effective feedback - east sussex · effective feedback . feedback and marking where anyone is...
TRANSCRIPT
![Page 1: Effective feedback - East Sussex · Effective feedback . Feedback and marking Where anyone is trying to learn, feedback about their efforts has three elements](https://reader033.vdocuments.mx/reader033/viewer/2022042622/5f886cb0f20b9d69481daf94/html5/thumbnails/1.jpg)
Effective feedback
![Page 2: Effective feedback - East Sussex · Effective feedback . Feedback and marking Where anyone is trying to learn, feedback about their efforts has three elements](https://reader033.vdocuments.mx/reader033/viewer/2022042622/5f886cb0f20b9d69481daf94/html5/thumbnails/2.jpg)
Feedback and marking
Where anyone is trying to learn,
feedback about their efforts has three
elements – the desired goal, the
evidence about their present
position, and some understanding of a
way to close the gap between the two.
![Page 3: Effective feedback - East Sussex · Effective feedback . Feedback and marking Where anyone is trying to learn, feedback about their efforts has three elements](https://reader033.vdocuments.mx/reader033/viewer/2022042622/5f886cb0f20b9d69481daf94/html5/thumbnails/3.jpg)
Purposes of Assessment
![Page 4: Effective feedback - East Sussex · Effective feedback . Feedback and marking Where anyone is trying to learn, feedback about their efforts has three elements](https://reader033.vdocuments.mx/reader033/viewer/2022042622/5f886cb0f20b9d69481daf94/html5/thumbnails/4.jpg)
Five Key Strategies of formative assessment
Where the learner is
going
Where the learner is
right now How to get there
Teacher
Clarifying and sharing
learning intentions and
criteria for success
Engineering effective
classroom
discussions, activities,
and tasks and
activities that elicit
evidence of learning
Providing feedback
that moves learning
forward
Peer
Understanding and
sharing learning
intentions and criteria
for success
Activating learners as instructional resources for
one another
Learner
Understanding
learning intentions and
criteria for success
Activating learners as the owners of their own
learning
From “Embedded Formative Assessment” Dylan Wiliam (2011)
Providing feedback that
moves learning forward
Clarifying and sharing
learning intentions and
criteria for success
Understanding and
sharing learning
intentions and criteria
for success
Understanding
learning intentions and
criteria for success
![Page 5: Effective feedback - East Sussex · Effective feedback . Feedback and marking Where anyone is trying to learn, feedback about their efforts has three elements](https://reader033.vdocuments.mx/reader033/viewer/2022042622/5f886cb0f20b9d69481daf94/html5/thumbnails/5.jpg)
EEF Toolkit
![Page 6: Effective feedback - East Sussex · Effective feedback . Feedback and marking Where anyone is trying to learn, feedback about their efforts has three elements](https://reader033.vdocuments.mx/reader033/viewer/2022042622/5f886cb0f20b9d69481daf94/html5/thumbnails/6.jpg)
Feedback and Marking
• Feedback is information given to the learner and/or
the teacher about the learner’s performance
relative to learning goals.
• Feedback redirects or refocuses either the teacher’s
or the learner’s actions to achieve a goal.
• ...it also has a very high range of effects and some
studies show that feedback can have negative
effects and make things worse. It is therefore
important to understand the potential benefits and
the possible limitations of this as an approach.
https://educationendowmentfoundation.org.uk/toolkit/toolkit-a-z/feedback/
![Page 7: Effective feedback - East Sussex · Effective feedback . Feedback and marking Where anyone is trying to learn, feedback about their efforts has three elements](https://reader033.vdocuments.mx/reader033/viewer/2022042622/5f886cb0f20b9d69481daf94/html5/thumbnails/7.jpg)
Research suggests that it should:
• be specific, accurate and clear
(e.g. “It was good because you...” rather than just
“correct”);
• compare what a learner is doing right now with
what they have done wrong before
(e.g. “I can see you were focused on improving X
as it is much better than last time’s Y…”);
• encourage and support further effort;
• be given sparingly so that it is meaningful;
• provide specific guidance on how to improve and
not just tell students when they are wrong;
Feedback and Marking
![Page 8: Effective feedback - East Sussex · Effective feedback . Feedback and marking Where anyone is trying to learn, feedback about their efforts has three elements](https://reader033.vdocuments.mx/reader033/viewer/2022042622/5f886cb0f20b9d69481daf94/html5/thumbnails/8.jpg)
Feedback that moves learners forward
• Oral or written
• Peer-peer, self-self, peer-teacher, self-teacher
• Comment-only marking
– Comments to cause thinking
– What happens as a result?
• Explicit reference to criteria
– Where am I / where are you?
– Where do I / you need to be?
– Suggestions on how to improve (using the criteria)
• Knowing all this, what will I teach next lesson? Next term? Next year?
• Opportunity for learners to act on feedback. “Where am I, where next? How will I do this?”
• The latter beginning to inform the former!
![Page 9: Effective feedback - East Sussex · Effective feedback . Feedback and marking Where anyone is trying to learn, feedback about their efforts has three elements](https://reader033.vdocuments.mx/reader033/viewer/2022042622/5f886cb0f20b9d69481daf94/html5/thumbnails/9.jpg)
Oral feedback
I’m glad you asked
about that when you
found it hard. It means
that others will be able
to learn from my
explanation to you.
Now you’ll learn
something that you
didn’t know before.
Then it wont be as
hard the next time
you meet it.
I know you are
having difficulty
with this. Don’t
worry I’m going to
help you.
