Quality Feedback

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“We have to know where we want to end up before we start out – and plan how to get

there …”(1999, Tomlinson).

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“The quality of teaching and learning provision are by far the most salient influences on students’

cognitive, affective, and behavioral outcomes of schooling – regardless of their gender or

backgrounds” (Rowe, 2003).

“Assessment should be first and foremost for the learner’s sake, designed and implemented to

provide useful feedback to the learner on worthy tasks to make improved performance and

ultimate mastery more likely” (Wiggins, 2006).

Focus on Learning

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Assessment for Deep understanding

The aim of assessment is primarily to educate and

improve student performance, not merely to

audit it” (Wiggins, 1998).4

Metacognition‘If our aim is to improve student performance, not just measure it, we must

ensure that students know the performances expected of them, the

standards against which they will be judged, and

have opportunities to learn from the

assessment in future assessments’

(Wiggins, 2002). 5

Importance of Feedback “An expert teacher, mentor or coach can readily

explain, demonstrate and detect flaws in performance. He or she can also identify talent and potential, and build on these.

In contrast, trial and error learning or poor teaching are less effective and take longer. If performance flaws are not detected and corrected, these can become ingrained and will be much harder to eradicate later. Learners who don’t receive instruction, encouragement and correction can become disillusioned and quit due to lack of progress.”

(Dinham, Feedback on Feedback, 2008)6

Feedback Feedback is information

about how we have performed in relation to the stated goals of the learning experience.

Students must know how well they are expected to perform.

Feedback is not effective until students have acted on it.

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Effective Feedback Effective comments are

clear, succinct and related to the specific learning intention (Wolsey, 2008).

There is no one appropriate way of providing feedback to students. Rather, the nature of the task and the context of the work in the particular learning area should determine the form in which the feedback occurs.

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Effective Feedback Constructive Precise Connected to what is

being assessed Timely Frequent (Holmes &

Papageourgiou, 2009) Invites self-assessment

and self-reflection Informs future teaching

and learning 9

Quality FeedbackEffective feedback

answers three questions:

Where am I going? (the goals) Feed up

How am I going? Feed back

Where to next? Feed Forward

(Hattie & Timperely, 2009) 10

Ask the boys: What can I do? What can’t I do? How does my work

compare with that of others?

How can I do better?

(Dinham, 2008)

Quality Feedback

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Quality Feedback Are our faculty assessment methods and criteria

clear, valid and reliable? Is the feedback our students receive infrequent,

unfocused, unhelpful, inconsistent or negative? Is the feedback we provide focused,

comprehensive, consistent and improvement oriented?

Is feedback to students and parents consistent?

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CONNECTIONS: PRIOR KNOWLEDGE

PRECISION: DATA & PRE-ASSESSMENTReveals critical differences among students.

Guides teachers’ decisions and planning

EFFECTIVE ASSESSMENTDeep knowledge Deep understanding

CONCEPT/IDEASOUTCOMES

GOAL & KEY LEARNING IDEAS

QUALITY FEEDBACK13

“Teachers should not drive students in a tourist bus

through the school curriculum, encouraging

the bland recital of tourist blurbs. Students should

be obliged to savour the rich texture of life…”

Garth Boomer. 14