).
As a result, Korean parents may seem less involved than parents who are more vocal.
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Issues Language barriers
Potential gender role conflicts Cultural brokers can assist with this
Ideological differences in teaching methods or styles
Time conflicts and access difficulties
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What Works Frequent contact ensures parents and teacher are working
together and helps avoid parental alienation.
Goal setting with the parents allows the teacher to enlist their support, ensuring the home and school environments are working in harmony.
Conferences or meetings with the parent or guardian allow concerns to be expressed, and also provide an opportunity for the students’ successes to be showcased.
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Applications: Conferences As Angela discussed, student-teacher conferences are an
important method for providing formal and informal feedback.
Parent-teacher-student conferences are good tools for all parties involved to set goals and get to know each other’s expectations.
The conference can be teacher-led or student-led.
Student-led conferences allow the students to showcase their achievements, which can foster a greater sense of pride.
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Be prepared for the conference. If a translator is needed ensure the parents will be comfortable with his/her presence and will understand his/her role.
Ensure that you discuss the student’s strengths as well as any problems or weaknesses.
Have examples of the student’s work prepared. Pick a few pieces from the student’s portfolio that show the student’s strengths and weaknesses.
Use the opportunity to set goals with the help of the parents for all parties involved.
Plan for a follow-up meeting.
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