In this episode, I examine how many teachers currently provide feedback and how this feedback can be improved. I discuss the importance of feedback being future focused and how to differentiate your feedback according to the stage of the learner.
Effective Feedback by Daniel Jackson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Feedback is important
- According to Hattie’s research after analysing over 800 MetaAnalyses on teaching and learning Feedback is one of the most effective teacher activities when it is done well.
- Many of us provide feedback to students that is ignored on assessment tasks
- You even might be providing feedback on drafts, and/or general learning happening in your classroom
- Some of you, like me, are using technology to provide fast feedback on student quizzes, such as Kahoot, Google forms, Socrative, or Quizlet
- But, is our feedback effective, are we improving the learning of our students and what’s more, are we helping them develop a love for learning?
- Students do not respond to feedback if they are given their mark
- Try releasing the mark after they adjust the task based on the feedback
Feedback must be future focused
- Feedback must be future focused and goal orientated
- Where are they, where were they, where are they headed and what are they doing next!
- Eg you can identify all the bones and muscles, which 2 weeks ago you didn’t know. This is great progress as we move towards being able to analyse movements. Next we need to work on being able to describe the different joint movements and muscular contractions.
- Feedback should focus on 1 thing they can improve next time they do something similar
- eg) net time you critically evaluate a topic make sure you set up clear criteria to use in the evaluation
- Provide lots of positive feedback (5-1)
Feedback must be specific to levels of prios konwledge
- If the topic is new to the student focus on correct and incorrect information
- If they know the content, focus on how they relate the content and the processes that are used in applying, critiquing, and creating
- Eg when comparing and contrasting try using words such as, “in contrast” or “similarly” and contrast each aspect in its own paragraph
- If they are skilled in the topic then feedback should look to help them become more self-sufficient in checking their own work
- Eg have a look at this example and this success/marking criteria and make a list of things you could improve for next time. OR
- Can you tell the difference between example A and example B. Which would you say is more successful and why?
- During each of your lessons today, tomorrow and this week, seek opportunities to provide future focused feedback for your students based on the learning goals.
- Where are they, where have they come from, where are they heading and what are they doing next?
- Ensure your feedback is appropriate for where your student currently is, new, familiar or competent