FEEDBACK IN PRACTICE

The Environment Impacts Feedback

Hattie and Timperley (2007) recommend that teachers create a learning environment where feedback is given in an appropriate, meaningful way. Teachers should create a classroom climate that allows for errors to be opportunities for learning because in these environments error-leading-to-learning is powerful.

The positive learning environment should also allow for risk-taking, where students—even when they are unsure of their knowledge or “correctness” of their responses—will actively participate and persist through challenges. When students feel threatened in a climate prioritizing being correct, students tend to respond in limited ways; and only when they are fairly sure that they are correct. This often indicates they have already learned the answer to the question being asked.

So the key to thinking about the classroom climate and feedback is to ensure that errors are opportunities for learning…where students and teachers learn from their mistakes. When this notion is welcomed as an important part of learning, it allows students to maximize their learning and teachers to maximize their teaching.

Frequency of Feedback

The amount of feedback will vary from student to student and from task to task. The importance is the quality of the feedback that is provided. Susan Brookhart says, “Not too much, not too little, but just right” (2008).  Students need to get enough feedback so that they understand what to do but not so much that the work has been done for them.  Feedback should be:

  • just in time,
  • individualized information, and
  • delivered when and where it can have the most effect.

How often does a student receive feedback in your classroom on a typical day? Think of the learning in your classroom; this will determine the feedback opportunities for your students.

“Feedback can be very powerful if done well. The power of formative feedback lies in its dual-impact approach, addressing both cognitive and motivational factors at the same time. Good feedback gives students information they need so they can understand where they are in their learning and what to do next—the cognitive factor. Once they feel they understand what to do and why, most students develop a feeling that they have control over their own learning—the motivational factor.” [ref]Brookhart, S. M. (2008). How to give effective feedback to your students. Alexandria, VA: ASCD.[/ref]

Amount of Feedback

There is such a thing as too much feedback.[ref]Adapted from: Brookhart, S. M. (2008). How to give effective feedback to your students. Alexandria, VA: ASCD.[/ref]

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[content_box title=”Good Amounts” icon=”fa-thumbs-o-up” backgroundcolor=”” iconcolor=”” circlecolor=”#439539″ circlebordercolor=”#439539″ circlebordercolorsize=”” outercirclebordercolor=”” outercirclebordercolorsize=”” iconrotate=”” iconspin=”no” image=”” image_width=”40″ image_height=”40″ link=”” linktarget=”” linktext=”” animation_type=”0″ animation_direction=”down” animation_speed=”0.1″]

  • Selecting two to three main points about a paper for comment
  • Giving feedback on important learning targets
  • Commenting on at least as many strengths as weaknesses[/content_box]

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  • Returning a student’s paper with every error in mechanics edited
  • Writing comments on a paper that are longer than the paper itself
  • Writing lots of comments on poor quality papers and almost nothing on good-quality papers[/content_box][/content_boxes]

Keys to Effective Feedback

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[flip_box title_front=”Goal Referenced” title_back=”Example” text_front=”What is the learning target you are giving the feedback around?” border_color=”” border_radius=”4px” border_size=”1px” background_color_front=”#F0F0F0″ title_front_color=”#000000″ text_front_color=”#000000″ background_color_back=”#62A7C9″ title_back_color=”#ffffff” text_back_color=”#ffffff” icon=”fa-bullseye” icon_color=”#62A7C9″ circle=”no” circle_color=”” circle_border_color=”” icon_rotate=”” icon_spin=”no” image=”” image_width=”35″ image_height=”35″ animation_type=”0″ animation_direction=”down” animation_speed=”0.1″ animation_offset=””]For example, a teacher might say, “You are using persuasive words and phrases like ‘this is recommended because’ and have included at least three reasons to persuade your audience… What descriptive words can you include to make your persuasion even more powerful?”[/flip_box]
[flip_box title_front=”Tangible and Transparent” title_back=”Example” text_front=”Is the feedback given honestly, and is it something that the student can see or hear?” border_color=”” border_radius=”4px” border_size=”1px” background_color_front=”#F0F0F0″ title_front_color=”#000000″ text_front_color=”#000000″ background_color_back=”#92C83E” title_back_color=”#ffffff” text_back_color=”#ffffff” icon=”fa-hand-paper-o” icon_color=”#92C83E” circle=”no” circle_color=”” circle_border_color=”” icon_rotate=”” icon_spin=”no” image=”” image_width=”35″ image_height=”35″ animation_type=”0″ animation_direction=”down” animation_speed=”0.1″ animation_offset=””]Rather than saying “tell me more” in response to the student’s narrative description, the teacher could say, “You have offered strong opinion statements. Be sure to include a resource/reference to support each opinion statement and properly cite the resource.”[/flip_box][/flip_boxes]

