Feedback Topics for Teachers

• Three Guiding Questions for Providing Effective Feedback

  Giving Effective Feedback Feedback reduces the gap between where a student is now and where they need to be. In The Power of Feedback, John Hattie and Helen Timperley provide a model of feedback that is based on three questions: Where am I going? (What are the goals?) How am I going? (What progress is being made towards the goals?) What is my next step? (What activities need to be undertaken to make better progress?) As educators, a natural inclination might be to providPopular

• The Benefits Of Delayed Feedback

  Delayed feedback does have a time and a place. In Fostering the intelligent novice: Learning from errors with metacognitive tutoring, Mathan and Koedinger make the distinction between a novice learner who requires immediate feedback, versus the more advanced learner. For the advanced learner, immediate feedback can be detrimental to the emerging self-correction process. Many summative evaluations include delayed feedback, which, depending on the learner, is often too late. However, if delaFew readers

• Going Gradeless? Portfolios And Feedback As A Running Record

  Going Gradeless Going “gradeless” is a popular movement in education. Although it is difficult to define because it is an ever-evolving trend, at its core, it is the replacement of percentage and letter grades with models that involve extensive feedback. Developing digital portfolios is a method to track growth, celebrate success, and measure achievement in the movement to eliminate grades. Why? If a gradebook isn't used to track and report growth, then what is? Digital portfolios are a spaFew readers

• Connecting Feedback With Learning Objectives

  Feedback and Learning Objectives In Seven Keys to Effective Feedback, Grant Wiggins stresses that effective feedback requires that the student be aware of their goal and that they are provided with actionable steps to achieve that goal. When providing feedback, the primary focus should be to connect feedback to the assessment’s learning objective(s). A learning objective can be in the form of a standard, a competency, a curricular strand, etc. Before providing feedback on an assessment,Few readers

• The Importance Of Ongoing Feedback

  Why is Ongoing Feedback Important? In Seven Keys to Effective Feedback, Grant Wiggins states, “What makes any assessment in education formative is not merely that it precedes summative assessments, but that the performer has opportunities, if results are less than optimal, to reshape the performance to better achieve the goal.” Wiggins uses a computer game analogy to further illustrate this: if you are playing Angry Birds or Tetris and you fail, what do you do? You immediately start over, lFew readers

• Using Peer Assessment As Feedback

  Peer Assessment and Feedback Feedback needs to be timely, but how can educators navigate timely feedback when actual time is lacking? One strategy includes peer assessment as feedback. In Feedback: The Communication of Praise, Criticism, and Advice, Sutton, Hornsey, and Douglas endorse peer feedback, but acknowledge that it is a skill, and it is a skill that needs to be explicitly taught and modelled to be effective. An effective starting point for peer feedback are structured peer conferFew readers

• Using Self Assessment As Feedback

  Overview of Self Assessment as Feedback Self assessment as feedback can be seen as the ultimate goal in self-regulation and metacognitive processes, and this is outlined in Feedback: The Communication of Praise, Criticism, and Advice by Sutton, Hornsey, and Douglas. However, Self Assessment is also a skill that needs to be taught and modelled. To help students reach autonomy with this valuable skill, the following considerations should be in place: The learning objective needs to be tauFew readers

• Providing ‘Negative’ Feedback In A Positive Environment

  While positive feedback can be highly appreciated, it can also detract from the value of the feedback, especially if students feel that it is disingenuous. In Instruction based on feedback, John Hattie explains that ‘Negative’ feedback produces positive outcomes when it is goal-directed, corrects for errors, or suggests different ways for proceeding. When corrective feedback is given in an environment that has fostered a positive student-teacher relationship, it can be very well received. TheFew readers

• The Connection Between Mindset, Differentiation, And Feedback

  Mindset, Differentiation, And Feedback A mindset is a personal assertion about one’s qualities and abilities, and in her highly influential work, Mindset: The New Psychology of Success, Carol Dweck differentiates between a fixed and a growth mindset. Those that believe that they cannot make change have a fixed mindset. Those that believe that effort can change ability have a growth mindset. But what effect does mindset have on differentiation and feedback? Carol Ann Tomlinson and Marcia ImFew readers

• Project-Based Learning (PBL) And Feedback

  What is Project-Based Learning (PBL)? Project-based learning (PBL) offers students the opportunity to investigate real-world problems by applying a variety of self-directed methods to their research: goal setting, collaboration, and reflection, to name a few. An inherent focus of PBL is the practice of developing long-term transfer goals. In Assessing Student Learning by Design: Principles and Practices for Teachers and Student Leaders, Jay McTighe and Steve Ferrara definFew readers

Feedback Topics for Students and Parents

• How Do I Self-Assess My Work?

  About Self-Assessment There are many methods and resources that can be used for self-assessment, but the following strategies are excellent starting points to support this valuable practice: Exemplars: An exemplar is a model or example of what needs to be accomplished. Quite often, an exemplar demonstrates what it means to go above and beyond. If exemplars have been provided, they can be referred to throughout all stages of an assessment. It is important to use these as guides and not aFew readers

• How Do I Respond To Feedback Given By My Teacher/Family/Peers?

  Responding to Feedback Feedback can help make it clear if a learning objective has been met. It is also a useful tool to understand what may be missing and what still needs to be done. Below are a few tips to help you better apply and respond to feedback. Understanding of feedback: If feedback is unclear or if questions remain, seek clarification. This can be done by accessing previously completed work, asking a peer or teacher, referencing a rubric, or referencing additional learningPopular

• How Do I Provide Effective Peer Assessment?

  Effective Peer Assessment Learning how to provide peer feedback takes practice, but there are some strategies that you can use to make it effective. Consider the tips below: Three essential questions: Using these three questions can help build a framework for providing feedback: Have they achieved the learning objective? What are they missing? What do they need to do next to achieve the learning objective? Be specific: Avoid giving your opinion. Instead, try providing your pFew readers

• How Do I Provide Effective Feedback To My Child/Student?

  Tips for providing feedback on student learning Encourage the process Focusing on each student's process of learning is a great way to encourage growth over time. Rather than highlighting a single final product, consider providing feedback that showcases your students' progress and perseverance as they move forward. Have an open dialogue SpacesEDU offers useful tools to build effective communication with your students. When your student makes a post, think about what your studentFew readers