If students know the classroom is a safe place

the make mistakes, they are more likely to use

feedback for learningDylan Williams

The feedback students give teachers can be more powerful than the feedback teachers give studentsCris Tovani

When we only give a grade as part of our feedback, students routinely read only as far as the grade.

Peter Johnston

Effective feedback occurs during the learning, while there is still time to act on it. Jen Chappuis

Most of the feedback that students receive about their classroom work

is from other students – and much of that feedback is wrong. John Hattie

Accurate 21/02/14

http://www.youtube.com/watch?v=hqh1MRWZjms

Ron Berger

• The nature of effective critique• The value of re-redrafting

The story of Austin’s butterfly

Increase Descriptive Feedback• Descriptive feedback helps students learn more. • Keep it specific and easy to understand - part of an ongoing conversation.• Used it in comparison to samples and exemplars.

Decrease Evaluative Feedback• For those with low self efficacy evaluative feedback can actually be demotivating.• "Grades cause an emotional reaction – either positive or negative. Feedback causes you to think

and engage, which is reflective learning.“ (Dylan Williams)• When receiving a poor evaluation, Male students tend to blame the school, the test, or the teacher:

"The system is stupid." Whereas female students tend to blame themselves: "I am stupid."• In both cases most students experience negative emotions and a sense of failure and are, in fact,

discouraged from trying harder. • Negative evaluations can launch a downward spiral

One of the biggest challenges for teachers is finding enough time to

give individual students enough quality descriptive feedback.

Descriptive Feedback

Evaluative FeedbackIncrease

decrease

By teaching students how to compare their own work and that of their peers to models, exemplars, and samples of quality, the teacher actually multiplies descriptive feedback using two other sources – self-assessment and peer-assessment.

Self assessment and target setting

Peer assessment

Teacher feedback

Maximise your feedback without going into

meltdown

Self assessment and target setting

Peer assessment

Teacher feedback

Meta-Cognition:• Thinking purposefully• Gaining self-distance• Recognising destructive inner voices • Growth vs Fixed mind-set attitude

Examples: • Of real projects with feedback still included • Videos – Austin's butterfly is an absolute

winner• Role play some feedback with another class

member or teacher• Get the group to practice ‘talking on task’ to

drum up ideas

Routine and repetition • DIRT: dedicated improvement and

reflection time• Return to old feedback• Re-use language

Tackling the underlying forces of successful formative feedback

Plan in time for reflection: especially if you have worked hard to provide individualised formative feedback!

Dedicated

Improvement

Reflection

Time

Be prepared to have emotive conversations – if they are cross or sad because of their feedback its because they care.

Make the benefits of peer assessment clear:• If you can help others to progress you will grow and develop yourself• Seeing someone else's efforts makes us view our own more objectively• You are helping someone else – altruistic actions make us feel great

Train students to do it well: • Ask students to assess the quality of the peer assessment they receive• Have a comments bank on the wall• Model the language yourself• Don’t settle feedback that’s not useful – encourage students not to either

(What's in it for me?)

More Feedback Please!(But not more work)

plan peer assessment and self-assessment opportunities, for example with 'pair and share' opportunities during class questioning

provide children with clear success criteria to help them assess the quality of their work

train children over time to assess their own work and the work of others, and develop an appropriate language

Watch for incorrect answers or misconceptions and gently point out the flaws

Correct common errors to the whole class. Correct personal errors in private

Ask students to email feedback to each other

Write a note to students struggling that encourages them to press on

Print a correct answer/example so that students can visit it to measure their progress

Give quick brief feedback as soon as possible

Supply information about what the learner is doing, rather than simply praise or criticism

Dart boards The inner circle was = “right on,” the next circle = “working on it,” and the outside circle = “needsimprovement.” Model its use, use it as a group, andthen, when students are ready, use it to peer and self-assess.

Traffic Lightsgreen moving forward confidentlyyellow moving forward cautiouslyred stopped

Return work with symbols that meant one of three things:• This work is better than previous work.• This work is not as good as previous work.• This work is of the same quality as previous work.

Feedback Can Take the Form of Altered Teaching

Glow and Grow highlighters: Yellow = you have met or exceeded expectationsGreen = room for improvement

More Feedback Please!