Five Keys to Effective Feedback
Five Keys to Effective Feedback
Tom Schimmer
Ruiz-Primo & Li (2013): “The result of decades of research on feedback and learning offers near unanimous agreement on the importance of feedback in improving student learning. ... It appears that as researchers we know less about formative feedback than would have been predicted. Our degree of not knowing, however, must be appreciated as the accumulation of knowledge resulting from 30 years of research on feedback” (pp. 215, 229).
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ Five Keys to Effective Feedback 1. Does it elicit a productive response? 2. Does it identify what’s next? 3. Is it targeted to the learner? 4. Is it strength-based? 5. Does it cause thinking?
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________
(1) Does It Elicit a Productive Response?
Wiliam (2013): “To compound matters further, even when feedback is well designed it will only have an effect if it is acted upon by the learner” (p. 210). Potential Impact of Scores • High score OR atypically high? • Unnecessary
• Low score OR atypically low? • Undesirable
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________
© Schimmer 2017. SolutionTree.com Do not duplicate.
1
(2) Does It Provide Clarity on What’s Next?
(3) Is It Targeted to the Learners’ Levels? The Thr ee Levels of Feedback (John Hattie, 2012)
ce Task Feedback No vi
Cont ent
-Describes how well the student has performed on a task. -Right/Wrong, acquiring specific information, building knowledge.
ic ient Process Feedback Pr o f
S t r at egie s
-Describes the process underlying or related to tasks. -Strategies to detect/learn from errors. -Ways to establish a relationship among ideas.
Self-Regulation Feedback Co mpet
ent
U nder s t an di ngs
-Describes how learners can monitor, direct, and regulate their own actions as they work. -Foster the willingness and capacity to seek and effectively deal with feedback. -Encourage students to self-assess and self-correct.
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________
(4) Is It Strength-Based?
(5) Does It Cause Thinking?
2
© Schimmer 2017. SolutionTree.com Do not duplicate.
Andrade (2013): “Feedback is most effective when it is the right kind ... delivered in the right way ... at the right time ... and to the right person ...” (p. 26).
Potential flaws of self-assessment
Right kind?
Right way?
Right time?
Right person?
Double Wha
A tendency for humans to be overly optimistic about their own abilities.
A tendency for humans to believe they are above average.
A tendency for humans to neglect crucial information.
A tendency for humans to have deficits in their information.
mmy !
(Dunning, Heath, & Suls, 2004)
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________
Hattie (2009): “The overall effect of the use of peers as co-teachers (of themselves and others) in classes is, overall, quite powerful. If the aim is to teach students self-regulation and control over their own learning then they must move from being students to being teachers of themselves.”
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ © Schimmer 2017. SolutionTree.com Do not duplicate.
3
References Andrade, H. L. (2013). Classroom assessment in the context of learning theory and research. In J. H. McMillan (Ed.), SAGE handbook of research on classroom assessment (pp. 17-34). Thousand Oaks, CA: SAGE Publications, Inc. Black, P. (2013). Formative and summative aspects of assessment: Theoretical and research foundations in the context of pedagogy. In J. H. McMillan (Ed.), SAGE handbook of research on classroom assessment (pp. 167-178). Thousand Oaks, CA: SAGE Publications, Inc. Butler, D. L. & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65(3), 245-281. Dunning, D., Heath, C., & Suls, J. M. (2004). Flawed self-assessment: Implications for health, education, and the workplace. Psychological Science in the Public Interest, 5(3), 69-106. Hattie, J. (2009). Visible learning: a synthesis of over 800 meta-analyses relating to achievement. Abingdon, United Kingdom: Routledge. Hattie, J. (2012). Know thy impact. Educational Leadership, 70(1), 18-23. Ruiz-Primo, M. A., & Li, M. (2013). Examining formative feedback in the classroom context: New research perspectives. In J. H. McMillan (Ed.), SAGE handbook of research on classroom assessment (pp. 215–232). Thousand Oaks, CA: SAGE Publications, Inc. Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189. Wiliam, D. (2013). Feedback and instructional correctives. In J. H. McMillan (Ed.), SAGE handbook of research on classroom assessment (pp. 197-214). Thousand Oaks, CA: SAGE Publications, Inc.
4
www.tomschimmer.com
[email protected]
www.allthingsassessment.info
@TomSchimmer
© Schimmer 2017. SolutionTree.com Do not duplicate.
