academic feedback. educators will understand and be able to effectively implement academic feedback...
TRANSCRIPT
Academic Feedback
EDUCATORS WILL UNDERSTAND AND BE ABLE
TO EFFECTIVELY IMPLEMENT ACADEMIC FEEDBACK AT A
LEVEL ldquoSIGNIFICANTLY ABOVE EXPECTATIONSrdquo
ACCORDING TO THE TEAM EVALUATION RUBRIC
Learning Objective
httpwwwyoutubecomwatchfeature=player_detailpageampv=nGt9jAkWie4
DO YOU AGREE WITH THUMPER
IS IT BETTER TO BE KIND OR HONEST
CAN YOU BE BOTH AT THE SAME TIME
Discussion
Is my Mustache Awesome
Is this Baby Cute
Give some Feedback
Mustache Baby
A definite improvement
Irsquom thinking off-duty mall-cophellip
Hello Magnum PIYoursquore on the right
trackhellipthe more face you hide the better
What are you feeding that baby
Awww just lookhellipFuture Sumo
Wrestler rocking it in the crib
She is sohelliphealthy looking
Example Feedback
Retract your Claws
Randy Pausch
The Last LectureldquoWhen you see yourself doing
something badly and nobodys bothering to tell you anymore thats a very bad place to be Your critics are the ones telling you they still love you and carerdquo
ldquoGet a feedback loop and listen to it When people give you feedback cherish it and use itrdquo
Can you be kind and honest at the same time
ldquoIts such a shame that people perceive you as so arrogant Because its going to limit what youre going to be able to accomplish in liferdquo
Honest Feedback - Students need people who will give it to them straight
What is Feedback
ldquoFeedback is an objective description of a studentrsquos performance intended to guide future performance Unlike evaluation which judges performance feedback is the process of helping our students assess their performance identify areas where they are right on target and provide them tips on what they can do in the future to improve in areas that need correctingrdquo
~ W Fred Miser
Why give Feedback
Along with goal setting feedback engages metacognitive thinking (cognition about cognition)
Enhances Student Learning and ProgressldquoWhen feedback and corrective procedures are
used most students can attain the same level of achievement as the top 20 of studentsrdquo~ Bellon Bellon amp Blank
ldquoThe most powerful single modification that enhances achievement is feedback The Simplest prescription for improving education must be dollops of feedbackrdquo ~ John Hattie (1992)
How to give Feedback
Oral interactive (one-on-one) feedback is best whenever possible
Use descriptive not evaluative languageFocus on what went well and what can be improved in
language students understandSeek consensus with the student(s) ndash do you agree on
the assessment of this productFocus on the performance ndash not the studentFocus on realistic changesProvide a demonstration Groupclass feedback works when most students
missed the same concept
Aspects of Effective Feedback
HonestValue-neutralObjectiveTimelyConstructiveCorrectiveSpecific to a CriterionProduct FocusVerified
Essential Elements of Feedback
1 Recognition of the Desired Goal2 Evidence about Present Position
(current work)3 Some Understanding of a Way to
Close the Gap Between the Two
~ Black amp William
Feedback Timing
Good
Returning a test or assignment the next day
Giving immediate oral responses to questions of fact
Giving immediate oral responses to student misconceptions
Providing flash cards (which give immediate rightwrong feedback) for studying facts
Bad
Returning a test or assignment two weeks after it is completed
Ignoring errors or misconceptions (thereby implying acceptance)
Going over a test or assignment when the unit is over and there is no opportunity to show improvement
~ Susan Brookhart
Amounts of Feedback
Good
Selecting 2-3 main points about a paper for comment
Giving feedback on important learning targets
Commenting on at least as many strengths as weaknesses
Bad
Returning a studentrsquos paper with every error in mechanics edited
Writing comments on a paper that are more voluminous that the paper itself
Writing voluminous comments on poor-quality papers and almost nothing on good-quality papers
~ Susan Brookhart
Help Students Learn to Use Feedback
Model giving and using feedback yourself Teach students self- and peer assessment skills to
Teach students where feedback comes from Increase studentsrsquo interest in feedback because itrsquos ldquotheirsrdquo Answer studentsrsquo own questions Develop self-regulation skills necessary for using any feedback
Be clear about the learning target and the criteria for good work Use assignments with obvious value and interest Explain to the student why an assignment is given ndash what the work is for Make directions clear Use clear rubrics Have students develop their own rubrics or translate yours into ldquokid-friendlyrdquo language Design lessons that incorporate using the rubrics as students work
Design lessons in which students use feedback on previous work to produce better work Provide opportunities to redo assignments (Comparing a rough draft to the
rubriccriteriaexemplar) Give new but similar assignments for the same learning targets Give opportunities for students to make the connection between the feedback they
received and the improvement in their work~ Susan Brookhart
Self-Assessment Example
To reduce discrepancies between current
understandings performance and a desired goal
The Discrepancy Can Be Reduced By
TeachersProviding appropriate challenging and
specific goalsOR
Assisting students to reach them through affective strategies
StudentsIncreased effort and employment of more
effective strategiesOR
Abandoning blurring or lowering the goals
EFFECTIVE FEEDBACK ANSWERS THREE QUESTIONS
Feed UpWhere am I going
(The Goals)
Feed Back
How am I going
Feed Forward
Where to next
PURPOSE
HAT
TIE
amp T
IMPE
RLE
YrsquoS
FEE
DB
ACK
MO
DE
L
Exemplary Academic Feedback
Significantly Above Expectations (5)
1048696 Oral and written feedback is consistently academicallyfocused frequent and high quality1048696 Feedback is frequently given during guided practice andhomework review1048696 The teacher circulates to prompt student thinking assesseach studentrsquos progress and provide individual feedback1048696 Feedback from students is regularly used to monitor andadjust instruction1048696 Teacher engages students in giving specific and highquality feedback to one another
Research Shows
Sources
Bellon Jerry Bellon Elner amp Blank Mary Ann Teaching from a Research Knowledge Base A Development and Renewal Process 1992
Black amp William ldquoInside the Black Box Raising Standards through Classroom Assessmentrdquo Phi Delta Kappan October 1998
Brookhart Susan M How to Give Effective Feedback to Your Students ASCD 2008
Davies Anne ldquoInvolving Students in the Classroom Assessment Processrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007
Marzano R Pickering D amp Pollock J (2001) Classroom Instruction that Works Research-based strategies for increasing student achievement Alexandria VA ASCD
Marzano Robert What Works in Schools Translating Research into Action ASCD 2003
Sources
Miser W Fred ldquoGiving Effective Feedbackrdquo
Pausch Randy (2008) The Last Lecture
Reeves Douglas ldquoChallenges and Choices The Role of Educational Leaders in Effective Assessmentrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007
ldquoSynopsis of lsquoThe Power of Feedbackrsquordquo by Center on Instruction 2008 [Hattie amp Timperleyrsquos research]
Wiggins Grant Educative Assessment Designing Assessments to Inform and Improve Student Performance San Francisco Jossey-Bass Inc 1998
- Academic Feedback
- Learning Objective
- Slide 3
- Discussion
- Give some Feedback
- Example Feedback
- Retract your Claws
- Slide 8
- Can you be kind and honest at the same time
- What is Feedback
- Why give Feedback
- How to give Feedback
- Aspects of Effective Feedback
- Essential Elements of Feedback
- Feedback Timing
- Amounts of Feedback
- Help Students Learn to Use Feedback
- Self-Assessment Example
- Slide 19
- Exemplary Academic Feedback
- Research Shows
- Sources
- Sources (2)
-
EDUCATORS WILL UNDERSTAND AND BE ABLE
TO EFFECTIVELY IMPLEMENT ACADEMIC FEEDBACK AT A
LEVEL ldquoSIGNIFICANTLY ABOVE EXPECTATIONSrdquo
ACCORDING TO THE TEAM EVALUATION RUBRIC
Learning Objective
httpwwwyoutubecomwatchfeature=player_detailpageampv=nGt9jAkWie4
DO YOU AGREE WITH THUMPER
IS IT BETTER TO BE KIND OR HONEST
CAN YOU BE BOTH AT THE SAME TIME
Discussion
Is my Mustache Awesome
Is this Baby Cute
Give some Feedback
Mustache Baby
A definite improvement
Irsquom thinking off-duty mall-cophellip
Hello Magnum PIYoursquore on the right
trackhellipthe more face you hide the better
What are you feeding that baby
Awww just lookhellipFuture Sumo
Wrestler rocking it in the crib
She is sohelliphealthy looking
Example Feedback
Retract your Claws
Randy Pausch
The Last LectureldquoWhen you see yourself doing
something badly and nobodys bothering to tell you anymore thats a very bad place to be Your critics are the ones telling you they still love you and carerdquo
ldquoGet a feedback loop and listen to it When people give you feedback cherish it and use itrdquo
Can you be kind and honest at the same time
ldquoIts such a shame that people perceive you as so arrogant Because its going to limit what youre going to be able to accomplish in liferdquo
Honest Feedback - Students need people who will give it to them straight
What is Feedback
ldquoFeedback is an objective description of a studentrsquos performance intended to guide future performance Unlike evaluation which judges performance feedback is the process of helping our students assess their performance identify areas where they are right on target and provide them tips on what they can do in the future to improve in areas that need correctingrdquo
~ W Fred Miser
Why give Feedback
Along with goal setting feedback engages metacognitive thinking (cognition about cognition)
Enhances Student Learning and ProgressldquoWhen feedback and corrective procedures are
used most students can attain the same level of achievement as the top 20 of studentsrdquo~ Bellon Bellon amp Blank
ldquoThe most powerful single modification that enhances achievement is feedback The Simplest prescription for improving education must be dollops of feedbackrdquo ~ John Hattie (1992)
How to give Feedback
Oral interactive (one-on-one) feedback is best whenever possible
Use descriptive not evaluative languageFocus on what went well and what can be improved in
language students understandSeek consensus with the student(s) ndash do you agree on
the assessment of this productFocus on the performance ndash not the studentFocus on realistic changesProvide a demonstration Groupclass feedback works when most students
missed the same concept
Aspects of Effective Feedback
HonestValue-neutralObjectiveTimelyConstructiveCorrectiveSpecific to a CriterionProduct FocusVerified
Essential Elements of Feedback
1 Recognition of the Desired Goal2 Evidence about Present Position
(current work)3 Some Understanding of a Way to
Close the Gap Between the Two
~ Black amp William
Feedback Timing
Good
Returning a test or assignment the next day
Giving immediate oral responses to questions of fact
Giving immediate oral responses to student misconceptions
Providing flash cards (which give immediate rightwrong feedback) for studying facts
Bad
Returning a test or assignment two weeks after it is completed
Ignoring errors or misconceptions (thereby implying acceptance)
Going over a test or assignment when the unit is over and there is no opportunity to show improvement
~ Susan Brookhart
Amounts of Feedback
Good
Selecting 2-3 main points about a paper for comment
Giving feedback on important learning targets
Commenting on at least as many strengths as weaknesses
Bad
Returning a studentrsquos paper with every error in mechanics edited
Writing comments on a paper that are more voluminous that the paper itself
Writing voluminous comments on poor-quality papers and almost nothing on good-quality papers
~ Susan Brookhart
Help Students Learn to Use Feedback
Model giving and using feedback yourself Teach students self- and peer assessment skills to
Teach students where feedback comes from Increase studentsrsquo interest in feedback because itrsquos ldquotheirsrdquo Answer studentsrsquo own questions Develop self-regulation skills necessary for using any feedback
Be clear about the learning target and the criteria for good work Use assignments with obvious value and interest Explain to the student why an assignment is given ndash what the work is for Make directions clear Use clear rubrics Have students develop their own rubrics or translate yours into ldquokid-friendlyrdquo language Design lessons that incorporate using the rubrics as students work
Design lessons in which students use feedback on previous work to produce better work Provide opportunities to redo assignments (Comparing a rough draft to the
rubriccriteriaexemplar) Give new but similar assignments for the same learning targets Give opportunities for students to make the connection between the feedback they
received and the improvement in their work~ Susan Brookhart
Self-Assessment Example
To reduce discrepancies between current
understandings performance and a desired goal
The Discrepancy Can Be Reduced By
TeachersProviding appropriate challenging and
specific goalsOR
Assisting students to reach them through affective strategies
StudentsIncreased effort and employment of more
effective strategiesOR
Abandoning blurring or lowering the goals
EFFECTIVE FEEDBACK ANSWERS THREE QUESTIONS
Feed UpWhere am I going
(The Goals)
Feed Back
How am I going
Feed Forward
Where to next
PURPOSE
HAT
TIE
amp T
IMPE
RLE
YrsquoS
FEE
DB
ACK
MO
DE
L
Exemplary Academic Feedback
Significantly Above Expectations (5)
1048696 Oral and written feedback is consistently academicallyfocused frequent and high quality1048696 Feedback is frequently given during guided practice andhomework review1048696 The teacher circulates to prompt student thinking assesseach studentrsquos progress and provide individual feedback1048696 Feedback from students is regularly used to monitor andadjust instruction1048696 Teacher engages students in giving specific and highquality feedback to one another
Research Shows
Sources
Bellon Jerry Bellon Elner amp Blank Mary Ann Teaching from a Research Knowledge Base A Development and Renewal Process 1992
Black amp William ldquoInside the Black Box Raising Standards through Classroom Assessmentrdquo Phi Delta Kappan October 1998
Brookhart Susan M How to Give Effective Feedback to Your Students ASCD 2008
Davies Anne ldquoInvolving Students in the Classroom Assessment Processrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007
Marzano R Pickering D amp Pollock J (2001) Classroom Instruction that Works Research-based strategies for increasing student achievement Alexandria VA ASCD
Marzano Robert What Works in Schools Translating Research into Action ASCD 2003
Sources
Miser W Fred ldquoGiving Effective Feedbackrdquo
Pausch Randy (2008) The Last Lecture
Reeves Douglas ldquoChallenges and Choices The Role of Educational Leaders in Effective Assessmentrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007
