providing effective student feedback

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PROVIDING EFFECTIVE STUDENT FEEDBACK For Graders, Teachers, and Tutors

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Page 1: Providing Effective Student Feedback

PROVIDING EFFECTIVE

STUDENT FEEDBACK

For Graders, Teachers, and Tutors

Page 2: Providing Effective Student Feedback

INTRODUCTION

Effective feedback and the difference between feedback, advice, and evaluation.

Page 3: Providing Effective Student Feedback

INTRODUCTION

Effective feedback and the difference between feedback, advice, and evaluation.

You will be given a model for effectively praising student strengths while using an appropriate ratio of feedback to advice.

Page 4: Providing Effective Student Feedback

INTRODUCTION

Effective feedback and the difference between feedback, advice, and evaluation.

You will be given a model for effectively praising student strengths while using an appropriate ratio of feedback to advice. Often, too much advice and too little feedback

Page 5: Providing Effective Student Feedback

RESOURCES

Grant Wiggins, You Probably Misunderstand Feedback for Learning or Seven Keys to Effective Feedback

Laura Reynolds, 20 Ways To Provide Effective Feedback For Learning

Susan M. Brookhart, How to Give Effective Feedback to Your Students

Page 6: Providing Effective Student Feedback

VOCABULARY

What is feedback?

Page 7: Providing Effective Student Feedback

VOCABULARY

What is feedback? Goal-oriented information re: something the student is doing or has done.

Page 8: Providing Effective Student Feedback

VOCABULARY

What is feedback? Goal-oriented information re: something the student is doing or has done.

Page 9: Providing Effective Student Feedback

VOCABULARY

What is feedback? Goal-oriented information re: something the student is doing or has done.

E.g., martial arts:

Page 10: Providing Effective Student Feedback

VOCABULARY

What is feedback? Goal-oriented information re: something the student is doing or has done.

E.g., martial arts: “A good fighting stance protects as many areas of your body at

once as possible You’re standing with your chin out in the air You need to hunch your shoulders and lower your chin.”

Page 11: Providing Effective Student Feedback

VOCABULARY

What is feedback? Goal-oriented information re: something the student is doing or has done.

E.g., martial arts: “A good fighting stance protects as many areas of your body at

once as possible You’re standing with your chin out in the air Your need to hunch your shoulders and lower your chin.”

Model Feedback Advice

Page 12: Providing Effective Student Feedback

VOCABULARY

What is feedback? Goal-oriented information re: something the student is doing or has done.

E.g., martial arts: “A good fighting stance protects as many areas of your body at

once as possible You’re standing with your chin out in the air Your need to hunch your shoulders and lower your chin.”

Model Feedback Advice “This is how X is done This is how you’re doing X This is what you need to do to perform X correctly.

Page 13: Providing Effective Student Feedback

VOCABULARY

What is advice? A recommendation for improving performance of a task.

Page 14: Providing Effective Student Feedback

VOCABULARY

What is advice? A recommendation for improving performance of a task.

Rule of thumb: Don’t provide advice without first giving feedback.

Page 15: Providing Effective Student Feedback

VOCABULARY

What is advice? A recommendation for improving performance of a task.

Rule of thumb: Don’t provide advice without first giving feedback. Often unwelcome or annoying. May seem “nagging” to the

student.

Page 16: Providing Effective Student Feedback

VOCABULARY What is advice? A recommendation for improving performance of a task. Rule of thumb: Don’t provide advice without first giving feedback. Often unwelcome or annoying. May seem “nagging” to the student.

• Better yet: praise students’ strengths, provide

feedback, then give advice.

Page 17: Providing Effective Student Feedback

VOCABULARY What is advice? A recommendation for improving performance of a task. Rule of thumb: Don’t provide advice without first giving feedback. Often unwelcome or annoying. May seem “nagging” to the student.

• Better yet: praise students’ strengths, provide

feedback, then give advice.− Note: advice isn’t always necessary. Don’t

underestimate a student’s ability to self-correct, given thorough and attentive feedback.

Page 18: Providing Effective Student Feedback

VOCABULARY What is evaluation?

