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Making Feedback Stick

TLT13 presentation on making feedback stick

D Fawcett

on 16 October 2014

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Transcript of Making Feedback Stick

"the process used by teachers and students to recognise and respond to student learning in order to enhance that learning, during the learning"
Cowie, Bronwen; Bell, Beverley (1999)
"Feedback should cause thinking"
D. Wiliam
So why doesn't feedback stick?
A thought:

How can we tweak what WE do as teachers to make feedback 'stick'? Can the policy support this?
"information about reactions to a product, a person's performance of a task, etc. which is used as a basis for improvement"
What we say......

Whole class feedback
Students are unsure if the feedback relates to them or not
"Giving and receiving"
Carless (2006)
Hattie and Wiliam
- Confusing
- Interpretation
- Clarity
- Less is more
No praise
"Just in time, just for me, just for where I am in the learning process and just what I need to help me move forward"
Hattie (2012)
"Too early, before students have had a chance to work on a problem, then they will learn less"
Wiliam (2011)
During the learning
During the draft phase
Know your class
Wiggins (1997)
It must be timely
It must be specific
It must be understandable to the reader
It must allow students to act on the feedback

No Grades?
Why doesn't it stick?
Grades culture
Unsure of what the feedback means
Fear of failure
Mass feedback = poor work culture
Incorrect feedback from peers
Task not learning orientated feedback
No time for improvement
End of the line feedback
Too much writing
Too much in one go
Too long between feedback
Prefer verbal feedback
Forget verbal feedback
No follow up
Robotic feedback - Is it for me?
Let me learn in first
Faulty interpretations
(not complete lack of understanding)
Effort - Process - Learning
So what is it?
"Sadlers' (1989) notion of the 'gap': feedback aims to reduce the gap between where the student 'is' and where he or she is meant to be"
Google search
Is it feedback? Is it advice?
Is it marking? Is it anything?
Nuthall (2007)
"Feedback should be more work for the recipient thanthe donor"
D. Wiliam (2011)
38.4% v 10.6%

Carless (2006)
3 core principles
Bespoke to each department
Key aspects from research shared (when, grades, type of feedback, must be acted upon etc)
Full transcript