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Transcript of Effective Feedback
* Identifies what is done correctly
*Describes a feature of quality done in the work
* Points out effective use of strategies
*Identifies a correction
*Describes a feature of quality needing work
*Points out a problem with a strategy
*Offers a reminder
*Asks a question (Jones, 2004)
* Don't delay feedback. If students have to wait for feedback, they don't connect it to their effort, and they are less likely to benefit from that feedback. (Providing Feedback, 2005)
* To help with timely feedback use technology, written, verbal, and peer feedback.
* Timely feedback arrives when the student can use it.
* uses the language of the success criteria to identify what the student did well, and the next step toward proficiency
* may come from teachers, peers, or from student self-assessment, but always refers to the success criteria.
Specific feedback does not:
* focus on the student
* focuses attention on the work or effort
* use vague language such as good job
*Effective feedback happens DURING the learning while students can still act on it.
* "Stay in the cognitive coach mode by using your feed-forward information to encourage self monitoring, self-assessment, and goal setting as students engage in the task" (Moss, 2012, p. 77).
* Point the way toward success, but don't help so much that the student has no thinking left to do (Chappuis, 2009).
Providing Feedback. (2005). Retrieved from Focus on Effectiveness: http://www.netc.org/focus/strategies/prov.php
Chappuis, J. (2009). Seven Strategies of Assessment for learning. Boston: Pearson.
Jones, V. a. (2004). Comprehensive Classroom Management: Creating communities of support and solving problems. Boston: Pearson.
Moss, C. a. (2012). Learning Targets: Helping students aim for understanding in today's lesson. Alexandria: ASCD.
* Provides one or two areas of focus (Moss, 2005)
Forms of Feedback
Effective Feedback can come in many forms
Verbal: "Your topic sentence is both specific and engaging. Your next step is to include lively details."
Written: This paper is not quite ready for me to look at. Please check your sentence structure and punctuation.
* Keep a student's preferred learning style in mind when designing feedback.