ldquoSynopsis of lsquoThe Power of Feedbackrsquordquo by Center on Instruction 2008 [Hattie amp Timperleyrsquos research]
Wiggins Grant Educative Assessment Designing Assessments to Inform and Improve Student Performance San Francisco Jossey-Bass Inc 1998
- Academic Feedback
- Learning Objective
- Slide 3
- Discussion
- Give some Feedback
- Example Feedback
- Retract your Claws
- Slide 8
- Can you be kind and honest at the same time
- What is Feedback
- Why give Feedback
- How to give Feedback
- Aspects of Effective Feedback
- Essential Elements of Feedback
- Feedback Timing
- Amounts of Feedback
- Help Students Learn to Use Feedback
- Self-Assessment Example
- Slide 19
- Exemplary Academic Feedback
- Research Shows
- Sources
- Sources (2)
-
httpwwwyoutubecomwatchfeature=player_detailpageampv=nGt9jAkWie4
DO YOU AGREE WITH THUMPER
IS IT BETTER TO BE KIND OR HONEST
CAN YOU BE BOTH AT THE SAME TIME
Discussion
Is my Mustache Awesome
Is this Baby Cute
Give some Feedback
Mustache Baby
A definite improvement
Irsquom thinking off-duty mall-cophellip
Hello Magnum PIYoursquore on the right
trackhellipthe more face you hide the better
What are you feeding that baby
Awww just lookhellipFuture Sumo
Wrestler rocking it in the crib
She is sohelliphealthy looking
Example Feedback
Retract your Claws
Randy Pausch
The Last LectureldquoWhen you see yourself doing
something badly and nobodys bothering to tell you anymore thats a very bad place to be Your critics are the ones telling you they still love you and carerdquo
ldquoGet a feedback loop and listen to it When people give you feedback cherish it and use itrdquo
Can you be kind and honest at the same time
ldquoIts such a shame that people perceive you as so arrogant Because its going to limit what youre going to be able to accomplish in liferdquo
Honest Feedback - Students need people who will give it to them straight
What is Feedback
ldquoFeedback is an objective description of a studentrsquos performance intended to guide future performance Unlike evaluation which judges performance feedback is the process of helping our students assess their performance identify areas where they are right on target and provide them tips on what they can do in the future to improve in areas that need correctingrdquo
~ W Fred Miser
Why give Feedback
Along with goal setting feedback engages metacognitive thinking (cognition about cognition)
Enhances Student Learning and ProgressldquoWhen feedback and corrective procedures are
used most students can attain the same level of achievement as the top 20 of studentsrdquo~ Bellon Bellon amp Blank
ldquoThe most powerful single modification that enhances achievement is feedback The Simplest prescription for improving education must be dollops of feedbackrdquo ~ John Hattie (1992)
How to give Feedback
Oral interactive (one-on-one) feedback is best whenever possible
Use descriptive not evaluative languageFocus on what went well and what can be improved in
language students understandSeek consensus with the student(s) ndash do you agree on
the assessment of this productFocus on the performance ndash not the studentFocus on realistic changesProvide a demonstration Groupclass feedback works when most students
missed the same concept
Aspects of Effective Feedback
HonestValue-neutralObjectiveTimelyConstructiveCorrectiveSpecific to a CriterionProduct FocusVerified
Essential Elements of Feedback
1 Recognition of the Desired Goal2 Evidence about Present Position
(current work)3 Some Understanding of a Way to
Close the Gap Between the Two
~ Black amp William
Feedback Timing
Good
Returning a test or assignment the next day
Giving immediate oral responses to questions of fact
Giving immediate oral responses to student misconceptions
Providing flash cards (which give immediate rightwrong feedback) for studying facts
Bad
Returning a test or assignment two weeks after it is completed
Ignoring errors or misconceptions (thereby implying acceptance)
Going over a test or assignment when the unit is over and there is no opportunity to show improvement
~ Susan Brookhart
Amounts of Feedback
Good
Selecting 2-3 main points about a paper for comment
Giving feedback on important learning targets
Commenting on at least as many strengths as weaknesses
Bad
Returning a studentrsquos paper with every error in mechanics edited
Writing comments on a paper that are more voluminous that the paper itself
Writing voluminous comments on poor-quality papers and almost nothing on good-quality papers
~ Susan Brookhart
Help Students Learn to Use Feedback
Model giving and using feedback yourself Teach students self- and peer assessment skills to
Teach students where feedback comes from Increase studentsrsquo interest in feedback because itrsquos ldquotheirsrdquo Answer studentsrsquo own questions Develop self-regulation skills necessary for using any feedback
Be clear about the learning target and the criteria for good work Use assignments with obvious value and interest Explain to the student why an assignment is given ndash what the work is for Make directions clear Use clear rubrics Have students develop their own rubrics or translate yours into ldquokid-friendlyrdquo language Design lessons that incorporate using the rubrics as students work
Design lessons in which students use feedback on previous work to produce better work Provide opportunities to redo assignments (Comparing a rough draft to the
rubriccriteriaexemplar) Give new but similar assignments for the same learning targets Give opportunities for students to make the connection between the feedback they
received and the improvement in their work~ Susan Brookhart
Self-Assessment Example
To reduce discrepancies between current
understandings performance and a desired goal
The Discrepancy Can Be Reduced By
TeachersProviding appropriate challenging and
specific goalsOR
Assisting students to reach them through affective strategies
StudentsIncreased effort and employment of more
effective strategiesOR
Abandoning blurring or lowering the goals
EFFECTIVE FEEDBACK ANSWERS THREE QUESTIONS
Feed UpWhere am I going
(The Goals)
Feed Back
How am I going
Feed Forward
Where to next
PURPOSE
HAT
TIE
amp T
IMPE
RLE
YrsquoS
FEE
DB
ACK
MO
DE
L
Exemplary Academic Feedback
Significantly Above Expectations (5)
1048696 Oral and written feedback is consistently academicallyfocused frequent and high quality1048696 Feedback is frequently given during guided practice andhomework review1048696 The teacher circulates to prompt student thinking assesseach studentrsquos progress and provide individual feedback1048696 Feedback from students is regularly used to monitor andadjust instruction1048696 Teacher engages students in giving specific and highquality feedback to one another
Research Shows
Sources
Bellon Jerry Bellon Elner amp Blank Mary Ann Teaching from a Research Knowledge Base A Development and Renewal Process 1992
Black amp William ldquoInside the Black Box Raising Standards through Classroom Assessmentrdquo Phi Delta Kappan October 1998
Brookhart Susan M How to Give Effective Feedback to Your Students ASCD 2008
Davies Anne ldquoInvolving Students in the Classroom Assessment Processrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007
Marzano R Pickering D amp Pollock J (2001) Classroom Instruction that Works Research-based strategies for increasing student achievement Alexandria VA ASCD
Marzano Robert What Works in Schools Translating Research into Action ASCD 2003
Sources
Miser W Fred ldquoGiving Effective Feedbackrdquo
Pausch Randy (2008) The Last Lecture
Reeves Douglas ldquoChallenges and Choices The Role of Educational Leaders in Effective Assessmentrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007
ldquoSynopsis of lsquoThe Power of Feedbackrsquordquo by Center on Instruction 2008 [Hattie amp Timperleyrsquos research]
Wiggins Grant Educative Assessment Designing Assessments to Inform and Improve Student Performance San Francisco Jossey-Bass Inc 1998
- Academic Feedback
- Learning Objective
- Slide 3
- Discussion
- Give some Feedback
- Example Feedback
- Retract your Claws
- Slide 8
- Can you be kind and honest at the same time
- What is Feedback
- Why give Feedback
- How to give Feedback
- Aspects of Effective Feedback
- Essential Elements of Feedback
- Feedback Timing
- Amounts of Feedback
- Help Students Learn to Use Feedback
- Self-Assessment Example
- Slide 19
- Exemplary Academic Feedback
- Research Shows
- Sources
- Sources (2)
-
DO YOU AGREE WITH THUMPER
IS IT BETTER TO BE KIND OR HONEST
CAN YOU BE BOTH AT THE SAME TIME
Discussion
Is my Mustache Awesome
Is this Baby Cute
Give some Feedback
Mustache Baby
A definite improvement
Irsquom thinking off-duty mall-cophellip
Hello Magnum PIYoursquore on the right
trackhellipthe more face you hide the better
What are you feeding that baby
Awww just lookhellipFuture Sumo
Wrestler rocking it in the crib
She is sohelliphealthy looking
Example Feedback
Retract your Claws
Randy Pausch
The Last LectureldquoWhen you see yourself doing
something badly and nobodys bothering to tell you anymore thats a very bad place to be Your critics are the ones telling you they still love you and carerdquo
ldquoGet a feedback loop and listen to it When people give you feedback cherish it and use itrdquo
Can you be kind and honest at the same time
ldquoIts such a shame that people perceive you as so arrogant Because its going to limit what youre going to be able to accomplish in liferdquo
Honest Feedback - Students need people who will give it to them straight
What is Feedback
ldquoFeedback is an objective description of a studentrsquos performance intended to guide future performance Unlike evaluation which judges performance feedback is the process of helping our students assess their performance identify areas where they are right on target and provide them tips on what they can do in the future to improve in areas that need correctingrdquo
~ W Fred Miser
Why give Feedback
Along with goal setting feedback engages metacognitive thinking (cognition about cognition)
Enhances Student Learning and ProgressldquoWhen feedback and corrective procedures are
used most students can attain the same level of achievement as the top 20 of studentsrdquo~ Bellon Bellon amp Blank
ldquoThe most powerful single modification that enhances achievement is feedback The Simplest prescription for improving education must be dollops of feedbackrdquo ~ John Hattie (1992)
How to give Feedback
Oral interactive (one-on-one) feedback is best whenever possible
Use descriptive not evaluative languageFocus on what went well and what can be improved in
language students understandSeek consensus with the student(s) ndash do you agree on
the assessment of this productFocus on the performance ndash not the studentFocus on realistic changesProvide a demonstration Groupclass feedback works when most students
missed the same concept
Aspects of Effective Feedback
HonestValue-neutralObjectiveTimelyConstructiveCorrectiveSpecific to a CriterionProduct FocusVerified
Essential Elements of Feedback
1 Recognition of the Desired Goal2 Evidence about Present Position
(current work)3 Some Understanding of a Way to
Close the Gap Between the Two
~ Black amp William
Feedback Timing
Good
Returning a test or assignment the next day
Giving immediate oral responses to questions of fact
Giving immediate oral responses to student misconceptions
Providing flash cards (which give immediate rightwrong feedback) for studying facts
Bad
Returning a test or assignment two weeks after it is completed
Ignoring errors or misconceptions (thereby implying acceptance)
Going over a test or assignment when the unit is over and there is no opportunity to show improvement
~ Susan Brookhart
Amounts of Feedback
Good
Selecting 2-3 main points about a paper for comment
Giving feedback on important learning targets
Commenting on at least as many strengths as weaknesses
Bad
Returning a studentrsquos paper with every error in mechanics edited
Writing comments on a paper that are more voluminous that the paper itself
Writing voluminous comments on poor-quality papers and almost nothing on good-quality papers
~ Susan Brookhart
Help Students Learn to Use Feedback
Model giving and using feedback yourself Teach students self- and peer assessment skills to
Teach students where feedback comes from Increase studentsrsquo interest in feedback because itrsquos ldquotheirsrdquo Answer studentsrsquo own questions Develop self-regulation skills necessary for using any feedback
Be clear about the learning target and the criteria for good work Use assignments with obvious value and interest Explain to the student why an assignment is given ndash what the work is for Make directions clear Use clear rubrics Have students develop their own rubrics or translate yours into ldquokid-friendlyrdquo language Design lessons that incorporate using the rubrics as students work
Design lessons in which students use feedback on previous work to produce better work Provide opportunities to redo assignments (Comparing a rough draft to the
rubriccriteriaexemplar) Give new but similar assignments for the same learning targets Give opportunities for students to make the connection between the feedback they
received and the improvement in their work~ Susan Brookhart
Self-Assessment Example
To reduce discrepancies between current
understandings performance and a desired goal
The Discrepancy Can Be Reduced By
TeachersProviding appropriate challenging and
specific goalsOR
Assisting students to reach them through affective strategies
StudentsIncreased effort and employment of more
effective strategiesOR
Abandoning blurring or lowering the goals
EFFECTIVE FEEDBACK ANSWERS THREE QUESTIONS
Feed UpWhere am I going
(The Goals)
Feed Back
How am I going
Feed Forward
Where to next
PURPOSE
HAT
TIE
amp T
IMPE
RLE
YrsquoS
FEE
DB
ACK
MO
DE
L
Exemplary Academic Feedback
Significantly Above Expectations (5)
1048696 Oral and written feedback is consistently academicallyfocused frequent and high quality1048696 Feedback is frequently given during guided practice andhomework review1048696 The teacher circulates to prompt student thinking assesseach studentrsquos progress and provide individual feedback1048696 Feedback from students is regularly used to monitor andadjust instruction1048696 Teacher engages students in giving specific and highquality feedback to one another
Research Shows
Sources
Bellon Jerry Bellon Elner amp Blank Mary Ann Teaching from a Research Knowledge Base A Development and Renewal Process 1992
Black amp William ldquoInside the Black Box Raising Standards through Classroom Assessmentrdquo Phi Delta Kappan October 1998
Brookhart Susan M How to Give Effective Feedback to Your Students ASCD 2008
Davies Anne ldquoInvolving Students in the Classroom Assessment Processrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007
Marzano R Pickering D amp Pollock J (2001) Classroom Instruction that Works Research-based strategies for increasing student achievement Alexandria VA ASCD
Marzano Robert What Works in Schools Translating Research into Action ASCD 2003
Sources
Miser W Fred ldquoGiving Effective Feedbackrdquo
Pausch Randy (2008) The Last Lecture
