Feedback, Feedback, Feedback

Waverly Middle SchoolMarch 19, 2012

Toby BossESU 6

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.

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

Fashion Sense

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

• Put the score on your response board

Fashion Sense

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

• Summarize on your response board

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.

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

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

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

Feedback SpecificityBetter Worse

• Using nouns and descriptive adjectives

• Reviewing criteria• Giving ideas about

learning strategies

• Vague comments like, “Study harder!”

Brookhart, 2008 ASCD

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

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

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

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!

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

Tell-Help-Check

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

important things to remember when providing feedback.

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

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

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)

Flubaroo

• http://whsengage.wikispaces.com