LAURA GREENSTEIN, ED.D.

The Power ofPURPOSEFUL FEEDBACK

LauraGreenstein, 2010 Examiner.com

TODAY’S GOALS

Explore the research on the purpose and value of feedback

Identify quality indicators of effective feedback

Utilize feedback to inform and guide teaching and learning

Q & A: What Are Yours?

THE TRUE VALUE OF FEEDBACK

Ruth Butler (1986) Students given only comments scored on average 30% higher. (Grades resulted in no gain, grades and comments cancelled the beneficial effects of comments.)

Robert Marzano (2001) Providing feedback yields a 23 percentile gain

John Hattie (2009) Feedback has an effect size of 1.13. The equivalent of one standard deviation

Others: Susan Brookhart, Shirley Clarke, Helen Temperley, Dylan Wiliam, Anne Davies, Carol Dweck, Avraham Kluger and Angelo Denisi

THE FEEDBACK EXPERIENCE

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Q & A: What comes to mind when you hear the word “FEEDBACK”

You call this lunch!

FEEDBACK LOOP

FEED UP: Where am I going; What’s the target; exemplars?

FEEDBACK: How am I doing; descriptive, reflective?

FEED Forward: What’s the next step(s)?Medals and Missions: Feedback

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Evaluative Feedback

Judgment:A+ workTry harder next

timeGood essayEmerging skills

Descriptive FeedbackFocused on Targets:•Accurate work in discussing the main points. What can you now expand on?•Your hypothesis is a useful proposal. How can you rewrite it as an if…then…statement?•Process was correctly followed but you made a simple mathematical error in step 2. Remember to check your work.

THE FOCI OF FEEDBACK

Types of Feedback: (Hattie and Timperley, 2007) Task/Performance Process Self-regulation

In the Context of Timing Best Practice Target Audience

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TASK/PERFORMANCE

Explain your chart I agree with your data, but consider alternative conclusions also.

PROCESS

Character needs development

Describe what your character looked like and the way his clothes hung from his body

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SELF REGULATION and DIRECTION

Developing Next Steps http://assessment.tki.org.nz

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IT’S ALL IN THE TIMING

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FEEDBACK TIMING

Immediately in response to a questionImmediately to student misconceptionsSooner for process, slight delay is okay for

taskLonger assignments: within 2 days with a

reviewExpectancy of feedback raises achievement

Best Practice

Specific

Descrip-tive

Action-able

Under-standable

BEST PRACTICE

SPECIFIC

Adequate amount and detail:

For the targetTo the

student

Incorrect strategy

Awesome graphing but remember to label your axes.

DESCRIPTIVE

About the TaskProcessSelf-regulation

Nice opening sentence

Your opening sentence grabbed the reader with descriptive detail and introduced the mystery to be solved.

ACTIONABLE

Explains: What to doHow to do it

It looks like you worked hard on your poster but it needs more detail

You have a good start with your review of the main ideas in the center of your poster. It would help to use the side panels to provide supporting evidence.

UNDERSTANDABLE

Can be acted upon

SpecificClear

Good presentation skills

You engaged the listeners through your questioning strategy. Remember also, to make eye contact with your audience.

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SORTING Thru FEEDBACK

Put the # of each example in the more or less effective column

1. Feedback 2 weeks after the end of the unit. (example is below)

2.Rearrange your sentences in this sequence…then add more detail to each one.

3. B+4. I know you can do better with more effort5. Your data is correct but these 2… are in the wrong

category6. Accurate content in your presentation. Next time think

of ways to engage your audience perhaps with…

MORE EFFECTIVE LESS EFFECTIVE

1

SORTING Thru FEEDBACK

Put each example in the more or less effective column

1. Feedback 2 weeks after the end of the unit.2.Rearrange your sentences in this sequence…then add

more detail to each one.3. B+4. I know you can do better with more effort5. Your data is correct but these 2… are in the wrong

category6. Accurate content in your presentation. Next time think

of ways to engage your audience perhaps with…MORE EFFECTIVE LESS EFFECTIVE

2 1

5 3

6 4

Q & A: Now You Try It- Respond to this 5th grade history essay with one feedback statement.•Pick one focus•Respond to content or style•Post 1 statement

Essay removed. Please respond to your own chosen student work.

EMERGING RESEARCH

Questions yet to be answered: Is it more effective In certain subject areas? At certain grade levels? With students from different backgrounds? For students with different aptitudes? With fixed vs. growth mindset? From teacher, self, or peers?

LOGICAL CONCLUSIONS

How it is used to improve and guide teaching and learning is primary.

Reasonable Recommendations Use feedback as part of a spectrum of strategies Use feedback selectively based on students and setting Use feedback responsively to inform instruction

TAKE-AWAYS

The mistake I was making was seeing feedback assomething teachers provided to students… it was

onlywhen I discovered when it is from the student to theteacher that I started to understand it better. (Hattie,

p. 173)

Please leave behind: Two stars (what will take away?)and one wish (what else do you need?)

CONTACT INFORMATION

Laura Greensteinlauragteacher@hotmail.comhttp://www.assessmentnetwork.

net

What Teachers Really Need to Know About Formative Assessment http://shop.ascd.org/productdisplay.cfm?productid=110017

REFERENCES

Brookhart, Susan (2008). How to Give Effective Feedback to Your Students. Alexandria, VA: Association for Supervision and Curriculum Development. Butler, Ruth & Nisan, Mordecai (1986) Effects of No Feedback, Task-Related Comments, and Grades on Intrinsic Motivation and Performance. Journal of Educational Psychology 78 (3) pp. 210-216. Clarke, Shirley (2003). Enriching Feedback in the Primary Classroom. London: Hodder and Stoughton. Davies, Anne (2010). Making Classroom Assessment Work (2nd Ed.) Connections Hattie, John & Timperley, Helen (2007). The Power of Feedback. Review of Educational Research. 77, pp. 81-112. http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ782448&ERICExtSearch_SearchType_0=no&accno=EJ782448

MORE REFERENCES

Hattie, John (2009). Visible Learning: A Synthesis of over 800 meta-analyses relating to achievement. England: Routledgehttp://books.google.com/books?hl=en&lr=&id=lh7SZNCabGQC&oi=fnd&pg=PP1&ots=dibQRMWb

ZG&sig=vqVQFaWbH-d0BNsqV17HwgaUGG0#v=onepage&q&f=false Hawk, Kay & Hill, Jan (2001). The Challenge of Formative Assessment in Secondary Classrooms SPANZ Journal Kluger, Avraham, & DeNisi, Angelo. (1996). The Effects of Feedback Interventions on Performance: A Historical Review, a Meta-Analysis, and a Preliminary Feedback Intervention Theory. Psychological Bulletin: 119 (2) pp 254-284.http://www.tamu.edu/classes/payne/PA/Kluger%20&%20DeNisi%201996.pdf Marzano, Robert, Pickering, Debra, & Pollock, Jane (2001). Classroom Instruction That Works: Research-Based Strategies for Improving Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development. Sadler, Royce (1989). Formative Assessment and the Design of Instructional Systems. Instructional Science, 18, 119–44. Tunstall, Pat & Gipps, Caroline (1996). Teacher Feedback to Young Children in Formative Assessment: A Typology. British Educational Research Journal, 22 (4).