Reeves Douglas ldquoChallenges and Choices The Role of Educational Leaders in Effective Assessmentrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007
ldquoSynopsis of lsquoThe Power of Feedbackrsquordquo by Center on Instruction 2008 [Hattie amp Timperleyrsquos research]
Wiggins Grant Educative Assessment Designing Assessments to Inform and Improve Student Performance San Francisco Jossey-Bass Inc 1998
- Academic Feedback
- Learning Objective
- Slide 3
- Discussion
- Give some Feedback
- Example Feedback
- Retract your Claws
- Slide 8
- Can you be kind and honest at the same time
- What is Feedback
- Why give Feedback
- How to give Feedback
- Aspects of Effective Feedback
- Essential Elements of Feedback
- Feedback Timing
- Amounts of Feedback
- Help Students Learn to Use Feedback
- Self-Assessment Example
- Slide 19
- Exemplary Academic Feedback
- Research Shows
- Sources
- Sources (2)
-
Is my Mustache Awesome
Is this Baby Cute
Give some Feedback
Mustache Baby
A definite improvement
Irsquom thinking off-duty mall-cophellip
Hello Magnum PIYoursquore on the right
trackhellipthe more face you hide the better
What are you feeding that baby
Awww just lookhellipFuture Sumo
Wrestler rocking it in the crib
She is sohelliphealthy looking
Example Feedback
Retract your Claws
Randy Pausch
The Last LectureldquoWhen you see yourself doing
something badly and nobodys bothering to tell you anymore thats a very bad place to be Your critics are the ones telling you they still love you and carerdquo
ldquoGet a feedback loop and listen to it When people give you feedback cherish it and use itrdquo
Can you be kind and honest at the same time
ldquoIts such a shame that people perceive you as so arrogant Because its going to limit what youre going to be able to accomplish in liferdquo
Honest Feedback - Students need people who will give it to them straight
What is Feedback
ldquoFeedback is an objective description of a studentrsquos performance intended to guide future performance Unlike evaluation which judges performance feedback is the process of helping our students assess their performance identify areas where they are right on target and provide them tips on what they can do in the future to improve in areas that need correctingrdquo
~ W Fred Miser
Why give Feedback
Along with goal setting feedback engages metacognitive thinking (cognition about cognition)
Enhances Student Learning and ProgressldquoWhen feedback and corrective procedures are
used most students can attain the same level of achievement as the top 20 of studentsrdquo~ Bellon Bellon amp Blank
ldquoThe most powerful single modification that enhances achievement is feedback The Simplest prescription for improving education must be dollops of feedbackrdquo ~ John Hattie (1992)
How to give Feedback
Oral interactive (one-on-one) feedback is best whenever possible
Use descriptive not evaluative languageFocus on what went well and what can be improved in
language students understandSeek consensus with the student(s) ndash do you agree on
the assessment of this productFocus on the performance ndash not the studentFocus on realistic changesProvide a demonstration Groupclass feedback works when most students
missed the same concept
Aspects of Effective Feedback
HonestValue-neutralObjectiveTimelyConstructiveCorrectiveSpecific to a CriterionProduct FocusVerified
Essential Elements of Feedback
1 Recognition of the Desired Goal2 Evidence about Present Position
(current work)3 Some Understanding of a Way to
Close the Gap Between the Two
~ Black amp William
Feedback Timing
Good
Returning a test or assignment the next day
Giving immediate oral responses to questions of fact
Giving immediate oral responses to student misconceptions
Providing flash cards (which give immediate rightwrong feedback) for studying facts
Bad
Returning a test or assignment two weeks after it is completed
Ignoring errors or misconceptions (thereby implying acceptance)
Going over a test or assignment when the unit is over and there is no opportunity to show improvement
~ Susan Brookhart
Amounts of Feedback
Good
Selecting 2-3 main points about a paper for comment
Giving feedback on important learning targets
Commenting on at least as many strengths as weaknesses
Bad
Returning a studentrsquos paper with every error in mechanics edited
Writing comments on a paper that are more voluminous that the paper itself
Writing voluminous comments on poor-quality papers and almost nothing on good-quality papers
~ Susan Brookhart
Help Students Learn to Use Feedback
Model giving and using feedback yourself Teach students self- and peer assessment skills to
Teach students where feedback comes from Increase studentsrsquo interest in feedback because itrsquos ldquotheirsrdquo Answer studentsrsquo own questions Develop self-regulation skills necessary for using any feedback
Be clear about the learning target and the criteria for good work Use assignments with obvious value and interest Explain to the student why an assignment is given ndash what the work is for Make directions clear Use clear rubrics Have students develop their own rubrics or translate yours into ldquokid-friendlyrdquo language Design lessons that incorporate using the rubrics as students work
Design lessons in which students use feedback on previous work to produce better work Provide opportunities to redo assignments (Comparing a rough draft to the
rubriccriteriaexemplar) Give new but similar assignments for the same learning targets Give opportunities for students to make the connection between the feedback they
received and the improvement in their work~ Susan Brookhart
Self-Assessment Example
To reduce discrepancies between current
understandings performance and a desired goal
The Discrepancy Can Be Reduced By
TeachersProviding appropriate challenging and
specific goalsOR
Assisting students to reach them through affective strategies
StudentsIncreased effort and employment of more
effective strategiesOR
Abandoning blurring or lowering the goals
EFFECTIVE FEEDBACK ANSWERS THREE QUESTIONS
Feed UpWhere am I going
(The Goals)
Feed Back
How am I going
Feed Forward
Where to next
PURPOSE
HAT
TIE
amp T
IMPE
RLE
YrsquoS
FEE
DB
ACK
MO
DE
L
Exemplary Academic Feedback
Significantly Above Expectations (5)
1048696 Oral and written feedback is consistently academicallyfocused frequent and high quality1048696 Feedback is frequently given during guided practice andhomework review1048696 The teacher circulates to prompt student thinking assesseach studentrsquos progress and provide individual feedback1048696 Feedback from students is regularly used to monitor andadjust instruction1048696 Teacher engages students in giving specific and highquality feedback to one another
Research Shows
Sources
Bellon Jerry Bellon Elner amp Blank Mary Ann Teaching from a Research Knowledge Base A Development and Renewal Process 1992
Black amp William ldquoInside the Black Box Raising Standards through Classroom Assessmentrdquo Phi Delta Kappan October 1998
Brookhart Susan M How to Give Effective Feedback to Your Students ASCD 2008
Davies Anne ldquoInvolving Students in the Classroom Assessment Processrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007
Marzano R Pickering D amp Pollock J (2001) Classroom Instruction that Works Research-based strategies for increasing student achievement Alexandria VA ASCD
Marzano Robert What Works in Schools Translating Research into Action ASCD 2003
Sources
Miser W Fred ldquoGiving Effective Feedbackrdquo
Pausch Randy (2008) The Last Lecture
Reeves Douglas ldquoChallenges and Choices The Role of Educational Leaders in Effective Assessmentrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007
ldquoSynopsis of lsquoThe Power of Feedbackrsquordquo by Center on Instruction 2008 [Hattie amp Timperleyrsquos research]
Wiggins Grant Educative Assessment Designing Assessments to Inform and Improve Student Performance San Francisco Jossey-Bass Inc 1998
- Academic Feedback
- Learning Objective
- Slide 3
- Discussion
- Give some Feedback
- Example Feedback
- Retract your Claws
- Slide 8
- Can you be kind and honest at the same time
- What is Feedback
- Why give Feedback
- How to give Feedback
- Aspects of Effective Feedback
- Essential Elements of Feedback
- Feedback Timing
- Amounts of Feedback
- Help Students Learn to Use Feedback
- Self-Assessment Example
- Slide 19
- Exemplary Academic Feedback
- Research Shows
- Sources
- Sources (2)
-
Mustache Baby
A definite improvement
Irsquom thinking off-duty mall-cophellip
Hello Magnum PIYoursquore on the right
trackhellipthe more face you hide the better
What are you feeding that baby
Awww just lookhellipFuture Sumo
Wrestler rocking it in the crib
She is sohelliphealthy looking
Example Feedback
Retract your Claws
Randy Pausch
The Last LectureldquoWhen you see yourself doing
something badly and nobodys bothering to tell you anymore thats a very bad place to be Your critics are the ones telling you they still love you and carerdquo
ldquoGet a feedback loop and listen to it When people give you feedback cherish it and use itrdquo
Can you be kind and honest at the same time
ldquoIts such a shame that people perceive you as so arrogant Because its going to limit what youre going to be able to accomplish in liferdquo
Honest Feedback - Students need people who will give it to them straight
What is Feedback
ldquoFeedback is an objective description of a studentrsquos performance intended to guide future performance Unlike evaluation which judges performance feedback is the process of helping our students assess their performance identify areas where they are right on target and provide them tips on what they can do in the future to improve in areas that need correctingrdquo
~ W Fred Miser
Why give Feedback
Along with goal setting feedback engages metacognitive thinking (cognition about cognition)
Enhances Student Learning and ProgressldquoWhen feedback and corrective procedures are
used most students can attain the same level of achievement as the top 20 of studentsrdquo~ Bellon Bellon amp Blank
ldquoThe most powerful single modification that enhances achievement is feedback The Simplest prescription for improving education must be dollops of feedbackrdquo ~ John Hattie (1992)
How to give Feedback
Oral interactive (one-on-one) feedback is best whenever possible
Use descriptive not evaluative languageFocus on what went well and what can be improved in
language students understandSeek consensus with the student(s) ndash do you agree on
the assessment of this productFocus on the performance ndash not the studentFocus on realistic changesProvide a demonstration Groupclass feedback works when most students
missed the same concept
Aspects of Effective Feedback
HonestValue-neutralObjectiveTimelyConstructiveCorrectiveSpecific to a CriterionProduct FocusVerified
Essential Elements of Feedback
1 Recognition of the Desired Goal2 Evidence about Present Position
(current work)3 Some Understanding of a Way to
Close the Gap Between the Two
~ Black amp William
Feedback Timing
Good
Returning a test or assignment the next day
Giving immediate oral responses to questions of fact
Giving immediate oral responses to student misconceptions
Providing flash cards (which give immediate rightwrong feedback) for studying facts
Bad
Returning a test or assignment two weeks after it is completed
Ignoring errors or misconceptions (thereby implying acceptance)
Going over a test or assignment when the unit is over and there is no opportunity to show improvement
~ Susan Brookhart
Amounts of Feedback
Good
Selecting 2-3 main points about a paper for comment
Giving feedback on important learning targets
Commenting on at least as many strengths as weaknesses
Bad
Returning a studentrsquos paper with every error in mechanics edited
Writing comments on a paper that are more voluminous that the paper itself
Writing voluminous comments on poor-quality papers and almost nothing on good-quality papers
~ Susan Brookhart
Help Students Learn to Use Feedback
Model giving and using feedback yourself Teach students self- and peer assessment skills to
Teach students where feedback comes from Increase studentsrsquo interest in feedback because itrsquos ldquotheirsrdquo Answer studentsrsquo own questions Develop self-regulation skills necessary for using any feedback
Be clear about the learning target and the criteria for good work Use assignments with obvious value and interest Explain to the student why an assignment is given ndash what the work is for Make directions clear Use clear rubrics Have students develop their own rubrics or translate yours into ldquokid-friendlyrdquo language Design lessons that incorporate using the rubrics as students work
Design lessons in which students use feedback on previous work to produce better work Provide opportunities to redo assignments (Comparing a rough draft to the
rubriccriteriaexemplar) Give new but similar assignments for the same learning targets Give opportunities for students to make the connection between the feedback they
received and the improvement in their work~ Susan Brookhart
Self-Assessment Example
To reduce discrepancies between current
understandings performance and a desired goal
The Discrepancy Can Be Reduced By
TeachersProviding appropriate challenging and
specific goalsOR
Assisting students to reach them through affective strategies
StudentsIncreased effort and employment of more
effective strategiesOR
Abandoning blurring or lowering the goals
EFFECTIVE FEEDBACK ANSWERS THREE QUESTIONS
Feed UpWhere am I going
(The Goals)
Feed Back
How am I going
Feed Forward
Where to next
PURPOSE
HAT
TIE
amp T
IMPE
RLE
YrsquoS
FEE
DB
ACK
MO
DE
L
Exemplary Academic Feedback
Significantly Above Expectations (5)
1048696 Oral and written feedback is consistently academicallyfocused frequent and high quality1048696 Feedback is frequently given during guided practice andhomework review1048696 The teacher circulates to prompt student thinking assesseach studentrsquos progress and provide individual feedback1048696 Feedback from students is regularly used to monitor andadjust instruction1048696 Teacher engages students in giving specific and highquality feedback to one another
Research Shows
Sources
Bellon Jerry Bellon Elner amp Blank Mary Ann Teaching from a Research Knowledge Base A Development and Renewal Process 1992
Black amp William ldquoInside the Black Box Raising Standards through Classroom Assessmentrdquo Phi Delta Kappan October 1998
Brookhart Susan M How to Give Effective Feedback to Your Students ASCD 2008
Davies Anne ldquoInvolving Students in the Classroom Assessment Processrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007
Marzano R Pickering D amp Pollock J (2001) Classroom Instruction that Works Research-based strategies for increasing student achievement Alexandria VA ASCD
Marzano Robert What Works in Schools Translating Research into Action ASCD 2003
Sources
Miser W Fred ldquoGiving Effective Feedbackrdquo
Pausch Randy (2008) The Last Lecture
Reeves Douglas ldquoChallenges and Choices The Role of Educational Leaders in Effective Assessmentrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007
ldquoSynopsis of lsquoThe Power of Feedbackrsquordquo by Center on Instruction 2008 [Hattie amp Timperleyrsquos research]