Page 19: Providing Effective Student Feedback

VOCABULARY What is evaluation? The making of a value judgment; in grading, comes in the form of praise or criticism:

Page 20: Providing Effective Student Feedback

VOCABULARY What is evaluation? The making of a value judgment; in grading, comes in the form of praise or criticism: “Great job!” “Too vague.” “Very good!” “This does not seem like your own wording.” “You should give an example here.” “Very entertaining story!”

Page 21: Providing Effective Student Feedback

VOCABULARY What is evaluation? “There is little or no feedback here, i.e. actionable information about what occurred. As performers, we only know that someone is either pleased or not, or that someone places a high or low value on what we did. Praise (and sometimes, blame) may motivate us in the short term but neither can get us better. Over time, both praise and blame have a corrosive effect, in fact (as Dweck [2008] shows in her research on the attitudes of achievers): such performers often become too extrinsically motivated.”

- Grant Wiggins, You Probably Misunderstand Feedback for Learning  

Page 22: Providing Effective Student Feedback

VOCABULARY What is evaluation? “There is little or no feedback here, i.e. actionable information about what occurred. As performers, we only know that someone is either pleased or not, or that someone places a high or low value on what we did. Praise (and sometimes, blame) may motivate us in the short term but neither can get us better. Over time, both praise and blame have a corrosive effect, in fact (as Dweck [2008] shows in her research on the attitudes of achievers): such performers often become too extrinsically motivated.”

- Grant Wiggins, You Probably Misunderstand Feedback for Learning  

Page 23: Providing Effective Student Feedback

VOCABULARY What is evaluation?Actionable information: concrete, specific, and useful; offers neutral, goal-related facts.

Page 24: Providing Effective Student Feedback

VOCABULARY What is evaluation?Actionable information: concrete, specific, and useful; offers neutral, goal-related facts.

With too much praise, blame, or criticism, students can become approval-seeking, stunting their development as autonomous learners.

Page 25: Providing Effective Student Feedback

VOCABULARY What is evaluation?Actionable information: concrete, specific, and useful; offers neutral, goal-related facts.

With too much praise, blame, or criticism, students can become approval-seeking, stunting their development as autonomous learners.

Use evaluative language and advice sparingly and only with effective feedback.

Page 26: Providing Effective Student Feedback

GOOD V. BAD FEEDBACK

Which of the following are NOT examples of good feedback?

Page 27: Providing Effective Student Feedback

GOOD V. BAD FEEDBACK

Which of the following are NOT examples of good feedback? “Well done! I can tell you put a lot of work into this essay. I really enjoyed it – you’re a natural writer.”

Page 28: Providing Effective Student Feedback

GOOD V. BAD FEEDBACK

Which of the following are NOT examples of good feedback? “Well done! I can tell you put a lot of work into this essay. I really enjoyed it – you’re a natural writer.” Good feedback?

Page 29: Providing Effective Student Feedback

GOOD V. BAD FEEDBACK

Which of the following are NOT examples of good feedback? “Well done! I can tell you put a lot of work into this essay. I really enjoyed it – you’re a natural writer.” Good feedback? NO. This isn’t feedback to begin with; it is praise – a form of evaluation.

Page 30: Providing Effective Student Feedback

GOOD V. BAD FEEDBACK

Which of the following are NOT examples of good feedback? “Although your thesis was well stated in your introductory paragraph, you need to work on developing that thesis with relevant details.”

Page 31: Providing Effective Student Feedback

GOOD V. BAD FEEDBACK

Which of the following are NOT examples of good feedback? “Although your thesis was well stated in your introductory paragraph, you need to work on developing that thesis with relevant details.”

Good feedback?

Page 32: Providing Effective Student Feedback

GOOD V. BAD FEEDBACK

Which of the following are NOT examples of good feedback? “Although your thesis was well stated in your introductory paragraph, you need to work on developing that thesis with relevant details.”

Good feedback? NO. Once again, this isn’t feedback at all. This is brief praise followed by advice.