Tom Schimmer
Ruiz-Primo & Li (2013): “The result of decades of research on feedback and learning offers near unanimous agreement on the importance of feedback in improving student learning. ... It appears that as researchers we know less about formative feedback than would have been predicted. Our degree of not knowing, however, must be appreciated as the accumulation of knowledge resulting from 30 years of research on feedback” (pp. 215, 229).
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ Five Keys to Effective Feedback 1. Does it elicit a productive response? 2. Does it identify what’s next? 3. Is it targeted to the learner? 4. Is it strength-based? 5. Does it cause thinking?
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________
(1) Does It Elicit a Productive Response?
Wiliam (2013): “To compound matters further, even when feedback is well designed it will only have an effect if it is acted upon by the learner” (p. 210). Potential Impact of Scores • High score OR atypically high? • Unnecessary
• Low score OR atypically low? • Undesirable
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________
© Schimmer 2017. SolutionTree.com Do not duplicate.
1
(2) Does It Provide Clarity on What’s Next?
(3) Is It Targeted to the Learners’ Levels? The Thr ee Levels of Feedback (John Hattie, 2012)
ce Task Feedback No vi
Cont ent
-Describes how well the student has performed on a task. -Right/Wrong, acquiring specific information, building knowledge.
ic ient Process Feedback Pr o f
S t r at egie s
-Describes the process underlying or related to tasks. -Strategies to detect/learn from errors. -Ways to establish a relationship among ideas.
Self-Regulation Feedback Co mpet
ent
U nder s t an di ngs
-Describes how learners can monitor, direct, and regulate their own actions as they work. -Foster the willingness and capacity to seek and effectively deal with feedback. -Encourage students to self-assess and self-correct.
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________
(4) Is It Strength-Based?
(5) Does It Cause Thinking?
2
© Schimmer 2017. SolutionTree.com Do not duplicate.
Andrade (2013): “Feedback is most effective when it is the right kind ... delivered in the right way ... at the right time ... and to the right person ...” (p. 26).
Potential flaws of self-assessment
Right kind?
Right way?
Right time?
Right person?
Double Wha
A tendency for humans to be overly optimistic about their own abilities.
A tendency for humans to believe they are above average.
A tendency for humans to neglect crucial information.
A tendency for humans to have deficits in their information.
mmy !
(Dunning, Heath, & Suls, 2004)
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________
Hattie (2009): “The overall effect of the use of peers as co-teachers (of themselves and others) in classes is, overall, quite powerful. If the aim is to teach students self-regulation and control over their own learning then they must move from being students to being teachers of themselves.”
____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ © Schimmer 2017. SolutionTree.com Do not duplicate.
3
References Andrade, H. L. (2013). Classroom assessment in the context of learning theory and research. In J. H. McMillan (Ed.), SAGE handbook of research on classroom assessment (pp. 17-34). Thousand Oaks, CA: SAGE Publications, Inc. Black, P. (2013). Formative and summative aspects of assessment: Theoretical and research foundations in the context of pedagogy. In J. H. McMillan (Ed.), SAGE handbook of research on classroom assessment (pp. 167-178). Thousand Oaks, CA: SAGE Publications, Inc. Butler, D. L. & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65(3), 245-281. Dunning, D., Heath, C., & Suls, J. M. (2004). Flawed self-assessment: Implications for health, education, and the workplace. Psychological Science in the Public Interest, 5(3), 69-106. Hattie, J. (2009). Visible learning: a synthesis of over 800 meta-analyses relating to achievement. Abingdon, United Kingdom: Routledge. Hattie, J. (2012). Know thy impact. Educational Leadership, 70(1), 18-23. Ruiz-Primo, M. A., & Li, M. (2013). Examining formative feedback in the classroom context: New research perspectives. In J. H. McMillan (Ed.), SAGE handbook of research on classroom assessment (pp. 215–232). Thousand Oaks, CA: SAGE Publications, Inc. Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189. Wiliam, D. (2013). Feedback and instructional correctives. In J. H. McMillan (Ed.), SAGE handbook of research on classroom assessment (pp. 197-214). Thousand Oaks, CA: SAGE Publications, Inc.
4
www.tomschimmer.com
[email protected]
www.allthingsassessment.info
@TomSchimmer
© Schimmer 2017. SolutionTree.com Do not duplicate.