Wiggins Grant Educative Assessment Designing Assessments to Inform and Improve Student Performance San Francisco Jossey-Bass Inc 1998
- Academic Feedback
- Learning Objective
- Slide 3
- Discussion
- Give some Feedback
- Example Feedback
- Retract your Claws
- Slide 8
- Can you be kind and honest at the same time
- What is Feedback
- Why give Feedback
- How to give Feedback
- Aspects of Effective Feedback
- Essential Elements of Feedback
- Feedback Timing
- Amounts of Feedback
- Help Students Learn to Use Feedback
- Self-Assessment Example
- Slide 19
- Exemplary Academic Feedback
- Research Shows
- Sources
- Sources (2)
-
Retract your Claws
Randy Pausch
The Last LectureldquoWhen you see yourself doing
something badly and nobodys bothering to tell you anymore thats a very bad place to be Your critics are the ones telling you they still love you and carerdquo
ldquoGet a feedback loop and listen to it When people give you feedback cherish it and use itrdquo
Can you be kind and honest at the same time
ldquoIts such a shame that people perceive you as so arrogant Because its going to limit what youre going to be able to accomplish in liferdquo
Honest Feedback - Students need people who will give it to them straight
What is Feedback
ldquoFeedback is an objective description of a studentrsquos performance intended to guide future performance Unlike evaluation which judges performance feedback is the process of helping our students assess their performance identify areas where they are right on target and provide them tips on what they can do in the future to improve in areas that need correctingrdquo
~ W Fred Miser
Why give Feedback
Along with goal setting feedback engages metacognitive thinking (cognition about cognition)
Enhances Student Learning and ProgressldquoWhen feedback and corrective procedures are
used most students can attain the same level of achievement as the top 20 of studentsrdquo~ Bellon Bellon amp Blank
ldquoThe most powerful single modification that enhances achievement is feedback The Simplest prescription for improving education must be dollops of feedbackrdquo ~ John Hattie (1992)
How to give Feedback
Oral interactive (one-on-one) feedback is best whenever possible
Use descriptive not evaluative languageFocus on what went well and what can be improved in
language students understandSeek consensus with the student(s) ndash do you agree on
the assessment of this productFocus on the performance ndash not the studentFocus on realistic changesProvide a demonstration Groupclass feedback works when most students
missed the same concept
Aspects of Effective Feedback
HonestValue-neutralObjectiveTimelyConstructiveCorrectiveSpecific to a CriterionProduct FocusVerified
Essential Elements of Feedback
1 Recognition of the Desired Goal2 Evidence about Present Position
(current work)3 Some Understanding of a Way to
Close the Gap Between the Two
~ Black amp William
Feedback Timing
Good
Returning a test or assignment the next day
Giving immediate oral responses to questions of fact
Giving immediate oral responses to student misconceptions
Providing flash cards (which give immediate rightwrong feedback) for studying facts
Bad
Returning a test or assignment two weeks after it is completed
Ignoring errors or misconceptions (thereby implying acceptance)
Going over a test or assignment when the unit is over and there is no opportunity to show improvement
~ Susan Brookhart
Amounts of Feedback
Good
Selecting 2-3 main points about a paper for comment
Giving feedback on important learning targets
Commenting on at least as many strengths as weaknesses
Bad
Returning a studentrsquos paper with every error in mechanics edited
Writing comments on a paper that are more voluminous that the paper itself
Writing voluminous comments on poor-quality papers and almost nothing on good-quality papers
~ Susan Brookhart
Help Students Learn to Use Feedback
Model giving and using feedback yourself Teach students self- and peer assessment skills to
Teach students where feedback comes from Increase studentsrsquo interest in feedback because itrsquos ldquotheirsrdquo Answer studentsrsquo own questions Develop self-regulation skills necessary for using any feedback
Be clear about the learning target and the criteria for good work Use assignments with obvious value and interest Explain to the student why an assignment is given ndash what the work is for Make directions clear Use clear rubrics Have students develop their own rubrics or translate yours into ldquokid-friendlyrdquo language Design lessons that incorporate using the rubrics as students work
Design lessons in which students use feedback on previous work to produce better work Provide opportunities to redo assignments (Comparing a rough draft to the
rubriccriteriaexemplar) Give new but similar assignments for the same learning targets Give opportunities for students to make the connection between the feedback they
received and the improvement in their work~ Susan Brookhart
Self-Assessment Example
To reduce discrepancies between current
understandings performance and a desired goal
The Discrepancy Can Be Reduced By
TeachersProviding appropriate challenging and
specific goalsOR
Assisting students to reach them through affective strategies
StudentsIncreased effort and employment of more
effective strategiesOR
Abandoning blurring or lowering the goals
EFFECTIVE FEEDBACK ANSWERS THREE QUESTIONS
Feed UpWhere am I going
(The Goals)
Feed Back
How am I going
Feed Forward
Where to next
PURPOSE
HAT
TIE
amp T
IMPE
RLE
YrsquoS
FEE
DB
ACK
MO
DE
L
Exemplary Academic Feedback
Significantly Above Expectations (5)
1048696 Oral and written feedback is consistently academicallyfocused frequent and high quality1048696 Feedback is frequently given during guided practice andhomework review1048696 The teacher circulates to prompt student thinking assesseach studentrsquos progress and provide individual feedback1048696 Feedback from students is regularly used to monitor andadjust instruction1048696 Teacher engages students in giving specific and highquality feedback to one another
Research Shows
Sources
Bellon Jerry Bellon Elner amp Blank Mary Ann Teaching from a Research Knowledge Base A Development and Renewal Process 1992
Black amp William ldquoInside the Black Box Raising Standards through Classroom Assessmentrdquo Phi Delta Kappan October 1998
Brookhart Susan M How to Give Effective Feedback to Your Students ASCD 2008
Davies Anne ldquoInvolving Students in the Classroom Assessment Processrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007
Marzano R Pickering D amp Pollock J (2001) Classroom Instruction that Works Research-based strategies for increasing student achievement Alexandria VA ASCD
Marzano Robert What Works in Schools Translating Research into Action ASCD 2003
Sources
Miser W Fred ldquoGiving Effective Feedbackrdquo
Pausch Randy (2008) The Last Lecture
Reeves Douglas ldquoChallenges and Choices The Role of Educational Leaders in Effective Assessmentrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007
ldquoSynopsis of lsquoThe Power of Feedbackrsquordquo by Center on Instruction 2008 [Hattie amp Timperleyrsquos research]
Wiggins Grant Educative Assessment Designing Assessments to Inform and Improve Student Performance San Francisco Jossey-Bass Inc 1998
- Academic Feedback
- Learning Objective
- Slide 3
- Discussion
- Give some Feedback
- Example Feedback
- Retract your Claws
- Slide 8
- Can you be kind and honest at the same time
- What is Feedback
- Why give Feedback
- How to give Feedback
- Aspects of Effective Feedback
- Essential Elements of Feedback
- Feedback Timing
- Amounts of Feedback
- Help Students Learn to Use Feedback
- Self-Assessment Example
- Slide 19
- Exemplary Academic Feedback
- Research Shows
- Sources
- Sources (2)
-
Randy Pausch
The Last LectureldquoWhen you see yourself doing
something badly and nobodys bothering to tell you anymore thats a very bad place to be Your critics are the ones telling you they still love you and carerdquo
ldquoGet a feedback loop and listen to it When people give you feedback cherish it and use itrdquo
Can you be kind and honest at the same time
ldquoIts such a shame that people perceive you as so arrogant Because its going to limit what youre going to be able to accomplish in liferdquo
Honest Feedback - Students need people who will give it to them straight
What is Feedback
ldquoFeedback is an objective description of a studentrsquos performance intended to guide future performance Unlike evaluation which judges performance feedback is the process of helping our students assess their performance identify areas where they are right on target and provide them tips on what they can do in the future to improve in areas that need correctingrdquo
~ W Fred Miser
Why give Feedback
Along with goal setting feedback engages metacognitive thinking (cognition about cognition)
Enhances Student Learning and ProgressldquoWhen feedback and corrective procedures are
used most students can attain the same level of achievement as the top 20 of studentsrdquo~ Bellon Bellon amp Blank
ldquoThe most powerful single modification that enhances achievement is feedback The Simplest prescription for improving education must be dollops of feedbackrdquo ~ John Hattie (1992)
How to give Feedback
Oral interactive (one-on-one) feedback is best whenever possible
Use descriptive not evaluative languageFocus on what went well and what can be improved in
language students understandSeek consensus with the student(s) ndash do you agree on
the assessment of this productFocus on the performance ndash not the studentFocus on realistic changesProvide a demonstration Groupclass feedback works when most students
missed the same concept
Aspects of Effective Feedback
HonestValue-neutralObjectiveTimelyConstructiveCorrectiveSpecific to a CriterionProduct FocusVerified
Essential Elements of Feedback
1 Recognition of the Desired Goal2 Evidence about Present Position
(current work)3 Some Understanding of a Way to
Close the Gap Between the Two
~ Black amp William
Feedback Timing
Good
Returning a test or assignment the next day
Giving immediate oral responses to questions of fact
Giving immediate oral responses to student misconceptions
Providing flash cards (which give immediate rightwrong feedback) for studying facts
Bad
Returning a test or assignment two weeks after it is completed
Ignoring errors or misconceptions (thereby implying acceptance)
Going over a test or assignment when the unit is over and there is no opportunity to show improvement
~ Susan Brookhart
Amounts of Feedback
Good
Selecting 2-3 main points about a paper for comment
Giving feedback on important learning targets
Commenting on at least as many strengths as weaknesses
Bad
Returning a studentrsquos paper with every error in mechanics edited
Writing comments on a paper that are more voluminous that the paper itself
Writing voluminous comments on poor-quality papers and almost nothing on good-quality papers
~ Susan Brookhart
Help Students Learn to Use Feedback
Model giving and using feedback yourself Teach students self- and peer assessment skills to
Teach students where feedback comes from Increase studentsrsquo interest in feedback because itrsquos ldquotheirsrdquo Answer studentsrsquo own questions Develop self-regulation skills necessary for using any feedback
Be clear about the learning target and the criteria for good work Use assignments with obvious value and interest Explain to the student why an assignment is given ndash what the work is for Make directions clear Use clear rubrics Have students develop their own rubrics or translate yours into ldquokid-friendlyrdquo language Design lessons that incorporate using the rubrics as students work
Design lessons in which students use feedback on previous work to produce better work Provide opportunities to redo assignments (Comparing a rough draft to the
rubriccriteriaexemplar) Give new but similar assignments for the same learning targets Give opportunities for students to make the connection between the feedback they
received and the improvement in their work~ Susan Brookhart
Self-Assessment Example
To reduce discrepancies between current
understandings performance and a desired goal
The Discrepancy Can Be Reduced By
TeachersProviding appropriate challenging and
specific goalsOR
Assisting students to reach them through affective strategies
StudentsIncreased effort and employment of more
effective strategiesOR
Abandoning blurring or lowering the goals
EFFECTIVE FEEDBACK ANSWERS THREE QUESTIONS
Feed UpWhere am I going
(The Goals)
Feed Back
How am I going
Feed Forward
Where to next
PURPOSE
HAT
TIE
amp T
IMPE
RLE
YrsquoS
FEE
DB
ACK
MO
DE
L
Exemplary Academic Feedback
Significantly Above Expectations (5)
1048696 Oral and written feedback is consistently academicallyfocused frequent and high quality1048696 Feedback is frequently given during guided practice andhomework review1048696 The teacher circulates to prompt student thinking assesseach studentrsquos progress and provide individual feedback1048696 Feedback from students is regularly used to monitor andadjust instruction1048696 Teacher engages students in giving specific and highquality feedback to one another
Research Shows
Sources
Bellon Jerry Bellon Elner amp Blank Mary Ann Teaching from a Research Knowledge Base A Development and Renewal Process 1992
Black amp William ldquoInside the Black Box Raising Standards through Classroom Assessmentrdquo Phi Delta Kappan October 1998
Brookhart Susan M How to Give Effective Feedback to Your Students ASCD 2008
Davies Anne ldquoInvolving Students in the Classroom Assessment Processrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007
Marzano R Pickering D amp Pollock J (2001) Classroom Instruction that Works Research-based strategies for increasing student achievement Alexandria VA ASCD
Marzano Robert What Works in Schools Translating Research into Action ASCD 2003
Sources
Miser W Fred ldquoGiving Effective Feedbackrdquo
Pausch Randy (2008) The Last Lecture
Reeves Douglas ldquoChallenges and Choices The Role of Educational Leaders in Effective Assessmentrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007
ldquoSynopsis of lsquoThe Power of Feedbackrsquordquo by Center on Instruction 2008 [Hattie amp Timperleyrsquos research]
Wiggins Grant Educative Assessment Designing Assessments to Inform and Improve Student Performance San Francisco Jossey-Bass Inc 1998
- Academic Feedback
- Learning Objective
- Slide 3
- Discussion
- Give some Feedback
- Example Feedback
- Retract your Claws
- Slide 8
- Can you be kind and honest at the same time
- What is Feedback
- Why give Feedback
- How to give Feedback
- Aspects of Effective Feedback
- Essential Elements of Feedback
- Feedback Timing
- Amounts of Feedback
- Help Students Learn to Use Feedback
- Self-Assessment Example
- Slide 19
- Exemplary Academic Feedback
- Research Shows
- Sources
- Sources (2)
-
Can you be kind and honest at the same time
ldquoIts such a shame that people perceive you as so arrogant Because its going to limit what youre going to be able to accomplish in liferdquo
Honest Feedback - Students need people who will give it to them straight