Page 33: Providing Effective Student Feedback

GOOD V. BAD FEEDBACK

Which of the following are NOT examples of good feedback? “Although your thesis was well stated in your introductory paragraph, you need to work on developing that thesis with relevant details.”

Suggested revision: “Your thesis was stated clearly, well done! However, you provided details in paragraph 1 that were not relevant to or supportive of that thesis.”

Page 34: Providing Effective Student Feedback

GOOD V. BAD FEEDBACK

Which of the following are NOT examples of good feedback? “Your previous progress report indicates that you had a B- in U.S. History. This month, you’ve received an A+. Well done! You have obviously spent more time on your Social Studies this month, and it shows.”

Page 35: Providing Effective Student Feedback

GOOD V. BAD FEEDBACK

Which of the following are NOT examples of good feedback? “Your previous progress report indicates that you had a B- in U.S. History. This month, you’ve received an A+. Well done! You have obviously spent more time on your Social Studies this month, and it shows.”

Good feedback?

Page 36: Providing Effective Student Feedback

GOOD V. BAD FEEDBACK

Which of the following are NOT examples of good feedback? “Your previous progress report indicates that you had a B- in U.S. History. This month, you’ve received an A+. Well done! You have obviously spent more time on your Social Studies this month, and it shows.”

Good feedback? NO. Your turn: why not?

Page 37: Providing Effective Student Feedback

GOOD V. BAD FEEDBACK

Which of the following are NOT examples of good feedback? “Your previous progress report indicates that you had a B- in U.S. History. This month, you’ve received an A+. Well done! You have obviously spent more time on your Social Studies this month, and it shows.”

Good feedback? NO. Your turn: why not?

• Key point: feedback must provide information

geared toward improved performance. Grades

are not informative in this sense.

Page 38: Providing Effective Student Feedback

GOOD V. BAD FEEDBACK

Which of the following are NOT examples of good feedback? “In this essay, you presented a concise thesis statement and several lines of evidence to support it. Your argument committed a few minor fallacies (I have pointed them out) but, overall, it was well organized. Your conclusion summarized your main ideas nicely, clarifying their logical relationship to the thesis.”

Page 39: Providing Effective Student Feedback

GOOD V. BAD FEEDBACK

Which of the following are NOT examples of good feedback? “In this essay, you presented a concise thesis statement and several lines of evidence to support it. Your argument committed a few minor fallacies (I have pointed them out) but, overall, it was well organized. Your conclusion summarized your main ideas nicely, clarifying their logical relationship to the thesis.”

Good feedback?

Page 40: Providing Effective Student Feedback

GOOD V. BAD FEEDBACK

Which of the following are NOT examples of good feedback? “In this essay, you presented a concise thesis statement and several lines of evidence to support it. Your argument committed a few minor fallacies (I have pointed them out) but, overall, it was well organized. Your conclusion summarized your main ideas nicely, clarifying their logical relationship to the thesis.”

Good feedback? ALMOST. Effective feedback is made for the express purpose of eliciting some future result. While the commentary is informative, it lacks any reference to future expectations. While students are expected to satisfy present performance standards, feedback should invoke future expectations.

Page 41: Providing Effective Student Feedback

GOOD V. BAD FEEDBACK

Which of the following are NOT examples of good feedback? “In this essay, you presented a concise thesis statement and several lines of evidence to support it. Your argument committed a few minor fallacies (I have pointed them out) but, overall, it was well organized. Your conclusion summarized your main ideas nicely, clarifying their logical relationship to the thesis.”

So what’s missing here?

Page 42: Providing Effective Student Feedback

GOOD V. BAD FEEDBACK

Which of the following are NOT examples of good feedback? “In this essay, you presented a concise thesis statement and several lines of evidence to support it. Your argument committed a few minor fallacies (I have pointed them out) but, overall, it was well organized. Your conclusion summarized your main ideas nicely, clarifying their logical relationship to the thesis.”

So what’s missing here? An explanation of what the student can do better, not just what they already do well.

Page 43: Providing Effective Student Feedback

HOMEWORK PROGRAM

What important challenge do you face as providers of feedback for Homework Program students?

