Targeted Specific Feedback to enhance learning
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www.tetoitupu.or g Targeted Specific Feedback to enhance learning
description
Targeted Specific Feedback to enhance learning. Where am I going? ( the learning intention) = feedup How am I going? (related to the success criteria) = feedback Where to next? (What can I do to make improvements) = feedforward Hattie and Timperley , 2007. Evaluative Feedback. - PowerPoint PPT Presentation
Transcript of Targeted Specific Feedback to enhance learning
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Targeted Specific Feedback to enhance learning
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3 Major Feedback Questions
1. Where am I going? (the learning intention) = feedup
2. How am I going? (related to the success criteria) = feedback
3. Where to next? (What can I do to make improvements) = feedforward
Hattie and Timperley, 2007
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What is feedback?
Feedback is information about what was and was not accomplished given a specific goal.
Wiggins , 2004
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Evaluative Feedback
• Evaluative feedback involves making a judgment about what the learner is doing or has done and carries the idea of approval or disapproval.
• Evaluative feedback tells the learner how she or he has performed as compared to others (norm referenced assessment) or what was to be learned (criterion-referenced assessment). Evaluative feedback is often reported using letters, numbers, checks or other symbols
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Descriptive Feedback• Descriptive feedback means describing or
explaining what has or has not been achieved and why. It also involves giving information on how to learn further or what to do in order to succeed.
• Descriptive feedback tells students abut their learning – what is working (do more of this) and what not (do less of this). They can use this information to adjust what they’re doing to be more successful and to learn from their mistakes.
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Feedback Activity
Identify each statement as either descriptive or evaluative feedback.
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• Teachers give their students too many criteria making it difficult for specific feedback to be given
• Too much information , which students find overwhelming and difficult to take it in
Clarke 2001
Problems with feedback
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Some key feedback questions?
• What do we say to students about their work?
• How do we say it?
• Do they take any notice?
• How much does it help their learning?
• How well does it relate to students’ evidence of achievement of the intended learning outcomes?
Wiggins , 2004
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Video Guided Reading
Thinking only about feedback, record what you notice as you view the video.
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• How was the feedback a two way conversation around the learning intention?
• What kinds of things did the teacher notice and provide feedback on?
• What specific feedback prompts did the teacher use? • How did the feedback highlight the things that it was
important for the student to focus on?• What else might the teacher have done? Why?• What does this mean for your practice?
Discussion
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The power of feedback
Sadler 1989
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Your turnIn groups of 3
Role play with the journal texts.One person is the teacher, one is the student and one is the listener.
Change so you have a try at each role.
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"Specific constructive feedback
about learning, as it is occurring,
is one of the most powerful
influences on student
achievement"NZMOE 2001
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