What is Feedback
ldquoFeedback is an objective description of a studentrsquos performance intended to guide future performance Unlike evaluation which judges performance feedback is the process of helping our students assess their performance identify areas where they are right on target and provide them tips on what they can do in the future to improve in areas that need correctingrdquo
~ W Fred Miser
Why give Feedback
Along with goal setting feedback engages metacognitive thinking (cognition about cognition)
Enhances Student Learning and ProgressldquoWhen feedback and corrective procedures are
used most students can attain the same level of achievement as the top 20 of studentsrdquo~ Bellon Bellon amp Blank
ldquoThe most powerful single modification that enhances achievement is feedback The Simplest prescription for improving education must be dollops of feedbackrdquo ~ John Hattie (1992)
How to give Feedback
Oral interactive (one-on-one) feedback is best whenever possible
Use descriptive not evaluative languageFocus on what went well and what can be improved in
language students understandSeek consensus with the student(s) ndash do you agree on
the assessment of this productFocus on the performance ndash not the studentFocus on realistic changesProvide a demonstration Groupclass feedback works when most students
missed the same concept
Aspects of Effective Feedback
HonestValue-neutralObjectiveTimelyConstructiveCorrectiveSpecific to a CriterionProduct FocusVerified
Essential Elements of Feedback
1 Recognition of the Desired Goal2 Evidence about Present Position
(current work)3 Some Understanding of a Way to
Close the Gap Between the Two
~ Black amp William
Feedback Timing
Good
Returning a test or assignment the next day
Giving immediate oral responses to questions of fact
Giving immediate oral responses to student misconceptions
Providing flash cards (which give immediate rightwrong feedback) for studying facts
Bad
Returning a test or assignment two weeks after it is completed
Ignoring errors or misconceptions (thereby implying acceptance)
Going over a test or assignment when the unit is over and there is no opportunity to show improvement
~ Susan Brookhart
Amounts of Feedback
Good
Selecting 2-3 main points about a paper for comment
Giving feedback on important learning targets
Commenting on at least as many strengths as weaknesses
Bad
Returning a studentrsquos paper with every error in mechanics edited
Writing comments on a paper that are more voluminous that the paper itself
Writing voluminous comments on poor-quality papers and almost nothing on good-quality papers
~ Susan Brookhart
Help Students Learn to Use Feedback
Model giving and using feedback yourself Teach students self- and peer assessment skills to
Teach students where feedback comes from Increase studentsrsquo interest in feedback because itrsquos ldquotheirsrdquo Answer studentsrsquo own questions Develop self-regulation skills necessary for using any feedback
Be clear about the learning target and the criteria for good work Use assignments with obvious value and interest Explain to the student why an assignment is given ndash what the work is for Make directions clear Use clear rubrics Have students develop their own rubrics or translate yours into ldquokid-friendlyrdquo language Design lessons that incorporate using the rubrics as students work
Design lessons in which students use feedback on previous work to produce better work Provide opportunities to redo assignments (Comparing a rough draft to the
rubriccriteriaexemplar) Give new but similar assignments for the same learning targets Give opportunities for students to make the connection between the feedback they
received and the improvement in their work~ Susan Brookhart
Self-Assessment Example
To reduce discrepancies between current
understandings performance and a desired goal
The Discrepancy Can Be Reduced By
TeachersProviding appropriate challenging and
specific goalsOR
Assisting students to reach them through affective strategies
StudentsIncreased effort and employment of more
effective strategiesOR
Abandoning blurring or lowering the goals
EFFECTIVE FEEDBACK ANSWERS THREE QUESTIONS
Feed UpWhere am I going
(The Goals)
Feed Back
How am I going
Feed Forward
Where to next
PURPOSE
HAT
TIE
amp T
IMPE
RLE
YrsquoS
FEE
DB
ACK
MO
DE
L
Exemplary Academic Feedback
Significantly Above Expectations (5)
1048696 Oral and written feedback is consistently academicallyfocused frequent and high quality1048696 Feedback is frequently given during guided practice andhomework review1048696 The teacher circulates to prompt student thinking assesseach studentrsquos progress and provide individual feedback1048696 Feedback from students is regularly used to monitor andadjust instruction1048696 Teacher engages students in giving specific and highquality feedback to one another
Research Shows
Sources
Bellon Jerry Bellon Elner amp Blank Mary Ann Teaching from a Research Knowledge Base A Development and Renewal Process 1992
Black amp William ldquoInside the Black Box Raising Standards through Classroom Assessmentrdquo Phi Delta Kappan October 1998
Brookhart Susan M How to Give Effective Feedback to Your Students ASCD 2008
Davies Anne ldquoInvolving Students in the Classroom Assessment Processrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007
Marzano R Pickering D amp Pollock J (2001) Classroom Instruction that Works Research-based strategies for increasing student achievement Alexandria VA ASCD
Marzano Robert What Works in Schools Translating Research into Action ASCD 2003
Sources
Miser W Fred ldquoGiving Effective Feedbackrdquo
Pausch Randy (2008) The Last Lecture
Reeves Douglas ldquoChallenges and Choices The Role of Educational Leaders in Effective Assessmentrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007
ldquoSynopsis of lsquoThe Power of Feedbackrsquordquo by Center on Instruction 2008 [Hattie amp Timperleyrsquos research]
Wiggins Grant Educative Assessment Designing Assessments to Inform and Improve Student Performance San Francisco Jossey-Bass Inc 1998
- Academic Feedback
- Learning Objective
- Slide 3
- Discussion
- Give some Feedback
- Example Feedback
- Retract your Claws
- Slide 8
- Can you be kind and honest at the same time
- What is Feedback
- Why give Feedback
- How to give Feedback
- Aspects of Effective Feedback
- Essential Elements of Feedback
- Feedback Timing
- Amounts of Feedback
- Help Students Learn to Use Feedback
- Self-Assessment Example
- Slide 19
- Exemplary Academic Feedback
- Research Shows
- Sources
- Sources (2)
-
What is Feedback
ldquoFeedback is an objective description of a studentrsquos performance intended to guide future performance Unlike evaluation which judges performance feedback is the process of helping our students assess their performance identify areas where they are right on target and provide them tips on what they can do in the future to improve in areas that need correctingrdquo
~ W Fred Miser
Why give Feedback
Along with goal setting feedback engages metacognitive thinking (cognition about cognition)
Enhances Student Learning and ProgressldquoWhen feedback and corrective procedures are
used most students can attain the same level of achievement as the top 20 of studentsrdquo~ Bellon Bellon amp Blank
ldquoThe most powerful single modification that enhances achievement is feedback The Simplest prescription for improving education must be dollops of feedbackrdquo ~ John Hattie (1992)
How to give Feedback
Oral interactive (one-on-one) feedback is best whenever possible
Use descriptive not evaluative languageFocus on what went well and what can be improved in
language students understandSeek consensus with the student(s) ndash do you agree on
the assessment of this productFocus on the performance ndash not the studentFocus on realistic changesProvide a demonstration Groupclass feedback works when most students
missed the same concept
Aspects of Effective Feedback
HonestValue-neutralObjectiveTimelyConstructiveCorrectiveSpecific to a CriterionProduct FocusVerified
Essential Elements of Feedback
1 Recognition of the Desired Goal2 Evidence about Present Position
(current work)3 Some Understanding of a Way to
Close the Gap Between the Two
~ Black amp William
Feedback Timing
Good
Returning a test or assignment the next day
Giving immediate oral responses to questions of fact
Giving immediate oral responses to student misconceptions
Providing flash cards (which give immediate rightwrong feedback) for studying facts
Bad
Returning a test or assignment two weeks after it is completed
Ignoring errors or misconceptions (thereby implying acceptance)
Going over a test or assignment when the unit is over and there is no opportunity to show improvement
~ Susan Brookhart
Amounts of Feedback
Good
Selecting 2-3 main points about a paper for comment
Giving feedback on important learning targets
Commenting on at least as many strengths as weaknesses
Bad
Returning a studentrsquos paper with every error in mechanics edited
Writing comments on a paper that are more voluminous that the paper itself
Writing voluminous comments on poor-quality papers and almost nothing on good-quality papers
~ Susan Brookhart
Help Students Learn to Use Feedback
Model giving and using feedback yourself Teach students self- and peer assessment skills to
Teach students where feedback comes from Increase studentsrsquo interest in feedback because itrsquos ldquotheirsrdquo Answer studentsrsquo own questions Develop self-regulation skills necessary for using any feedback
Be clear about the learning target and the criteria for good work Use assignments with obvious value and interest Explain to the student why an assignment is given ndash what the work is for Make directions clear Use clear rubrics Have students develop their own rubrics or translate yours into ldquokid-friendlyrdquo language Design lessons that incorporate using the rubrics as students work
Design lessons in which students use feedback on previous work to produce better work Provide opportunities to redo assignments (Comparing a rough draft to the
rubriccriteriaexemplar) Give new but similar assignments for the same learning targets Give opportunities for students to make the connection between the feedback they
received and the improvement in their work~ Susan Brookhart
Self-Assessment Example
To reduce discrepancies between current
understandings performance and a desired goal
The Discrepancy Can Be Reduced By
TeachersProviding appropriate challenging and
specific goalsOR
Assisting students to reach them through affective strategies
StudentsIncreased effort and employment of more
effective strategiesOR
Abandoning blurring or lowering the goals
EFFECTIVE FEEDBACK ANSWERS THREE QUESTIONS
Feed UpWhere am I going
(The Goals)
Feed Back
How am I going
Feed Forward
Where to next
PURPOSE
HAT
TIE
amp T
IMPE
RLE
YrsquoS
FEE
DB
ACK
MO
DE
L
Exemplary Academic Feedback
Significantly Above Expectations (5)
1048696 Oral and written feedback is consistently academicallyfocused frequent and high quality1048696 Feedback is frequently given during guided practice andhomework review1048696 The teacher circulates to prompt student thinking assesseach studentrsquos progress and provide individual feedback1048696 Feedback from students is regularly used to monitor andadjust instruction1048696 Teacher engages students in giving specific and highquality feedback to one another
Research Shows
Sources
Bellon Jerry Bellon Elner amp Blank Mary Ann Teaching from a Research Knowledge Base A Development and Renewal Process 1992
Black amp William ldquoInside the Black Box Raising Standards through Classroom Assessmentrdquo Phi Delta Kappan October 1998
Brookhart Susan M How to Give Effective Feedback to Your Students ASCD 2008
Davies Anne ldquoInvolving Students in the Classroom Assessment Processrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007
Marzano R Pickering D amp Pollock J (2001) Classroom Instruction that Works Research-based strategies for increasing student achievement Alexandria VA ASCD
Marzano Robert What Works in Schools Translating Research into Action ASCD 2003
Sources
Miser W Fred ldquoGiving Effective Feedbackrdquo
Pausch Randy (2008) The Last Lecture
Reeves Douglas ldquoChallenges and Choices The Role of Educational Leaders in Effective Assessmentrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007
ldquoSynopsis of lsquoThe Power of Feedbackrsquordquo by Center on Instruction 2008 [Hattie amp Timperleyrsquos research]
Wiggins Grant Educative Assessment Designing Assessments to Inform and Improve Student Performance San Francisco Jossey-Bass Inc 1998
- Academic Feedback
- Learning Objective
- Slide 3
- Discussion
- Give some Feedback
- Example Feedback
- Retract your Claws
- Slide 8
- Can you be kind and honest at the same time
- What is Feedback
- Why give Feedback
- How to give Feedback
- Aspects of Effective Feedback
- Essential Elements of Feedback
- Feedback Timing
- Amounts of Feedback
- Help Students Learn to Use Feedback
- Self-Assessment Example
- Slide 19
- Exemplary Academic Feedback
- Research Shows
- Sources
- Sources (2)
-
Why give Feedback
Along with goal setting feedback engages metacognitive thinking (cognition about cognition)
Enhances Student Learning and ProgressldquoWhen feedback and corrective procedures are
used most students can attain the same level of achievement as the top 20 of studentsrdquo~ Bellon Bellon amp Blank
ldquoThe most powerful single modification that enhances achievement is feedback The Simplest prescription for improving education must be dollops of feedbackrdquo ~ John Hattie (1992)
How to give Feedback
Oral interactive (one-on-one) feedback is best whenever possible
Use descriptive not evaluative languageFocus on what went well and what can be improved in
language students understandSeek consensus with the student(s) ndash do you agree on
the assessment of this productFocus on the performance ndash not the studentFocus on realistic changesProvide a demonstration Groupclass feedback works when most students
missed the same concept
Aspects of Effective Feedback
HonestValue-neutralObjectiveTimelyConstructiveCorrectiveSpecific to a CriterionProduct FocusVerified
Essential Elements of Feedback
1 Recognition of the Desired Goal2 Evidence about Present Position
(current work)3 Some Understanding of a Way to
Close the Gap Between the Two
~ Black amp William
Feedback Timing
Good
Returning a test or assignment the next day
Giving immediate oral responses to questions of fact
Giving immediate oral responses to student misconceptions
Providing flash cards (which give immediate rightwrong feedback) for studying facts
Bad
Returning a test or assignment two weeks after it is completed
Ignoring errors or misconceptions (thereby implying acceptance)
Going over a test or assignment when the unit is over and there is no opportunity to show improvement
~ Susan Brookhart
Amounts of Feedback
Good
Selecting 2-3 main points about a paper for comment
Giving feedback on important learning targets
Commenting on at least as many strengths as weaknesses
Bad
Returning a studentrsquos paper with every error in mechanics edited
