elsin 2015 conference
TRANSCRIPT
ELSIN 201520th International Conference on Learning, 1st-3rd July,
University of Exeter
The Importance of Effective Feedback to Future Learning and Achievement for All
Practitioner’s View
Dr Joanna Goodman
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Context and Focus
Main study conducted in an English independent school (3 to 13)
Study Focus:
Assessment practices and the impact of assessment/marking/ feedback on future learning
Subsequent studies conducted across a range of secondary schools
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Focus
The study is part of a larger practitioner’s research conducted to examine assessment practices in schools and their role in
improving learning through engaging pupils in their learning processes.
The study looked at how teacher assessment was used for formative purposes and how teachers and pupils understood
the role of assessment for learning in improving outcomes.
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Main Theoretical Framework
Paul Black
Dylan Wiliam
John Hattie
The main study draws on Paul Black and Dylan Wiliam findings into the effectiveness of assessment for learning strategies in the classroom for improved achievement and attainment.
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Focus on effective feedback as one of the most influential strategies to future learning
“The quality of interactive feedback is a critical feature of learning activity”
Black and Wiliam (2009)
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Effect Size: the ratio between the average improvement in pupils’ scores and the range of scores for typical groups of pupils on the same tests.
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AfL: Learning Gains
AfL understa-
nding
AfL strategies
Gain of 1 – 2
grades
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Improvement in pupils’ learning = 0.4 – 0.7 effect size
“Effect size” is the ratio between the average improvement in
pupils’ scores and the range of scores for typical groups of pupils
on the same tests.
Effect size of 0.4 = improvement of 1 – 2 grades in
public examinations (GCSEs)
Factors Influencing ProgressFeedback Effect Size
Feedback 1.13
Students’ prior cognitive ability 1.04
Teaching quality 1.00
Providing formative evaluation 0.90
Teaching quantity 0.84
Acceleration 0.72
Home factors 0.67
Student disposition to learn 0.61
Class environment 0.56
Challenging goals 0.52
Bilingual programmes 0.51
Peer-tutoring 0.50
Teacher insets 0.4904/07/2015 Dr J Goodman
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Research Tools and Population
Research Tools Numbers
Teacher questionnaire 45
Lesson observation 20
Pupil interviews (aged 9 – 13) 35
Teacher interviews 28
Work scrutiny (across curriculum and
ability range)
54
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Forms of Feedback
Grades
Marks
Grades and/or marks
Ticks
Ticks + another form
Formative comments
Formative comments and grades or marks
National Curriculum levels
Formative verbal feedback
Verbal feedback of summative nature
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Summary of Analysed Feedback Strategies Feedback mainly summative in nature (grades/marks/levels) 17%
Formative comments 4%
Formative comments + grades/marks/levels 25%
Praising/encouraging comments + grades/marks/levels 54%
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Feedback Strategies
Summative Formative Form +Sum Praise
View on Practice in Place
All pupils stated that they received summative-type feedback on their work
Pupil data mirror teacher data with respect to the feedback given
But …
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Pupils’ Views on Most Useful Feedback to Future Learning
Guidance on how to improve 100%
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Useful Feedback
Formative
Characteristics with Impact on Learning Styles
Limited evidence of pupils’ independent work
Reliance on commercial worksheets
Reliance on teachers (spoon-feeding/learnt helplessness)
Focus on activities rather than outcomes
Pupils’ compliance with little evidence of challenge or interrogation
Teaching-to-the-test
Learning for exams
Limited evidence of independent research or investigations
Fixed mindsets and reluctance to have a go for fear of getting anything wrong
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Tensions
Teachers’ views regarding useful feedback to future
learning
Pupils’ views on the most helpful feedback for
improvement
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Learning Dialogues
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The teachers stated that they
assessed progress in a similar
way through tests and class
discussions and that their forms
of feedback were summative in
nature with focus on
marks/grades, listing other forms
of feedback as reward and verbal
feedback.
Impact of Feedback on Learning Styles or Attitudes to Learning
Quality feedback for improvement
Active learning leading to learning
independence
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Impact of Feedback on Learning Styles or Attitudes to Learning
Feedback lacking in advice on improvement (summative)
Passive attitudes to learning, reliance on teachers, little evidence of independent
learning
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Impact of Teaching Strategies on Learning Styles: the importance of feedback to shaping future
learning
Learning sustainability
Quality dialogic interactions,
including metacognition
Quality feedback
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ReferencesBlack, P. and Wiliam, D. (1998). Inside the Black Box: Raising Standards Through Classroom Assessment. London: GL Assessment.
Cohen, L., Manion, L., Morrison, K. (2002). Research Methods in Education. London: RoutledgeFalmer.
Goodman, J. (2011). Assessment Practices in an Independent School: The Spirit versus the Letter. London: King’s College London. Available online: http://books.google.co.uk/books/about/Assessment_Practices_in_an_Independent_S.html?id=uWtzMwEACAAJ&redir_esc=y
Lincoln, Y.S. and Guba, E.G. (1985). Naturalistic Inquiry. London: Sage
Patton, M.Q.(2002). Qualitative Research and Evaluation Methods. London: Sage Publications.
Mann, C. (2003). Analysis or anecdote? Defending qualitative data before a sceptical audience. In C. Hughes. (Ed.). Disseminating Qualitative Research in Educational Settings. A Critical Introduction. Maidenhead: Open University Press.
Woods, P. (2006). Successful Writing for Qualitative Researchers. London: Routledge.
Hattie, J. (2009) Visible Learning. Oxon: Routledge.
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Dr Joanna Goodman
Cromwell Consulting Ltd
www.cromwell-consulting.com
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