How student feedback changed my class - February 2016

"How student feedback changed my class"

• "Learn from other peoples ideas about feedback, motivate myself to do more feedback with students, get the students insights into their view on feedback."
• "Something more than just philosophical ideas to walk away with. How, do I actually put your ideas into practice"
• "Concrete, do-able, exciting ideas of something I can TRY next week that will help me improve."
• "Having a clearer idea of where the line between formative and summative assignments"

How important is feedback and often do we do it?

- Close your eyes!

What is feedback and why bother doing it?

- Brainstorm!

Cornerstone of Formative Assessment is “providing feedback that moves learners forward”

What is feedback and why bother doing it?

2. Self-assessments (traffic lights)

• After any classroom test/quiz
• Reflective journal writing

3. Critical Incident Questionnaire

• Once or twice per semester

4. One minute summaries

• The power of the post-it!
• Any day at end of class (once a week)

5. Google Form in-depth survey

• Once in middle of semester
• Once at end of semester (official one)

Traffic Light Feedback

What you said...

Feedback and Self-Evaluations

Critical Incident Questionnaire

Medals and Missions Template

Feedback and Self-Evaluations

Proformas and Feedback Loops

Teacher's specific objective from previous task

Teacher's specific objective for next task

One Minute Summary Results

Example of DP class Proforma

Traffic Light Feedback Results

Feedback FROM the learner

1. Expectations scaffold

• First day of class

Feedback TO the learner

Google Form Semester Feedback

Google Form Results

1. Where am I going? (Goal) - Feed up

• Clear and challenging criteria

2. How am I going? (Medal) - Feed back

• Informative comments
• Process (how) as well as product (what)

3. Where to next? (Mission) - Feed forward

• Challenging but achievable clear targets based on last piece of work

(Petty 2009, Evidence Based Teaching)

References:

How to implement more individual work

1. Spoof assessment

2. Peer assessment

3. Self assessment

• Hattie, J. and Timperley, H. (2007) 'The Power of Feedback', Review of Educational Research, 77(1), 81-112.
• Petty, G. (2009) “Evidence-Based Teaching” Nelson Thornes
• Paul Black & Dylan Wiliam (1998): Assessment and Classroom Learning, Assessment in Education: Principles, Policy & Practice, 5:1, 7-74
• Paul Black & Dylan Wiliam (2009): Developing The Theory of Formative Assessment
• Harry Torrance (2007): Assessment as learning? How the use of explicit learning objectives, assessment criteria and feedback in post-secondary education and training can come to dominate learning. , Assessment in Education: Principles, Policy & Practice, 14:3, 281-294
• Kyriacou (2007), “Effective Teaching in Schools” Nelson Thames
• Stiggins (2006), Assessment for Learning: A key to Motivation and Achievement

Models of Feedback Collection

Formative Assessment

Google Form Results

Thank You!

Feedback to the learner and feedback from the learner

(Black & Wiliam 2009; Petty 2009; Hattie 2007)

Special Thank You to my Spanish Students for coming along to help me with this.

Muchas gracias!

Further information and questions -

please get in touch!

Mr. Printer

lprinter@isl.ch

Google Form Results

What does the research say:

• “Formative assessment methods, and in particular feedback, have some of the highest effect sizes found in education” Petty (2009, pp85).
• Hattie (2007) shows that “feedback has more impact on learning than any other general factor”.
• Nuthall (2005, pp. 919-920) states that “The teacher is largely cut off from information about what individual students are learning. They are forced to rely on secondary indicators such as the visible signs that students are motivated and interested and they depend on the responses of a small number of key students as indicators and remain ignorant of what most of the class knows and understands.”

The Negotiated Curriculum

Over to you...

One-Minute Summary Time:

Write down 2 things you liked about today's workshop and 1 thing you would like to learn more about.

Why ask students for their feedback?

• Designing course content together with students
• One minute summaries and other feedback processes direct what materials to cover next
• Assessments and how students will be evaluated are agreed together as a team
• Classroom activities, projects and learning processes are selected by the students through feedback

Another option - Question Time:

Write down 2 things you liked about today's workshop and 1 question.

Student Discussion - Some prompts

Students value our feedback

Negotiating the Curriculum

• Various research studies have shown that a negotiated curriculum "harnesses student interest and promotes student ownership, autonomy, self-directed learning and accountability".

1. What is the best way to give feedback to your teacher?

2. Is it important to give regular feedback on the class?

3. Is it a good idea to decide together what concepts and content to cover next and how to be assessed? Why or why not?

4. What could be improved on the models of feedback currently in use at ISL?

5. What advice could you give to any teachers who would like to start to get more feedback from their students?

6. What has your experience been like this year with negotiating the content and giving on-going feedback in class?

(Enright et al. 2010; Boomer 1992; Brooker and MacDonald 1999; Glasby and MacDonald 2004; Shor 1996).