Writing comments on a paper that are more voluminous that the paper itself
Writing voluminous comments on poor-quality papers and almost nothing on good-quality papers
~ Susan Brookhart
Help Students Learn to Use Feedback
Model giving and using feedback yourself Teach students self- and peer assessment skills to
Teach students where feedback comes from Increase studentsrsquo interest in feedback because itrsquos ldquotheirsrdquo Answer studentsrsquo own questions Develop self-regulation skills necessary for using any feedback
Be clear about the learning target and the criteria for good work Use assignments with obvious value and interest Explain to the student why an assignment is given ndash what the work is for Make directions clear Use clear rubrics Have students develop their own rubrics or translate yours into ldquokid-friendlyrdquo language Design lessons that incorporate using the rubrics as students work
Design lessons in which students use feedback on previous work to produce better work Provide opportunities to redo assignments (Comparing a rough draft to the
rubriccriteriaexemplar) Give new but similar assignments for the same learning targets Give opportunities for students to make the connection between the feedback they
received and the improvement in their work~ Susan Brookhart
Self-Assessment Example
To reduce discrepancies between current
understandings performance and a desired goal
The Discrepancy Can Be Reduced By
TeachersProviding appropriate challenging and
specific goalsOR
Assisting students to reach them through affective strategies
StudentsIncreased effort and employment of more
effective strategiesOR
Abandoning blurring or lowering the goals
EFFECTIVE FEEDBACK ANSWERS THREE QUESTIONS
Feed UpWhere am I going
(The Goals)
Feed Back
How am I going
Feed Forward
Where to next
PURPOSE
HAT
TIE
amp T
IMPE
RLE
YrsquoS
FEE
DB
ACK
MO
DE
L
Exemplary Academic Feedback
Significantly Above Expectations (5)
1048696 Oral and written feedback is consistently academicallyfocused frequent and high quality1048696 Feedback is frequently given during guided practice andhomework review1048696 The teacher circulates to prompt student thinking assesseach studentrsquos progress and provide individual feedback1048696 Feedback from students is regularly used to monitor andadjust instruction1048696 Teacher engages students in giving specific and highquality feedback to one another
Research Shows
Sources
Bellon Jerry Bellon Elner amp Blank Mary Ann Teaching from a Research Knowledge Base A Development and Renewal Process 1992
Black amp William ldquoInside the Black Box Raising Standards through Classroom Assessmentrdquo Phi Delta Kappan October 1998
Brookhart Susan M How to Give Effective Feedback to Your Students ASCD 2008
Davies Anne ldquoInvolving Students in the Classroom Assessment Processrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007
Marzano R Pickering D amp Pollock J (2001) Classroom Instruction that Works Research-based strategies for increasing student achievement Alexandria VA ASCD
Marzano Robert What Works in Schools Translating Research into Action ASCD 2003
Sources
Miser W Fred ldquoGiving Effective Feedbackrdquo
Pausch Randy (2008) The Last Lecture
Reeves Douglas ldquoChallenges and Choices The Role of Educational Leaders in Effective Assessmentrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007
ldquoSynopsis of lsquoThe Power of Feedbackrsquordquo by Center on Instruction 2008 [Hattie amp Timperleyrsquos research]
Wiggins Grant Educative Assessment Designing Assessments to Inform and Improve Student Performance San Francisco Jossey-Bass Inc 1998
- Academic Feedback
- Learning Objective
- Slide 3
- Discussion
- Give some Feedback
- Example Feedback
- Retract your Claws
- Slide 8
- Can you be kind and honest at the same time
- What is Feedback
- Why give Feedback
- How to give Feedback
- Aspects of Effective Feedback
- Essential Elements of Feedback
- Feedback Timing
- Amounts of Feedback
- Help Students Learn to Use Feedback
- Self-Assessment Example
- Slide 19
- Exemplary Academic Feedback
- Research Shows
- Sources
- Sources (2)
-
How to give Feedback
Oral interactive (one-on-one) feedback is best whenever possible
Use descriptive not evaluative languageFocus on what went well and what can be improved in
language students understandSeek consensus with the student(s) ndash do you agree on
the assessment of this productFocus on the performance ndash not the studentFocus on realistic changesProvide a demonstration Groupclass feedback works when most students
missed the same concept
Aspects of Effective Feedback
HonestValue-neutralObjectiveTimelyConstructiveCorrectiveSpecific to a CriterionProduct FocusVerified
Essential Elements of Feedback
1 Recognition of the Desired Goal2 Evidence about Present Position
(current work)3 Some Understanding of a Way to
Close the Gap Between the Two
~ Black amp William
Feedback Timing
Good
Returning a test or assignment the next day
Giving immediate oral responses to questions of fact
Giving immediate oral responses to student misconceptions
Providing flash cards (which give immediate rightwrong feedback) for studying facts
Bad
Returning a test or assignment two weeks after it is completed
Ignoring errors or misconceptions (thereby implying acceptance)
Going over a test or assignment when the unit is over and there is no opportunity to show improvement
~ Susan Brookhart
Amounts of Feedback
Good
Selecting 2-3 main points about a paper for comment
Giving feedback on important learning targets
Commenting on at least as many strengths as weaknesses
Bad
Returning a studentrsquos paper with every error in mechanics edited
Writing comments on a paper that are more voluminous that the paper itself
Writing voluminous comments on poor-quality papers and almost nothing on good-quality papers
~ Susan Brookhart
Help Students Learn to Use Feedback
Model giving and using feedback yourself Teach students self- and peer assessment skills to
Teach students where feedback comes from Increase studentsrsquo interest in feedback because itrsquos ldquotheirsrdquo Answer studentsrsquo own questions Develop self-regulation skills necessary for using any feedback
Be clear about the learning target and the criteria for good work Use assignments with obvious value and interest Explain to the student why an assignment is given ndash what the work is for Make directions clear Use clear rubrics Have students develop their own rubrics or translate yours into ldquokid-friendlyrdquo language Design lessons that incorporate using the rubrics as students work
Design lessons in which students use feedback on previous work to produce better work Provide opportunities to redo assignments (Comparing a rough draft to the
rubriccriteriaexemplar) Give new but similar assignments for the same learning targets Give opportunities for students to make the connection between the feedback they
received and the improvement in their work~ Susan Brookhart
Self-Assessment Example
To reduce discrepancies between current
understandings performance and a desired goal
The Discrepancy Can Be Reduced By
TeachersProviding appropriate challenging and
specific goalsOR
Assisting students to reach them through affective strategies
StudentsIncreased effort and employment of more
effective strategiesOR
Abandoning blurring or lowering the goals
EFFECTIVE FEEDBACK ANSWERS THREE QUESTIONS
Feed UpWhere am I going
(The Goals)
Feed Back
How am I going
Feed Forward
Where to next
PURPOSE
HAT
TIE
amp T
IMPE
RLE
YrsquoS
FEE
DB
ACK
MO
DE
L
Exemplary Academic Feedback
Significantly Above Expectations (5)
1048696 Oral and written feedback is consistently academicallyfocused frequent and high quality1048696 Feedback is frequently given during guided practice andhomework review1048696 The teacher circulates to prompt student thinking assesseach studentrsquos progress and provide individual feedback1048696 Feedback from students is regularly used to monitor andadjust instruction1048696 Teacher engages students in giving specific and highquality feedback to one another
Research Shows
Sources
Bellon Jerry Bellon Elner amp Blank Mary Ann Teaching from a Research Knowledge Base A Development and Renewal Process 1992
Black amp William ldquoInside the Black Box Raising Standards through Classroom Assessmentrdquo Phi Delta Kappan October 1998
Brookhart Susan M How to Give Effective Feedback to Your Students ASCD 2008
Davies Anne ldquoInvolving Students in the Classroom Assessment Processrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007
Marzano R Pickering D amp Pollock J (2001) Classroom Instruction that Works Research-based strategies for increasing student achievement Alexandria VA ASCD
Marzano Robert What Works in Schools Translating Research into Action ASCD 2003
Sources
Miser W Fred ldquoGiving Effective Feedbackrdquo
Pausch Randy (2008) The Last Lecture
Reeves Douglas ldquoChallenges and Choices The Role of Educational Leaders in Effective Assessmentrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007
ldquoSynopsis of lsquoThe Power of Feedbackrsquordquo by Center on Instruction 2008 [Hattie amp Timperleyrsquos research]
Wiggins Grant Educative Assessment Designing Assessments to Inform and Improve Student Performance San Francisco Jossey-Bass Inc 1998
- Academic Feedback
- Learning Objective
- Slide 3
- Discussion
- Give some Feedback
- Example Feedback
- Retract your Claws
- Slide 8
- Can you be kind and honest at the same time
- What is Feedback
- Why give Feedback
- How to give Feedback
- Aspects of Effective Feedback
- Essential Elements of Feedback
- Feedback Timing
- Amounts of Feedback
- Help Students Learn to Use Feedback
- Self-Assessment Example
- Slide 19
- Exemplary Academic Feedback
- Research Shows
- Sources
- Sources (2)
-
Aspects of Effective Feedback
HonestValue-neutralObjectiveTimelyConstructiveCorrectiveSpecific to a CriterionProduct FocusVerified
Essential Elements of Feedback
1 Recognition of the Desired Goal2 Evidence about Present Position
(current work)3 Some Understanding of a Way to
Close the Gap Between the Two
~ Black amp William
Feedback Timing
Good
Returning a test or assignment the next day
Giving immediate oral responses to questions of fact
Giving immediate oral responses to student misconceptions
Providing flash cards (which give immediate rightwrong feedback) for studying facts
Bad
Returning a test or assignment two weeks after it is completed
Ignoring errors or misconceptions (thereby implying acceptance)
Going over a test or assignment when the unit is over and there is no opportunity to show improvement
~ Susan Brookhart
Amounts of Feedback
Good
Selecting 2-3 main points about a paper for comment
Giving feedback on important learning targets
Commenting on at least as many strengths as weaknesses
Bad
Returning a studentrsquos paper with every error in mechanics edited
Writing comments on a paper that are more voluminous that the paper itself
Writing voluminous comments on poor-quality papers and almost nothing on good-quality papers
~ Susan Brookhart
Help Students Learn to Use Feedback
Model giving and using feedback yourself Teach students self- and peer assessment skills to
Teach students where feedback comes from Increase studentsrsquo interest in feedback because itrsquos ldquotheirsrdquo Answer studentsrsquo own questions Develop self-regulation skills necessary for using any feedback
Be clear about the learning target and the criteria for good work Use assignments with obvious value and interest Explain to the student why an assignment is given ndash what the work is for Make directions clear Use clear rubrics Have students develop their own rubrics or translate yours into ldquokid-friendlyrdquo language Design lessons that incorporate using the rubrics as students work
Design lessons in which students use feedback on previous work to produce better work Provide opportunities to redo assignments (Comparing a rough draft to the
rubriccriteriaexemplar) Give new but similar assignments for the same learning targets Give opportunities for students to make the connection between the feedback they
received and the improvement in their work~ Susan Brookhart
Self-Assessment Example
To reduce discrepancies between current
understandings performance and a desired goal
The Discrepancy Can Be Reduced By
TeachersProviding appropriate challenging and
specific goalsOR
Assisting students to reach them through affective strategies
StudentsIncreased effort and employment of more
effective strategiesOR
Abandoning blurring or lowering the goals
EFFECTIVE FEEDBACK ANSWERS THREE QUESTIONS
Feed UpWhere am I going
(The Goals)
Feed Back
How am I going
Feed Forward
Where to next
PURPOSE
HAT
TIE
amp T
IMPE
RLE
YrsquoS
FEE
DB
ACK
MO
DE
L
Exemplary Academic Feedback
Significantly Above Expectations (5)
1048696 Oral and written feedback is consistently academicallyfocused frequent and high quality1048696 Feedback is frequently given during guided practice andhomework review1048696 The teacher circulates to prompt student thinking assesseach studentrsquos progress and provide individual feedback1048696 Feedback from students is regularly used to monitor andadjust instruction1048696 Teacher engages students in giving specific and highquality feedback to one another
Research Shows
Sources
Bellon Jerry Bellon Elner amp Blank Mary Ann Teaching from a Research Knowledge Base A Development and Renewal Process 1992
Black amp William ldquoInside the Black Box Raising Standards through Classroom Assessmentrdquo Phi Delta Kappan October 1998
Brookhart Susan M How to Give Effective Feedback to Your Students ASCD 2008
Davies Anne ldquoInvolving Students in the Classroom Assessment Processrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007
Marzano R Pickering D amp Pollock J (2001) Classroom Instruction that Works Research-based strategies for increasing student achievement Alexandria VA ASCD
Marzano Robert What Works in Schools Translating Research into Action ASCD 2003
Sources
Miser W Fred ldquoGiving Effective Feedbackrdquo
Pausch Randy (2008) The Last Lecture
Reeves Douglas ldquoChallenges and Choices The Role of Educational Leaders in Effective Assessmentrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007
ldquoSynopsis of lsquoThe Power of Feedbackrsquordquo by Center on Instruction 2008 [Hattie amp Timperleyrsquos research]
Wiggins Grant Educative Assessment Designing Assessments to Inform and Improve Student Performance San Francisco Jossey-Bass Inc 1998
- Academic Feedback
- Learning Objective
- Slide 3
- Discussion
- Give some Feedback
- Example Feedback
- Retract your Claws
- Slide 8
- Can you be kind and honest at the same time
- What is Feedback
- Why give Feedback
- How to give Feedback
- Aspects of Effective Feedback
- Essential Elements of Feedback
- Feedback Timing
- Amounts of Feedback
- Help Students Learn to Use Feedback
- Self-Assessment Example
- Slide 19
- Exemplary Academic Feedback
- Research Shows
- Sources
- Sources (2)
-
Essential Elements of Feedback
1 Recognition of the Desired Goal2 Evidence about Present Position
(current work)3 Some Understanding of a Way to
Close the Gap Between the Two
~ Black amp William