Page 44: Providing Effective Student Feedback

HOMEWORK PROGRAM

What important challenge do you face as providers of feedback for Homework Program students? Answer: your feedback is not immediate.

Page 45: Providing Effective Student Feedback

HOMEWORK PROGRAM

What important challenge do you face as providers of feedback for Homework Program students? Answer: your feedback is not immediate. Types of feedback: (1) feedback about the task

Page 46: Providing Effective Student Feedback

HOMEWORK PROGRAM

What important challenge do you face as providers of feedback for Homework Program students? Answer: your feedback is not immediate. Types of feedback: (1) feedback about the task (2) feedback about the processing of the task

Page 47: Providing Effective Student Feedback

HOMEWORK PROGRAM

What important challenge do you face as providers of feedback for Homework Program students? Answer: your feedback is not immediate. Types of feedback: (1) feedback about the task (2) feedback about the processing of the task (3) feedback about self-regulation

Page 48: Providing Effective Student Feedback

HOMEWORK PROGRAM

What important challenge do you face as providers of feedback for Homework Program students? Answer: your feedback is not immediate. Types of feedback: (1) feedback about the task (2) feedback about the processing of the task (3) feedback about self-regulation (4) feedback about the student as a person

Page 49: Providing Effective Student Feedback

HOMEWORK PROGRAM

What important challenge do you face as providers of feedback for Homework Program students? Answer: your feedback is not immediate. Types of feedback: (1) feedback about the task (2) feedback about the processing of the task (3) feedback about self-regulation (4) feedback about the student as a person

Page 50: Providing Effective Student Feedback

HOMEWORK PROGRAM

What important challenge do you face as providers of feedback for Homework Program students? Answer: your feedback is not immediate.

• While you can’t be there to motivate, regulate, strategize with or provide any kind of real-time feedback to students, you can make their process of self-directed learning easier.

Page 51: Providing Effective Student Feedback

HOMEWORK PROGRAM

What important challenge do you face as providers of feedback for Homework Program students? Answer: your feedback is not immediate.

• How?

Page 52: Providing Effective Student Feedback

HOMEWORK PROGRAM

What important challenge do you face as providers of feedback for Homework Program students? Answer: your feedback is not immediate.

• How?• Assigned Students

Page 53: Providing Effective Student Feedback

HOMEWORK PROGRAM

What important challenge do you face as providers of feedback for Homework Program students? Answer: your feedback is not immediate.

• How?• Assigned Students • Notebook to monitor student progress

Page 54: Providing Effective Student Feedback

HOMEWORK PROGRAM

What important challenge do you face as providers of feedback for Homework Program students? Answer: your feedback is not immediate.

• How?• Assigned Students • Notebook to monitor student progress• Grading rubrics

Page 55: Providing Effective Student Feedback

CHARACTERISTICS OF…

GOOD feedback should be:

Page 56: Providing Effective Student Feedback

CHARACTERISTICS OF…

GOOD feedback should be: (1) Informative

Page 57: Providing Effective Student Feedback

CHARACTERISTICS OF…

GOOD feedback should be: (1) Informative

Make an effort to explain what the student is doing well and what they are doing not-so-well. Only provide information relevant to the learning-objectives of the assignment

Page 58: Providing Effective Student Feedback

CHARACTERISTICS OF…

GOOD feedback should be: (1) Informative (2) Timely

Page 59: Providing Effective Student Feedback

CHARACTERISTICS OF…

GOOD feedback should be: (1) Informative (2) Timely (3) Skill-specific

Page 60: Providing Effective Student Feedback

CHARACTERISTICS OF…

GOOD feedback should be: (1) Informative (2) Timely (3) Skill-specific

DON’T try to critique everything all at once. Hone in on a particular skill, set of skills or specific knowledge.

Page 61: Providing Effective Student Feedback

CHARACTERISTICS OF…

GOOD feedback should be: (1) Informative (2) Timely (3) Skill-specific

DON’T try to critique everything all at once. Hone in on a particular skill, set of skills or specific knowledge.