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[flip_box title_front=”Actionable” title_back=”Example” text_front=”What can the student do because of the feedback?” border_color=”” border_radius=”4px” border_size=”1px” background_color_front=”#F0F0F0″ title_front_color=”#000000″ text_front_color=”#000000″ background_color_back=”#726C63″ title_back_color=”#ffffff” text_back_color=”#ffffff” icon=”fa-check-square-o” icon_color=”#726C63″ circle=”no” circle_color=”” circle_border_color=”” icon_rotate=”” icon_spin=”no” image=”” image_width=”35″ image_height=”35″ animation_type=”0″ animation_direction=”down” animation_speed=”0.1″ animation_offset=””]For example, a teacher might say, “It looks like you’re stuck on a tricky problem. Here’s a strategy that has worked for other students when they have been stuck….. try it and I will be right back to check on how it went.“[/flip_box]
[flip_box title_front=”User-friendly” title_back=”Example” text_front=”Is the language and learning target appropriate for the student?” border_color=”” border_radius=”4px” border_size=”1px” background_color_front=”#F0F0F0″ title_front_color=”#000000″ text_front_color=”#000000″ background_color_back=”#EB8F4D” title_back_color=”#ffffff” text_back_color=”#ffffff” icon=”fa-smile-o” icon_color=”#EB8F4D” circle=”no” circle_color=”” circle_border_color=”” icon_rotate=”” icon_spin=”no” image=”” image_width=”35″ image_height=”35″ animation_type=”0″ animation_direction=”down” animation_speed=”0.1″ animation_offset=””]For example, a teacher might say, “The writing goal is ‘I can use describing words to persuade’—(remember to persuade means to convince or win someone over to your idea). Do the words you used describe… how do you know?“[/flip_box]
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[flip_box title_front=”Timely” title_back=”Example” text_front=”Is feedback given as the student is working, not after they are finished?” border_color=”” border_radius=”4px” border_size=”1px” background_color_front=”#F0F0F0″ title_front_color=”#000000″ text_front_color=”#000000″ background_color_back=”#008287″ title_back_color=”#ffffff” text_back_color=”#ffffff” icon=”fa-clock-o” icon_color=”#008287″ circle=”no” circle_color=”” circle_border_color=”” icon_rotate=”” icon_spin=”no” image=”” image_width=”35″ image_height=”35″ animation_type=”0″ animation_direction=”down” animation_speed=”0.1″ animation_offset=””]Feedback should be given naturally in conversations during instruction. [/flip_box]
[flip_box title_front=”Consistent” title_back=”Example” text_front=”Is language consistent from student to student, teacher to student?” border_color=”” border_radius=”4px” border_size=”1px” background_color_front=”#F0F0F0″ title_front_color=”#000000″ text_front_color=”#000000″ background_color_back=”#7F3F98″ title_back_color=”#ffffff” text_back_color=”#ffffff” icon=”fa-star-o” icon_color=”#7F3F98″ circle=”no” circle_color=”” circle_border_color=”” icon_rotate=”” icon_spin=”no” image=”” image_width=”35″ image_height=”35″ animation_type=”0″ animation_direction=”down” animation_speed=”0.1″ animation_offset=””]Provide similar feedback to students who make similar mistakes, and also to the same student across the course of the year. This also will help later when students you use student-to-student feedback. [/flip_box][/flip_boxes]

[flip_boxes columns=”1″ class=”” id=””][flip_box title_front=”Ongoing” title_back=”Example” text_front=”Is the student given more feedback the next time they are working on the same skill?” border_color=”” border_radius=”4px” border_size=”1px” background_color_front=”#F0F0F0″ title_front_color=”#000000″ text_front_color=”#000000″ background_color_back=”#464545″ title_back_color=”#ffffff” text_back_color=”#ffffff” icon=”fa-refresh” icon_color=”#464545″ circle=”no” circle_color=”” circle_border_color=”” icon_rotate=”” icon_spin=”no” image=”” image_width=”35″ image_height=”35″ animation_type=”0″ animation_direction=”down” animation_speed=”0.1″ animation_offset=””]For example, a teacher might say, “I want to share an example from yesterday when students were working on their storyboards for the car commercial. The learning target was ‘I can use describing words to persuade’. Students who were including adjectives-describing words—to meet the expectations of the learning target used a variety of adjectives to describe their car… the color, the interior, the drive, some of you thought about the gas mileage. Thinking about all those aspects we talked about will help you as continue working on your storyboard today.“[/flip_box]
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link Read more about the Wiggins’ 7 Keys to Effective Feedback here.

Word Use this worksheet to note some examples of feedback you have given students that fall in each of the 7 keys.

Examples

These brief video clips demonstrate how teachers can use their observations of students during learning tasks as opportunities to provide descriptive feedback that promotes student persistence.

Keys Addressed: Transparent, User Friendly, and Timely

Keys Addressed: Goal Referenced, Tangible, Actionable, User-Friendly, Ongoing, and Consistent

Types of Feedback

Descriptive feedback is better than evaluative feedback.

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[content_box title=”Descriptive Feedback” icon=”fa-thumbs-o-up” backgroundcolor=”” iconcolor=”” circlecolor=”#439539″ circlebordercolor=”#439539″ circlebordercolorsize=”” outercirclebordercolor=”” outercirclebordercolorsize=”” iconrotate=”” iconspin=”no” image=”” image_width=”40″ image_height=”40″ link=”” linktarget=”” linktext=”” animation_type=”0″ animation_direction=”down” animation_speed=”0.1″]

  • Describes where the student is and where s/he may go from there.
  • Also referred to as informative feedback.
  • Has positive impact.
  • Gives suggestions.
    • Lets students choose the targeted skill or skills to learn.[/content_box]

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  • Gives a ranking/judgment to a student’s work.
  • Also referred to as judgmental feedback.
  • Tells the student what to change.
  • Often viewed as negative.
  • Sometimes contains rewards or very general praise.[/content_box][/content_boxes]