Feedback Timing
Good
Returning a test or assignment the next day
Giving immediate oral responses to questions of fact
Giving immediate oral responses to student misconceptions
Providing flash cards (which give immediate rightwrong feedback) for studying facts
Bad
Returning a test or assignment two weeks after it is completed
Ignoring errors or misconceptions (thereby implying acceptance)
Going over a test or assignment when the unit is over and there is no opportunity to show improvement
~ Susan Brookhart
Amounts of Feedback
Good
Selecting 2-3 main points about a paper for comment
Giving feedback on important learning targets
Commenting on at least as many strengths as weaknesses
Bad
Returning a studentrsquos paper with every error in mechanics edited
Writing comments on a paper that are more voluminous that the paper itself
Writing voluminous comments on poor-quality papers and almost nothing on good-quality papers
~ Susan Brookhart
Help Students Learn to Use Feedback
Model giving and using feedback yourself Teach students self- and peer assessment skills to
Teach students where feedback comes from Increase studentsrsquo interest in feedback because itrsquos ldquotheirsrdquo Answer studentsrsquo own questions Develop self-regulation skills necessary for using any feedback
Be clear about the learning target and the criteria for good work Use assignments with obvious value and interest Explain to the student why an assignment is given ndash what the work is for Make directions clear Use clear rubrics Have students develop their own rubrics or translate yours into ldquokid-friendlyrdquo language Design lessons that incorporate using the rubrics as students work
Design lessons in which students use feedback on previous work to produce better work Provide opportunities to redo assignments (Comparing a rough draft to the
rubriccriteriaexemplar) Give new but similar assignments for the same learning targets Give opportunities for students to make the connection between the feedback they
received and the improvement in their work~ Susan Brookhart
Self-Assessment Example
To reduce discrepancies between current
understandings performance and a desired goal
The Discrepancy Can Be Reduced By
TeachersProviding appropriate challenging and
specific goalsOR
Assisting students to reach them through affective strategies
StudentsIncreased effort and employment of more
effective strategiesOR
Abandoning blurring or lowering the goals
EFFECTIVE FEEDBACK ANSWERS THREE QUESTIONS
Feed UpWhere am I going
(The Goals)
Feed Back
How am I going
Feed Forward
Where to next
PURPOSE
HAT
TIE
amp T
IMPE
RLE
YrsquoS
FEE
DB
ACK
MO
DE
L
Exemplary Academic Feedback
Significantly Above Expectations (5)
1048696 Oral and written feedback is consistently academicallyfocused frequent and high quality1048696 Feedback is frequently given during guided practice andhomework review1048696 The teacher circulates to prompt student thinking assesseach studentrsquos progress and provide individual feedback1048696 Feedback from students is regularly used to monitor andadjust instruction1048696 Teacher engages students in giving specific and highquality feedback to one another
Research Shows
Sources
Bellon Jerry Bellon Elner amp Blank Mary Ann Teaching from a Research Knowledge Base A Development and Renewal Process 1992
Black amp William ldquoInside the Black Box Raising Standards through Classroom Assessmentrdquo Phi Delta Kappan October 1998
Brookhart Susan M How to Give Effective Feedback to Your Students ASCD 2008
Davies Anne ldquoInvolving Students in the Classroom Assessment Processrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007
Marzano R Pickering D amp Pollock J (2001) Classroom Instruction that Works Research-based strategies for increasing student achievement Alexandria VA ASCD
Marzano Robert What Works in Schools Translating Research into Action ASCD 2003
Sources
Miser W Fred ldquoGiving Effective Feedbackrdquo
Pausch Randy (2008) The Last Lecture
Reeves Douglas ldquoChallenges and Choices The Role of Educational Leaders in Effective Assessmentrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007
ldquoSynopsis of lsquoThe Power of Feedbackrsquordquo by Center on Instruction 2008 [Hattie amp Timperleyrsquos research]
Wiggins Grant Educative Assessment Designing Assessments to Inform and Improve Student Performance San Francisco Jossey-Bass Inc 1998
- Academic Feedback
- Learning Objective
- Slide 3
- Discussion
- Give some Feedback
- Example Feedback
- Retract your Claws
- Slide 8
- Can you be kind and honest at the same time
- What is Feedback
- Why give Feedback
- How to give Feedback
- Aspects of Effective Feedback
- Essential Elements of Feedback
- Feedback Timing
- Amounts of Feedback
- Help Students Learn to Use Feedback
- Self-Assessment Example
- Slide 19
- Exemplary Academic Feedback
- Research Shows
- Sources
- Sources (2)
-
Feedback Timing
Good
Returning a test or assignment the next day
Giving immediate oral responses to questions of fact
Giving immediate oral responses to student misconceptions
Providing flash cards (which give immediate rightwrong feedback) for studying facts
Bad
Returning a test or assignment two weeks after it is completed
Ignoring errors or misconceptions (thereby implying acceptance)
Going over a test or assignment when the unit is over and there is no opportunity to show improvement
~ Susan Brookhart
Amounts of Feedback
Good
Selecting 2-3 main points about a paper for comment
Giving feedback on important learning targets
Commenting on at least as many strengths as weaknesses
Bad
Returning a studentrsquos paper with every error in mechanics edited
Writing comments on a paper that are more voluminous that the paper itself
Writing voluminous comments on poor-quality papers and almost nothing on good-quality papers
~ Susan Brookhart
Help Students Learn to Use Feedback
Model giving and using feedback yourself Teach students self- and peer assessment skills to
Teach students where feedback comes from Increase studentsrsquo interest in feedback because itrsquos ldquotheirsrdquo Answer studentsrsquo own questions Develop self-regulation skills necessary for using any feedback
Be clear about the learning target and the criteria for good work Use assignments with obvious value and interest Explain to the student why an assignment is given ndash what the work is for Make directions clear Use clear rubrics Have students develop their own rubrics or translate yours into ldquokid-friendlyrdquo language Design lessons that incorporate using the rubrics as students work
Design lessons in which students use feedback on previous work to produce better work Provide opportunities to redo assignments (Comparing a rough draft to the
rubriccriteriaexemplar) Give new but similar assignments for the same learning targets Give opportunities for students to make the connection between the feedback they
received and the improvement in their work~ Susan Brookhart
Self-Assessment Example
To reduce discrepancies between current
understandings performance and a desired goal
The Discrepancy Can Be Reduced By
TeachersProviding appropriate challenging and
specific goalsOR
Assisting students to reach them through affective strategies
StudentsIncreased effort and employment of more
effective strategiesOR
Abandoning blurring or lowering the goals
EFFECTIVE FEEDBACK ANSWERS THREE QUESTIONS
Feed UpWhere am I going
(The Goals)
Feed Back
How am I going
Feed Forward
Where to next
PURPOSE
HAT
TIE
amp T
IMPE
RLE
YrsquoS
FEE
DB
ACK
MO
DE
L
Exemplary Academic Feedback
Significantly Above Expectations (5)
1048696 Oral and written feedback is consistently academicallyfocused frequent and high quality1048696 Feedback is frequently given during guided practice andhomework review1048696 The teacher circulates to prompt student thinking assesseach studentrsquos progress and provide individual feedback1048696 Feedback from students is regularly used to monitor andadjust instruction1048696 Teacher engages students in giving specific and highquality feedback to one another
Research Shows
Sources
Bellon Jerry Bellon Elner amp Blank Mary Ann Teaching from a Research Knowledge Base A Development and Renewal Process 1992
Black amp William ldquoInside the Black Box Raising Standards through Classroom Assessmentrdquo Phi Delta Kappan October 1998
Brookhart Susan M How to Give Effective Feedback to Your Students ASCD 2008
Davies Anne ldquoInvolving Students in the Classroom Assessment Processrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007
Marzano R Pickering D amp Pollock J (2001) Classroom Instruction that Works Research-based strategies for increasing student achievement Alexandria VA ASCD
Marzano Robert What Works in Schools Translating Research into Action ASCD 2003
Sources
Miser W Fred ldquoGiving Effective Feedbackrdquo
Pausch Randy (2008) The Last Lecture
Reeves Douglas ldquoChallenges and Choices The Role of Educational Leaders in Effective Assessmentrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007
ldquoSynopsis of lsquoThe Power of Feedbackrsquordquo by Center on Instruction 2008 [Hattie amp Timperleyrsquos research]
Wiggins Grant Educative Assessment Designing Assessments to Inform and Improve Student Performance San Francisco Jossey-Bass Inc 1998
- Academic Feedback
- Learning Objective
- Slide 3
- Discussion
- Give some Feedback
- Example Feedback
- Retract your Claws
- Slide 8
- Can you be kind and honest at the same time
- What is Feedback
- Why give Feedback
- How to give Feedback
- Aspects of Effective Feedback
- Essential Elements of Feedback
- Feedback Timing
- Amounts of Feedback
- Help Students Learn to Use Feedback
- Self-Assessment Example
- Slide 19
- Exemplary Academic Feedback
- Research Shows
- Sources
- Sources (2)
-
Amounts of Feedback
Good
Selecting 2-3 main points about a paper for comment
Giving feedback on important learning targets
Commenting on at least as many strengths as weaknesses
Bad
Returning a studentrsquos paper with every error in mechanics edited
Writing comments on a paper that are more voluminous that the paper itself
Writing voluminous comments on poor-quality papers and almost nothing on good-quality papers
~ Susan Brookhart
Help Students Learn to Use Feedback
Model giving and using feedback yourself Teach students self- and peer assessment skills to
Teach students where feedback comes from Increase studentsrsquo interest in feedback because itrsquos ldquotheirsrdquo Answer studentsrsquo own questions Develop self-regulation skills necessary for using any feedback
Be clear about the learning target and the criteria for good work Use assignments with obvious value and interest Explain to the student why an assignment is given ndash what the work is for Make directions clear Use clear rubrics Have students develop their own rubrics or translate yours into ldquokid-friendlyrdquo language Design lessons that incorporate using the rubrics as students work
Design lessons in which students use feedback on previous work to produce better work Provide opportunities to redo assignments (Comparing a rough draft to the
rubriccriteriaexemplar) Give new but similar assignments for the same learning targets Give opportunities for students to make the connection between the feedback they
received and the improvement in their work~ Susan Brookhart
Self-Assessment Example
To reduce discrepancies between current
understandings performance and a desired goal
The Discrepancy Can Be Reduced By
TeachersProviding appropriate challenging and
specific goalsOR
Assisting students to reach them through affective strategies
StudentsIncreased effort and employment of more
effective strategiesOR
Abandoning blurring or lowering the goals
EFFECTIVE FEEDBACK ANSWERS THREE QUESTIONS
Feed UpWhere am I going
(The Goals)
Feed Back
How am I going
Feed Forward
Where to next
PURPOSE
HAT
TIE
amp T
IMPE
RLE
YrsquoS
FEE
DB
ACK
MO
DE
L
Exemplary Academic Feedback
Significantly Above Expectations (5)
1048696 Oral and written feedback is consistently academicallyfocused frequent and high quality1048696 Feedback is frequently given during guided practice andhomework review1048696 The teacher circulates to prompt student thinking assesseach studentrsquos progress and provide individual feedback1048696 Feedback from students is regularly used to monitor andadjust instruction1048696 Teacher engages students in giving specific and highquality feedback to one another
Research Shows
Sources
Bellon Jerry Bellon Elner amp Blank Mary Ann Teaching from a Research Knowledge Base A Development and Renewal Process 1992
Black amp William ldquoInside the Black Box Raising Standards through Classroom Assessmentrdquo Phi Delta Kappan October 1998
Brookhart Susan M How to Give Effective Feedback to Your Students ASCD 2008
Davies Anne ldquoInvolving Students in the Classroom Assessment Processrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007
Marzano R Pickering D amp Pollock J (2001) Classroom Instruction that Works Research-based strategies for increasing student achievement Alexandria VA ASCD
Marzano Robert What Works in Schools Translating Research into Action ASCD 2003
Sources
Miser W Fred ldquoGiving Effective Feedbackrdquo
Pausch Randy (2008) The Last Lecture
Reeves Douglas ldquoChallenges and Choices The Role of Educational Leaders in Effective Assessmentrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007
ldquoSynopsis of lsquoThe Power of Feedbackrsquordquo by Center on Instruction 2008 [Hattie amp Timperleyrsquos research]
Wiggins Grant Educative Assessment Designing Assessments to Inform and Improve Student Performance San Francisco Jossey-Bass Inc 1998
- Academic Feedback
- Learning Objective
- Slide 3
- Discussion
- Give some Feedback
- Example Feedback
- Retract your Claws
- Slide 8
- Can you be kind and honest at the same time
- What is Feedback
- Why give Feedback
- How to give Feedback
- Aspects of Effective Feedback
- Essential Elements of Feedback
- Feedback Timing
- Amounts of Feedback
- Help Students Learn to Use Feedback
- Self-Assessment Example
- Slide 19
- Exemplary Academic Feedback
- Research Shows
- Sources
- Sources (2)
-
Help Students Learn to Use Feedback
Model giving and using feedback yourself Teach students self- and peer assessment skills to
Teach students where feedback comes from Increase studentsrsquo interest in feedback because itrsquos ldquotheirsrdquo Answer studentsrsquo own questions Develop self-regulation skills necessary for using any feedback
Be clear about the learning target and the criteria for good work Use assignments with obvious value and interest Explain to the student why an assignment is given ndash what the work is for Make directions clear Use clear rubrics Have students develop their own rubrics or translate yours into ldquokid-friendlyrdquo language Design lessons that incorporate using the rubrics as students work
Design lessons in which students use feedback on previous work to produce better work Provide opportunities to redo assignments (Comparing a rough draft to the
rubriccriteriaexemplar) Give new but similar assignments for the same learning targets Give opportunities for students to make the connection between the feedback they
