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Feedback

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by

Ashlee Francis

on 25 September 2013

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Transcript of Feedback

Notes
Feedback - A Teachers Desk Guide!
What is Feedback?
“Feedback is the foundation to any learning. It is feedback which allows a student to progress and improve their learning.” (Churchill, 2011, p. 419)

“Feedback is an opportunity for students to identify strengths and possible improvements in their work. It focuses on a student’s achievement of overall expectations and promotes a culture of school success.” (Queensland Studies Authority, 2008)
Philosophies
Feedback is equally vital in schooling and performs a variety of functions including recognising, correcting, encouraging, challenging and improving student performance.
(Dinham, 2008)

Feedback Strategies
Different Types of Feedback
There are many types of feedback which include oral discussion with class, groups or individual students, written annotations, examples of good responses and peer evaluation. (New South Wales Government)
Podcast Feedback
Challenges Associated with Curriculum Approach
"Assessment alone will not contribute to improved learning. It is what teachers and students do with assessment and other available information that makes a difference.” (Queensland Studies Authority, 2013)
Feedback in
Australian Secondary
schools

https://www.teachingchannel.org/videos/student-feedback-through-technology
Formative and Self Assessment
Creating a Positive Feedback Culture
Any Questions?
Useful Links and Resources
Feedback: Annotations (Mode: Written)
Writing or print, handwritten comments, on (or about) students’ assessed work.
Personal, individual, and directly related to that piece of assessment or work.
Can become time consuming.
Easy to fall into the habit of writing in short hand, or just ticking or crossing.
Electronically, it also gives the option of emailing students.
Feedback: Face-to-face (Mode: Oral)
and Don't Forget Peer Feedback!
Whole class or group situation.
To individual students, who want to know how they are going and if they are on the right track.
Able to strengthen the feedback through body language, voice tone and facial expressions.
You have less time to make decisions about how to say things, and once you have said them you can't take them back.
Students are not grasping the idea of what they have to do.
Great tool to use if you want to highlight what they need to improve on.
Visual learners will benefit from this greatly.
Strength
Weakness
Timing
Amount
Mode
Audience
Consider:
When Feedback is given
and
How often it is given.
Recommendations:
Immediate feedback for knowledge facts
Daily feedback for more comprehensive reviews of student thinking and processing
Do not delay feedback beyond when it would make a difference
Provide feedback as often as practical
Consider:
How many feedback points are made
and
How much about each point.
Recommendations:
Prioritize the most important points
select points that relate to the students learning goals
consider the students development/year level

Oral
Written
Visual/ Demonstration
Recommendations:
Consider what is the best mode to present the feedback
Written feedback is useful for written work
Use demonstration if 'how to do something' is an issue
A mix of feedback modes can also be useful
Is it:
Individual
or
Group/ Class?
Recommendations:
Individual feedback -shows the student that YOU as the teacher value their learning
Group/class feedback- presents the opportunity for 'reteaching' core concepts
Useful tool- Formative
assessment
progression with learning
Develop new skills!
cognitive and motivational impact
Consider:
Is feedback clear?
Does it place focus on learning objectives/criteria?
Any specific suggestions for improvement?
By Susan M.Brookhart in the text 'How to give effective feedback to your students'
Theory
Good feedback =
Improved work quality of the student
Student becomes a motivated learner
student/s will value constructive criticism
Lets
Look
at
Reality
You always implemented the feedback given to you in drafting?
Raise your hands if:
You had time to always implement the feedback given to you? Who had time?
You used the draft copy as a final submission?
Why are students prevented from implementing feedback?
Time
Skill
Workload
personal attack
What else?
“If formative assessment is to be productive, pupils should be trained in self assessment so that they can understand the main purpose of their learning and thereby what they need to achieve” Black and William, 1988
Ideologies-
Behaviourist
Socialist
Cognitive
Constructivist
Collaborative

Two Stars One Wish
Outline two positive aspects of the work from a peer.
Then express a wish about what they believe the peer could do next time.

Plus, Minus and What's Next?
Comment on what was done well by the success of the criteria.
Students use ‘what’s next?’ to set a personal learning target.
Traffic Lights
Where students will use green and orange highlighters to mark on the margin of other students work.
Green highlighter to indicate where they have been successful
Orange or amber highlighter to mark where improvements should be made
Feedback: Examples of Good Response (Mode: Visual / Demonstration)
Peer feedback is not the same as peer assessment.
Is used when students offer their classmates advice about their work.
Not all students will be comfortable in providing feedback for their classmates .
• Authority, Q. S. (2008). About Feedback. Retrieved 08 28, 2013, from QSA: http://www.qsa.qld.edu.au/downloads/p_10/qcar_pd_ws_8_ho_2_feedback.pdf
• Brookhart, M. S. (2009 ). How to Give Effective Feedback to Your Students. Victoria: Hawker Brownlow Education.
• Churchill, R. [. (2011). Teaching: Making a Difference. Queensland: John Wiley & Sons Australia.
• Education Services Australia. (n.d.). Peer Feedback. Retrieved 09 17, 2013, from Assessment For Learning: http://www.assessmentforlearning.edu.au/professional_learning/modules/peer_feedback/peer_strategies_enhance.html
• Education Services Australia. (n.d.). Strategies to Enhance Peer Feedback. Retrieved 09 17, 2013, from Assessment For Learning: http://www.assessmentforlearning.edu.au/professional_learning/modules/peer_feedback/peer_strategies_enhance.html
• Hattie, H. &. (2007, March). The Power of Feedback. Reveiw of Educational Research, 77(1), 81.
• New South Wales Government. (n.d.). Providing Feedback to Students. Retrieved 09 17, 2013, from Assessment Resource Centre: http://arc.boardofstudies.nsw.edu.au/go/sc/sc-grading/practices-to-support-sc-grading/assess-course/providing-feedback-to-students/
• Race, Phil. (n.d.). Using Feedback to Help Students Learn. Retrieved 09 1, 2013, from The Higher Education Academy: http://www.jcu.edu.au/learnandteach/public/groups/everyone/documents/how_to/jcu_121468.pdf
• Clarke, S. (2005). Formative Assessment the Secondary Classroom. London: Hodder Murray.
• Corporation, C. (Director). (2008). Peer Feedback and Student Self-assessment [Motion Picture].
• Dinham. (2008). Seeking and Providing Feedback. Retrieved from Queensland Studies Authority: http://www.qsa.qld.edu.au/yr10-english-assessment.html
• Government, Q. (2013). Seeking and Providing Feedback. Retrieved from Queensland Studies Authority : http://www.qsa.qld.edu.au/yr10-english-assessment.html
• Wessling, S. B. (2013). Podcasting To Personalize Feedback. Retrieved from Teaching Channel.
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