Assessing Listening & Skills“Giving Feedback and Support”

GROUP 2: (PISMP/ TESL 2 /SEM3)Anwar radhi bin Abdullah

Hong yin yinFarid syazwan bin nordin

Lee li wenNoor intan shafiqah bt kamaruzzaman

Syed ali bin syed Abdullah thani

Feedback:

1• Feedback is information a student receives after

they have completed a piece of work.

2• Feedback provides information to students and

teachers about learning.

3

• It helps to reduce the gap between the student’s current level of understanding and/or performance and a desired goal.

Support

• to agree with and give encouragement to someone because you want them to succeed 1

• emotional or practical help to someone2

Why feedback and support?

Students like to know how they are doing and what you think of their

performance in class. Instead of only giving them a report card at the end of the year, giving each student frequent

written and verbal feedback encourages effort and positive habits.

How to give feedback and support?

1) Give feedback with a positive approach. - Monitor your facial expressions, body

language and tone of voice.

- Always give more compliments than criticism. For example, "You pronounced those hard words really well."

2) Point out errors and give the correct forms.

Techniques:1. Ask a student to repeat or explain something you don't

understand. 2. To correct a mistake indirectly, repeat the utterance

without the errors.3. Repeat the student's exact statement as a question so

she sees the mistake: "I goed?" 4. Ask for the correct form more directly: "Do you know

the irregular past of this verb?“

***Mix and match your techniques, but don't correct so much that you impede the flow of conversation.

3) Use a scoring chart or rubric.

- Record points or grades on a chart divided into topics such as pronunciation, fluency, grammar, vocabulary and content.

- Always write specific comments, many of them positive. For example, "Good pronunciation."

Rubric

4) Search for specific aspects to praise or critique.

- Avoid general statements.

- For example, during oral presentation, avoid giving a generic "great job!" if she clearly did not take it seriously.

- If you tell her, sympathetically, "Haley, I think you can do much better than that. I look forward to your next presentation," she actually might strive for more the next opportunity.

5) Don't compare the student with other students.

• This can build jealousy.Example: "Jane is always punctual"

6) Give feedback on a student’s behaviour not about the students themselves.

• Give accurate descriptions of behaviour not comments about the student's qualities and worth as an individual.

Example: "You have been late for work a lot in the last month" rather than :"You're lazy"!

BENEFITS OF GIVING FEEDBACK

• Corrects errors• Develops understanding through explanation• Generates more learning by suggesting further

specific study tasks• Promotes the development of generic skills• Encourages reflection and awareness of

learning processes involved• Encourages students to continue studying

Feedback StrategiesFeedback Strategies Can Vary In …

In These Ways … Recommendations for Good Feedback

Timing I. When givenII. How often

•Provide immediate feedback for knowledge of facts (right/wrong).•Delay feedback slightly for more comprehensive reviews of student thinking and processing.•Never delay feedback beyond when it would make a difference to students.•Provide feedback as often as is practical, for all major assignments.

Amount I. How many point made

II. How much about each point

•Prioritize—pick the most important points.•Choose points that relate to major learning goals.•Consider the student's developmental level.

Feedback StrategiesFeedback Strategies Can Vary In …

In These Ways … Recommendations for Good Feedback

Mode I. OralII. WrittenIII. Visual/

Demonstration

•Select the best mode for the message. Would a comment in passing the student's desk suffice? Is a conference needed?•Interactive feedback (talking with the student) is best when possible.•Give written feedback on written work or on assignment cover sheets.•Use demonstration if "how to do something" is an issue or if the student needs an example.

Audience I. IndividualII. Group/Class

•Individual feedback says, "The teacher values my learning."•Group/class feedback works if most of the class missed the same concept on an assignment, which presents an opportunity for “reteaching”.

Feedback ContentFeedback Content Can Vary In …

In These Ways … Recommendations for Good Feedback

Focus I. On the work itselfII. On the process the

student used to do the work

III. On the student's self-regulation

IV. On the student personally

•When possible, describe both the work and the process—and their relationship.•Comment on the student's self-regulation if the comment will foster self-efficacy.•Avoid personal comments.

Comparison I. To criteria for good work (criterion-referenced)

II. To other students (norm-referenced)

III. To student's own past performance (self-referenced)

•Use criterion-referenced feedback for giving information about the work itself.•Use norm-referenced feedback for giving information about student processes or effort.•Use self-referenced feedback for unsuccessful learners who need to see the progress they are making, not how far they are from the goal.

Feedback ContentFeedback Content Can Vary In …

In These Ways … Recommendations for Good Feedback

Function I. DescriptionII. Evaluation/judgment

•Describe.•Don't judge.

Valence I. PositiveII. Negative

•Use positive comments that describe what is well done.•Accompany negative descriptions of the work with positive suggestions for improvement.

Clarity I. Clear to the studentII. Unclear

•Use vocabulary and concepts the student will understand.•Tailor the amount and content of feedback to the student's developmental level.

Feedback ContentFeedback Content Can Vary In …

In These Ways … Recommendations for Good Feedback

Specificity I. NitpickyII. Just rightIII. Overly general

•Tailor the degree of specificity to the student and the task.•Make feedback specific enough so that students know what to do but not so specific that it's done for them.•Identify errors or types of errors, but avoid correcting every one (e.g., copyediting or supplying right answers), which doesn't leave students anything to do.

Tone I. ImplicationsII. What the

student will "hear"

•Choose words that communicate respect for the student and the work.•Choose words that position the student as the agent.•Choose words that cause students to think or wonder.

Adjusting Feedback for Different Types of Learners

• Different students will have different needs.

Types of Learners

Struggling Students

Sucessful Students

Helping Struggling Students

Focus on the process.

• Focusing your descriptive comments, both about strengths and about areas for improvement, on the process of doing the work will be especially important for these learners.

Few points, small steps.

• Select the very next thing the student should be working on and forget the rest for the time being.

• Make sure you focus on a "next step" in terms of the student's progress on a learning progression and don't skip or assume some steps in between.

Helping Struggling Students

Use simple vocabulary.

• Keep your word choice simple and your sentences short.

• If your feedback needs to contain words students can't read, use oral feedback.

Check for understanding.

• If a student doesn't grasp the main idea(s) in your feedback, it won't be able to support improvement.

Helping Successful Students1

• Describing excellent work is harder for some teachers than identifying strengths and weaknesses in poor work.

2• Make the effort to characterize the

work a good student has done, naming areas of particular strength as appropriate to the learning target.

3

• Suggest next steps that could be taken, even if they are for enrichment or expansion beyond the requirements of your current learning target and assignments

4 • Without taking next steps, students will not grow

Reference

• http://www.veanea.org/raw/print.html?content=/raw/1185.htm

• http://www.reading.ac.uk/internal/engageinfeedback/Whyisfeedbackimportant/efb-WhatIsFeedback.aspx

• http://www.ascd.org/publications/books/108019/chapters/Types-of-Feedback-and-Their-Purposes.aspx

• http://www.ascd.org/publications/books/108019/chapters/Feedback@-An-Overview.aspx