received and the improvement in their work~ Susan Brookhart
Self-Assessment Example
To reduce discrepancies between current
understandings performance and a desired goal
The Discrepancy Can Be Reduced By
TeachersProviding appropriate challenging and
specific goalsOR
Assisting students to reach them through affective strategies
StudentsIncreased effort and employment of more
effective strategiesOR
Abandoning blurring or lowering the goals
EFFECTIVE FEEDBACK ANSWERS THREE QUESTIONS
Feed UpWhere am I going
(The Goals)
Feed Back
How am I going
Feed Forward
Where to next
PURPOSE
HAT
TIE
amp T
IMPE
RLE
YrsquoS
FEE
DB
ACK
MO
DE
L
Exemplary Academic Feedback
Significantly Above Expectations (5)
1048696 Oral and written feedback is consistently academicallyfocused frequent and high quality1048696 Feedback is frequently given during guided practice andhomework review1048696 The teacher circulates to prompt student thinking assesseach studentrsquos progress and provide individual feedback1048696 Feedback from students is regularly used to monitor andadjust instruction1048696 Teacher engages students in giving specific and highquality feedback to one another
Research Shows
Sources
Bellon Jerry Bellon Elner amp Blank Mary Ann Teaching from a Research Knowledge Base A Development and Renewal Process 1992
Black amp William ldquoInside the Black Box Raising Standards through Classroom Assessmentrdquo Phi Delta Kappan October 1998
Brookhart Susan M How to Give Effective Feedback to Your Students ASCD 2008
Davies Anne ldquoInvolving Students in the Classroom Assessment Processrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007
Marzano R Pickering D amp Pollock J (2001) Classroom Instruction that Works Research-based strategies for increasing student achievement Alexandria VA ASCD
Marzano Robert What Works in Schools Translating Research into Action ASCD 2003
Sources
Miser W Fred ldquoGiving Effective Feedbackrdquo
Pausch Randy (2008) The Last Lecture
Reeves Douglas ldquoChallenges and Choices The Role of Educational Leaders in Effective Assessmentrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007
ldquoSynopsis of lsquoThe Power of Feedbackrsquordquo by Center on Instruction 2008 [Hattie amp Timperleyrsquos research]
Wiggins Grant Educative Assessment Designing Assessments to Inform and Improve Student Performance San Francisco Jossey-Bass Inc 1998
- Academic Feedback
- Learning Objective
- Slide 3
- Discussion
- Give some Feedback
- Example Feedback
- Retract your Claws
- Slide 8
- Can you be kind and honest at the same time
- What is Feedback
- Why give Feedback
- How to give Feedback
- Aspects of Effective Feedback
- Essential Elements of Feedback
- Feedback Timing
- Amounts of Feedback
- Help Students Learn to Use Feedback
- Self-Assessment Example
- Slide 19
- Exemplary Academic Feedback
- Research Shows
- Sources
- Sources (2)
-
Self-Assessment Example
To reduce discrepancies between current
understandings performance and a desired goal
The Discrepancy Can Be Reduced By
TeachersProviding appropriate challenging and
specific goalsOR
Assisting students to reach them through affective strategies
StudentsIncreased effort and employment of more
effective strategiesOR
Abandoning blurring or lowering the goals
EFFECTIVE FEEDBACK ANSWERS THREE QUESTIONS
Feed UpWhere am I going
(The Goals)
Feed Back
How am I going
Feed Forward
Where to next
PURPOSE
HAT
TIE
amp T
IMPE
RLE
YrsquoS
FEE
DB
ACK
MO
DE
L
Exemplary Academic Feedback
Significantly Above Expectations (5)
1048696 Oral and written feedback is consistently academicallyfocused frequent and high quality1048696 Feedback is frequently given during guided practice andhomework review1048696 The teacher circulates to prompt student thinking assesseach studentrsquos progress and provide individual feedback1048696 Feedback from students is regularly used to monitor andadjust instruction1048696 Teacher engages students in giving specific and highquality feedback to one another
Research Shows
Sources
Bellon Jerry Bellon Elner amp Blank Mary Ann Teaching from a Research Knowledge Base A Development and Renewal Process 1992
Black amp William ldquoInside the Black Box Raising Standards through Classroom Assessmentrdquo Phi Delta Kappan October 1998
Brookhart Susan M How to Give Effective Feedback to Your Students ASCD 2008
Davies Anne ldquoInvolving Students in the Classroom Assessment Processrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007
Marzano R Pickering D amp Pollock J (2001) Classroom Instruction that Works Research-based strategies for increasing student achievement Alexandria VA ASCD
Marzano Robert What Works in Schools Translating Research into Action ASCD 2003
Sources
Miser W Fred ldquoGiving Effective Feedbackrdquo
Pausch Randy (2008) The Last Lecture
Reeves Douglas ldquoChallenges and Choices The Role of Educational Leaders in Effective Assessmentrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007
ldquoSynopsis of lsquoThe Power of Feedbackrsquordquo by Center on Instruction 2008 [Hattie amp Timperleyrsquos research]
Wiggins Grant Educative Assessment Designing Assessments to Inform and Improve Student Performance San Francisco Jossey-Bass Inc 1998
- Academic Feedback
- Learning Objective
- Slide 3
- Discussion
- Give some Feedback
- Example Feedback
- Retract your Claws
- Slide 8
- Can you be kind and honest at the same time
- What is Feedback
- Why give Feedback
- How to give Feedback
- Aspects of Effective Feedback
- Essential Elements of Feedback
- Feedback Timing
- Amounts of Feedback
- Help Students Learn to Use Feedback
- Self-Assessment Example
- Slide 19
- Exemplary Academic Feedback
- Research Shows
- Sources
- Sources (2)
-
To reduce discrepancies between current
understandings performance and a desired goal
The Discrepancy Can Be Reduced By
TeachersProviding appropriate challenging and
specific goalsOR
Assisting students to reach them through affective strategies
StudentsIncreased effort and employment of more
effective strategiesOR
Abandoning blurring or lowering the goals
EFFECTIVE FEEDBACK ANSWERS THREE QUESTIONS
Feed UpWhere am I going
(The Goals)
Feed Back
How am I going
Feed Forward
Where to next
PURPOSE
HAT
TIE
amp T
IMPE
RLE
YrsquoS
FEE
DB
ACK
MO
DE
L
Exemplary Academic Feedback
Significantly Above Expectations (5)
1048696 Oral and written feedback is consistently academicallyfocused frequent and high quality1048696 Feedback is frequently given during guided practice andhomework review1048696 The teacher circulates to prompt student thinking assesseach studentrsquos progress and provide individual feedback1048696 Feedback from students is regularly used to monitor andadjust instruction1048696 Teacher engages students in giving specific and highquality feedback to one another
Research Shows
Sources
Bellon Jerry Bellon Elner amp Blank Mary Ann Teaching from a Research Knowledge Base A Development and Renewal Process 1992
Black amp William ldquoInside the Black Box Raising Standards through Classroom Assessmentrdquo Phi Delta Kappan October 1998
Brookhart Susan M How to Give Effective Feedback to Your Students ASCD 2008
Davies Anne ldquoInvolving Students in the Classroom Assessment Processrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007
Marzano R Pickering D amp Pollock J (2001) Classroom Instruction that Works Research-based strategies for increasing student achievement Alexandria VA ASCD
Marzano Robert What Works in Schools Translating Research into Action ASCD 2003
Sources
Miser W Fred ldquoGiving Effective Feedbackrdquo
Pausch Randy (2008) The Last Lecture
Reeves Douglas ldquoChallenges and Choices The Role of Educational Leaders in Effective Assessmentrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007
ldquoSynopsis of lsquoThe Power of Feedbackrsquordquo by Center on Instruction 2008 [Hattie amp Timperleyrsquos research]
Wiggins Grant Educative Assessment Designing Assessments to Inform and Improve Student Performance San Francisco Jossey-Bass Inc 1998
- Academic Feedback
- Learning Objective
- Slide 3
- Discussion
- Give some Feedback
- Example Feedback
- Retract your Claws
- Slide 8
- Can you be kind and honest at the same time
- What is Feedback
- Why give Feedback
- How to give Feedback
- Aspects of Effective Feedback
- Essential Elements of Feedback
- Feedback Timing
- Amounts of Feedback
- Help Students Learn to Use Feedback
- Self-Assessment Example
- Slide 19
- Exemplary Academic Feedback
- Research Shows
- Sources
- Sources (2)
-
Exemplary Academic Feedback
Significantly Above Expectations (5)
1048696 Oral and written feedback is consistently academicallyfocused frequent and high quality1048696 Feedback is frequently given during guided practice andhomework review1048696 The teacher circulates to prompt student thinking assesseach studentrsquos progress and provide individual feedback1048696 Feedback from students is regularly used to monitor andadjust instruction1048696 Teacher engages students in giving specific and highquality feedback to one another
Research Shows
Sources
Bellon Jerry Bellon Elner amp Blank Mary Ann Teaching from a Research Knowledge Base A Development and Renewal Process 1992
Black amp William ldquoInside the Black Box Raising Standards through Classroom Assessmentrdquo Phi Delta Kappan October 1998
Brookhart Susan M How to Give Effective Feedback to Your Students ASCD 2008
Davies Anne ldquoInvolving Students in the Classroom Assessment Processrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007
Marzano R Pickering D amp Pollock J (2001) Classroom Instruction that Works Research-based strategies for increasing student achievement Alexandria VA ASCD
Marzano Robert What Works in Schools Translating Research into Action ASCD 2003
Sources
Miser W Fred ldquoGiving Effective Feedbackrdquo
Pausch Randy (2008) The Last Lecture
Reeves Douglas ldquoChallenges and Choices The Role of Educational Leaders in Effective Assessmentrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007
ldquoSynopsis of lsquoThe Power of Feedbackrsquordquo by Center on Instruction 2008 [Hattie amp Timperleyrsquos research]
Wiggins Grant Educative Assessment Designing Assessments to Inform and Improve Student Performance San Francisco Jossey-Bass Inc 1998
- Academic Feedback
- Learning Objective
- Slide 3
- Discussion
- Give some Feedback
- Example Feedback
- Retract your Claws
- Slide 8
- Can you be kind and honest at the same time
- What is Feedback
- Why give Feedback
- How to give Feedback
- Aspects of Effective Feedback
- Essential Elements of Feedback
- Feedback Timing
- Amounts of Feedback
- Help Students Learn to Use Feedback
- Self-Assessment Example
- Slide 19
- Exemplary Academic Feedback
- Research Shows
- Sources
- Sources (2)
-
Research Shows
Sources
Bellon Jerry Bellon Elner amp Blank Mary Ann Teaching from a Research Knowledge Base A Development and Renewal Process 1992
Black amp William ldquoInside the Black Box Raising Standards through Classroom Assessmentrdquo Phi Delta Kappan October 1998
Brookhart Susan M How to Give Effective Feedback to Your Students ASCD 2008
Davies Anne ldquoInvolving Students in the Classroom Assessment Processrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007
Marzano R Pickering D amp Pollock J (2001) Classroom Instruction that Works Research-based strategies for increasing student achievement Alexandria VA ASCD
Marzano Robert What Works in Schools Translating Research into Action ASCD 2003
Sources
Miser W Fred ldquoGiving Effective Feedbackrdquo
Pausch Randy (2008) The Last Lecture
Reeves Douglas ldquoChallenges and Choices The Role of Educational Leaders in Effective Assessmentrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007
ldquoSynopsis of lsquoThe Power of Feedbackrsquordquo by Center on Instruction 2008 [Hattie amp Timperleyrsquos research]
Wiggins Grant Educative Assessment Designing Assessments to Inform and Improve Student Performance San Francisco Jossey-Bass Inc 1998
- Academic Feedback
- Learning Objective
- Slide 3
- Discussion
- Give some Feedback
- Example Feedback
- Retract your Claws
- Slide 8
- Can you be kind and honest at the same time
- What is Feedback
- Why give Feedback
- How to give Feedback
- Aspects of Effective Feedback
- Essential Elements of Feedback
- Feedback Timing
- Amounts of Feedback
- Help Students Learn to Use Feedback
- Self-Assessment Example
- Slide 19
- Exemplary Academic Feedback
- Research Shows
- Sources
- Sources (2)
-
Sources
Bellon Jerry Bellon Elner amp Blank Mary Ann Teaching from a Research Knowledge Base A Development and Renewal Process 1992
Black amp William ldquoInside the Black Box Raising Standards through Classroom Assessmentrdquo Phi Delta Kappan October 1998
Brookhart Susan M How to Give Effective Feedback to Your Students ASCD 2008
Davies Anne ldquoInvolving Students in the Classroom Assessment Processrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007
Marzano R Pickering D amp Pollock J (2001) Classroom Instruction that Works Research-based strategies for increasing student achievement Alexandria VA ASCD
Marzano Robert What Works in Schools Translating Research into Action ASCD 2003
Sources
Miser W Fred ldquoGiving Effective Feedbackrdquo
Pausch Randy (2008) The Last Lecture
Reeves Douglas ldquoChallenges and Choices The Role of Educational Leaders in Effective Assessmentrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007
ldquoSynopsis of lsquoThe Power of Feedbackrsquordquo by Center on Instruction 2008 [Hattie amp Timperleyrsquos research]
Wiggins Grant Educative Assessment Designing Assessments to Inform and Improve Student Performance San Francisco Jossey-Bass Inc 1998
- Academic Feedback
- Learning Objective
- Slide 3
- Discussion
- Give some Feedback
- Example Feedback
- Retract your Claws
- Slide 8
- Can you be kind and honest at the same time
- What is Feedback
- Why give Feedback
- How to give Feedback
- Aspects of Effective Feedback
- Essential Elements of Feedback
- Feedback Timing
- Amounts of Feedback
- Help Students Learn to Use Feedback
- Self-Assessment Example
- Slide 19
- Exemplary Academic Feedback
- Research Shows
- Sources
- Sources (2)
-
Sources
Miser W Fred ldquoGiving Effective Feedbackrdquo
Pausch Randy (2008) The Last Lecture
Reeves Douglas ldquoChallenges and Choices The Role of Educational Leaders in Effective Assessmentrdquo Ahead of the Curve The Power of Assessment to Transform Teaching and Learning Solution Tree 2007
ldquoSynopsis of lsquoThe Power of Feedbackrsquordquo by Center on Instruction 2008 [Hattie amp Timperleyrsquos research]
Wiggins Grant Educative Assessment Designing Assessments to Inform and Improve Student Performance San Francisco Jossey-Bass Inc 1998
- Academic Feedback
- Learning Objective
- Slide 3
- Discussion
- Give some Feedback
- Example Feedback
- Retract your Claws
- Slide 8
- Can you be kind and honest at the same time
- What is Feedback
- Why give Feedback
- How to give Feedback
- Aspects of Effective Feedback
- Essential Elements of Feedback
- Feedback Timing
- Amounts of Feedback
- Help Students Learn to Use Feedback
- Self-Assessment Example
- Slide 19
- Exemplary Academic Feedback
- Research Shows
- Sources
- Sources (2)
-