the power of feedback hattie & timperley (2007) from review of educational research, 77(1)
TRANSCRIPT
The Power of Feedback
Hattie & Timperley (2007) from
Review of Educational Research, 77(1)
The Meaning of Feedback
Info provided by something/someone regarding performance or understanding People (teachers, parents, peers, self) Things (books, computers)
Purpose—fills the gap between what is understood and what needs to be understood
How can this gap be closed?
Affective Processes effort motivation engagement
Cognitive Processes restructuring confirming correctness indicating more information is available or needed indicating alternative strategies to understand
information
Some types of feedback are more powerful Most powerful—involving students who
received information about a task and how to do it more effectively.
Least powerful—praise, rewards, punishment
Why might extrinsic rewards yield a lower effect size?
See p. 84
Read the excerpt
The last paragraph on p. 84 that continues over to 85-86
The authors review Kluger and Denisi (1996) In it they indicate that “the power of feedback
is influenced by the direction of the feedback relative to performance on a task”
What does this mean to you? Think (30 sec); Pair (1 min); Share
How feedback works
If we want increased “effort” and more “responsibility” then…
…the intended goal (aka learning target) needs to be: Clear; Highly committed to; Student belief that success is within reach
The teacher’s role:Reduce the discrepancy between current and desired understanding by engineering a different kind of learning environment
Reducing the Discrepancy
Engineer an environment whereby Attribution is: Internal and; Unstable
This is done by creating a learning environment in which students develop self-regulation and error detection skills
Dylan Wiliam’s Aspects of Formative AssessmentWhere the
learner is going Where the learner is How to get there
TeacherClarify and share
learning intentions
Engineering effective
discussions, tasks and activities that elicit evidence of
learning
Providing feedback that moves
learners forward
PeerUnderstand and share learning
intentions
Activating students as learningresources for one another
LearnerUnderstand
learning intentions
Activating students as ownersof their own learning
How can teachers assist?
Provide challenging and specific goals
Specificity can be obtained through the use of exemplars and student generated rubrics
Specific goals focus students’ attention Specific goals make the feedback more
directed Specific goals allow for more direct criteria for
success
Hattie & Timperley’s Feedback Model
What is the goal? (where am I going)
What progress am I making? (How am I going)
What do I need to do in order to make better progress? (Where to next)
Where Am I Going?
The learning goals relative to the task or performance Involve 2 dimensions:
Challenge Commitment
Goals relate to feedback in that: They inform individuals so they can evaluate their
actions and adjust The feedback provides information so that students
can close the gap
Can student goal setting help teachers deal with the different skill levels of students within a class?
How Am I Going?
Tells the student (and teacher) what progress is being made
This kind of feedback gives: Information about progress and; How to proceed
Where to Next?
The answer shouldn’t be “more”
These could include: Enhanced challenges Additional self-regulation Greater fluency/automaticity More strategies Deeper understanding
Could this kind of feedback help teachers deal with the different skill levels of students within a class?
The 4 Levels of Feedback
1. Feedback about the task or product (FT) Correct or incorrect— “You left out an important
detail that will help your summary make more sense”
2. Feedback about the process (FP) Underlying methods used to help the student
improve— “Including more descriptive language will help others develop a better picture”
3. Feedback about self-regulation (FR) Self checks on criteria in alignment with the
exemplar— “Look at the rubric and determine if you have met all the quality components”
4. Feedback directed at self (FS) Great job
Group Work
Divide into 3 groups. Each group will explain 1 kind of feedback and provide examples to your colleagues
Group A—Feedback About Task (FT) Group B—Feedback About Self-Regulation (FR) Group C—Feedback About Self as a Person (FS)