![Page 10: Effective feedback - East Sussex · Effective feedback . Feedback and marking Where anyone is trying to learn, feedback about their efforts has three elements](https://reader033.vdocuments.mx/reader033/viewer/2022042622/5f886cb0f20b9d69481daf94/html5/thumbnails/10.jpg)
Have another look at question 4 Check your
answers to the first 3 questions
before moving on
Are you telling me, or asking me?
Is there a better word you could
use…?
Everybody stop!
Let’s look at this again… Read that
sentence back to me… exactly as
you’ve written it.
Can you use mathematical / scientific / geographical
language to explain that in more detail?
A better word for ‘strange’?
If only there were a book that listed such things..
Hidden Feedback
And every time you tap a dictionary, or point to an error, or even raise an eyebrow!
![Page 11: Effective feedback - East Sussex · Effective feedback . Feedback and marking Where anyone is trying to learn, feedback about their efforts has three elements](https://reader033.vdocuments.mx/reader033/viewer/2022042622/5f886cb0f20b9d69481daf94/html5/thumbnails/11.jpg)
Written feedback Marking prompts
• Reminder – don’t forget to…
• Scaffolded – partly competed examples
to illustrate an improvement
• Example – a completed example to show
what is required.
![Page 12: Effective feedback - East Sussex · Effective feedback . Feedback and marking Where anyone is trying to learn, feedback about their efforts has three elements](https://reader033.vdocuments.mx/reader033/viewer/2022042622/5f886cb0f20b9d69481daf94/html5/thumbnails/12.jpg)
Quality feedback
• Showing success
• Indicating improvement
• Giving an improvement suggestion
• Making the improvement
S – strengths
W – weaknesses
And
N – next steps
![Page 13: Effective feedback - East Sussex · Effective feedback . Feedback and marking Where anyone is trying to learn, feedback about their efforts has three elements](https://reader033.vdocuments.mx/reader033/viewer/2022042622/5f886cb0f20b9d69481daf94/html5/thumbnails/13.jpg)
Maths example
![Page 14: Effective feedback - East Sussex · Effective feedback . Feedback and marking Where anyone is trying to learn, feedback about their efforts has three elements](https://reader033.vdocuments.mx/reader033/viewer/2022042622/5f886cb0f20b9d69481daf94/html5/thumbnails/14.jpg)
Peer and self assessment
• Teacher models using success criteria.
• Identification of where success criteria are
met.
• Where improvements can be made.
• Make the improvements.
![Page 15: Effective feedback - East Sussex · Effective feedback . Feedback and marking Where anyone is trying to learn, feedback about their efforts has three elements](https://reader033.vdocuments.mx/reader033/viewer/2022042622/5f886cb0f20b9d69481daf94/html5/thumbnails/15.jpg)
And now
• Feedback should refer to the learning intention
• Feedback should focus on success and
improvement (2 stars and a wish)
• Comments may form the basis of discussion
between teacher and child
• Comments may be oral or written, formal or
informal
• Use marking prompts (reminder, scaffold or
example)
• Plan time for children to act on your feedback
![Page 16: Effective feedback - East Sussex · Effective feedback . Feedback and marking Where anyone is trying to learn, feedback about their efforts has three elements](https://reader033.vdocuments.mx/reader033/viewer/2022042622/5f886cb0f20b9d69481daf94/html5/thumbnails/16.jpg)
Dot and Dab Feedback
• Bingo dabbers
• Key for Success
Criteria
• Children discuss with
partners what colours
refer to
• Children anotate what
dot means – and
improve their work
![Page 17: Effective feedback - East Sussex · Effective feedback . Feedback and marking Where anyone is trying to learn, feedback about their efforts has three elements](https://reader033.vdocuments.mx/reader033/viewer/2022042622/5f886cb0f20b9d69481daf94/html5/thumbnails/17.jpg)
The 3M’s of Marking Workload Meaningful: marking varies by age group, subject, and what works best for the pupil and teacher in relation to any particular piece of work. Teachers are encouraged to adjust their approach as necessary and trusted to incorporate the outcomes into subsequent planning and teaching
Motivating: Marking should help to motivate pupils to progress. This does not mean always writing in-depth comments or being universally positive: sometimes short, challenging comments or oral feedback are more effective. If the teacher is doing more work than their pupils, this can become a disincentive for pupils to accept challenges and take responsibility for improving their work.
Manageable: marking practice is proportionate and considers the frequency and complexity of written feedback, as well as the cost and time-effectiveness of marking in relation to the overall workload of teachers. This is written into any assessment policy.
![Page 18: Effective feedback - East Sussex · Effective feedback . Feedback and marking Where anyone is trying to learn, feedback about their efforts has three elements](https://reader033.vdocuments.mx/reader033/viewer/2022042622/5f886cb0f20b9d69481daf94/html5/thumbnails/18.jpg)
From Ofsted
![Page 19: Effective feedback - East Sussex · Effective feedback . Feedback and marking Where anyone is trying to learn, feedback about their efforts has three elements](https://reader033.vdocuments.mx/reader033/viewer/2022042622/5f886cb0f20b9d69481daf94/html5/thumbnails/19.jpg)
Who is it for?
![Page 20: Effective feedback - East Sussex · Effective feedback . Feedback and marking Where anyone is trying to learn, feedback about their efforts has three elements](https://reader033.vdocuments.mx/reader033/viewer/2022042622/5f886cb0f20b9d69481daf94/html5/thumbnails/20.jpg)
Reflection and discussion
How do you know that your feedback motivates and supports your pupils to improve?
What are you going to do to ensure that the feedback you give motivates your pupils to improve?