Rubrics! (for students, teachers, and graders)

Page 62: Providing Effective Student Feedback

CHARACTERISTICS OF…

GOOD feedback should be: (1) Informative (2) Timely (3) Skill-specific (4) Formative

Page 63: Providing Effective Student Feedback

CHARACTERISTICS OF…

GOOD feedback should be: (1) Informative (2) Timely (3) Skill-specific (4) Formative

Questions to ask yourself: “What should the student already know how to do?”

Page 64: Providing Effective Student Feedback

CHARACTERISTICS OF…

GOOD feedback should be: (1) Informative (2) Timely (3) Skill-specific (4) Formative

Questions to ask yourself: “What should the student already know how to do?”

“What should the student be able to do next?”

Page 65: Providing Effective Student Feedback

CHARACTERISTICS OF…

GOOD feedback should be: (1) Informative (2) Timely (3) Skill-specific (4) Formative

Questions to ask yourself: “What should the student already know how to do?”

“What should the student be able to do next?” “What information can I provide the student so that they do better?”

Page 66: Providing Effective Student Feedback

CHARACTERISTICS OF…

GOOD feedback should be: (1) Informative (2) Timely (3) Skill-specific (4) Formative

Questions to ask yourself: “What should the student already know how to do?”

“What should the student be able to do next?” “What information can I provide the student so that they do better?”

Student is therefore given the opportunity to adjust their performance to better accomplish long term objectives

Page 67: Providing Effective Student Feedback

CHARACTERISTICS OF…

GOOD feedback should be: (1) Informative (2) Timely (3) Skill-specific (4) Formative (5) Visible BEFORE the grade

Page 68: Providing Effective Student Feedback

CHARACTERISTICS OF…

GOOD feedback should be: (1) Informative (2) Timely (3) Skill-specific (4) Formative (5) Visible BEFORE the grade

Feedback should be written on the cover page/front of student work; mark the grade in the very back.

Page 69: Providing Effective Student Feedback

CHARACTERISTICS OF…

GOOD feedback should be: (1) Informative (2) Timely (3) Skill-specific (4) Formative (5) Visible BEFORE the grade

Feedback should be written on the cover page/front of student work; mark the grade in the very back.

Comment sheets?

Page 70: Providing Effective Student Feedback

CHARACTERISTICS OF…

GOOD feedback should be: (1) Informative (2) Timely (3) Skill-specific (4) Formative (5) Visible BEFORE the grade (6) Comprehensible to the student

Page 71: Providing Effective Student Feedback

CHARACTERISTICS OF…

GOOD feedback should be: (1) Informative (2) Timely (3) Skill-specific (4) Formative (5) Visible BEFORE the grade (6) Comprehensible to the student

Be aware of your audience

Page 72: Providing Effective Student Feedback

A GENERAL MODEL OF GOOD FEEDBACK

Try:

praise student strengths description of how to do X correctly description of how student does X advice for doing X

Page 73: Providing Effective Student Feedback
Page 74: Providing Effective Student Feedback

What kind of feedback might you give for the first part of this essay?

Page 75: Providing Effective Student Feedback

I can tell you’ve certainly done your homework, Sam. Well done!

Page 76: Providing Effective Student Feedback

Remember that the MAIN IDEA of an essay should be stated in its Introduction, or the opening paragraph. At the end of paragraph two, you say your essay is about whether or not the U.S. should get involved in the Crimean Crisis. However, you did not introduce this as your thesis statement at the beginning of the essay. Instead, you provided a little historical background and raised the question of whether Crimea’s annexation by Russia was legitimate.

Page 77: Providing Effective Student Feedback

Remember that the MAIN IDEA of an essay should be stated in its Introduction, or the opening paragraph. At the end of paragraph two, you say your essay is about whether or not the U.S. should get involved in the Crimean Crisis. However, you did not introduce this as your thesis statement at the beginning of the essay. Instead, you provided a little historical background and raised the question of whether Crimea’s annexation by Russia was legitimate.

Your second paragraph would make a better introductory paragraph than your first one! Consider flipping them around.