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In music group work, as we walk around to give feedback during groupwork, we point out only one key critical issue and guide students how to do it... fulfilling (1) and (2). But (3) makes me pause and think.. how do we encourage them to go beyond. Does that feedback leverage them to solve beyond what was pointed out?

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Where am I in giving feedback to my students?

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Where am I in giving feedback to my students?

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I like the videos and information about feedback that helps students move forward in their learning. One thing that stands out is the affective part of the students when they received feedback from their teacher, are they happy and motivated enough to learn and not make the same mistake, or even have the desire to learn beyond what is taught.

While I am awe and convinced that feedback literacy is a lifelong skill to have for everyone of us, I am trying to reflect on my own feedback practices.
1) What kind of feedback have I been giving? - Class, group and individual through written form, peer-peer feedback
2) Has the feedback been effective and meaningful for students to move forward? Some observable outcomes are their ability to apply what we have taught; a bright spark indicating their 'Aha' moments; being attentive in class fairly consistent.
3) Have the student learnt from the feedback given? - Often when I mark and write a comment in composition and Science answers, I wonder if the student has understood what I have written. I have allocated time for them to take a look at the comment and clarify with me. I have left questions as part of my comment.

I can go on in writing what I ought to reflect in terms of feedback. The act of being inspired has caused me to think deeper on my own practices, to seek areas that I need to improve in.

One guiding principle when I reflect on feedback is how do I learn myself and how has feedback helped me in my own learning. This has helped to empathies with my learners when I give feedback to them.

Vincent Lee

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I strongly believe that the purpose of assessment feedback must be of value for students learning. Feedback serves to motivate students to do better regardless of the platform. Feedback given as a teacher, professionally can be done via various platform and mode I.e. video recording, peer and teachers feedback through rubrics and verbally.
Connect: Points of feedback must be clear in terms of stating the learning objectives and bite-size indicators that help students to see the success criteria. For example, Teachers can always start with WALT or We Are Learning To.. approach. This approach can help students see the intent of the learning that will be taking place.
Extend: With that, students will work towards the expected learning goals in improving the performance. For example, students will keep on trying specific task with feedback from various sources e.g. video analysis of a skill or task in gymnastics e.g. forward roll. Through video, I believe it serves as a powerful tool for the students to improve the task performance.
Challenge: Different students will take feedback in different perspective of the intend. The main challenge is to design the feedback tool that allow and encourage the students to think and improve in the planned activity. What type of questioning techniques shall I adopt? What points of feedback are relevant and sustainable for improvement to help the students so students can apply the learning? Those area of factors for assessment considerations.

Harrie

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Long term effect on learning and continuous improvement and ownership (Big Idea 2)

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Long term effect on learning and continuous improvement and ownership (Big Idea 2)

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When a child knows how to improve, with effort, there is a higher likelihood that he will be motivated. This will drive his effort and harness his ability, and ownership to even asking for help to achieve his desired outcome.

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From the perspective from a practioner, I see the 3 ideas as a continuum rather than as separate ones. Idea 1 is a given and to be expected from all teachers eventually leading to idea 2 and 3. A successful practitioner of all 3 ideas will be very effective but each teacher should be given the necessary support to level themselves.

The 3 ideas also affects the affective development of the students. Once students can find and fix gaps on their own, it is hoped that they will want to fix their gaps and go beyond. This requires the practioner to possess certain skill and finesse in a class of varying readiness.

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Be more selective of words so that they are encouraging and gives instructions as to what to do to improve

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A GOOD start to self-assessment

I thought the 3 ideas were linked, like one idea leads to another in bringing out the impact of an effective feedback.

Idea 1: getting the ball rolling

As a start to an effective feedback, i believe its important for us to begin with the positive ones. This can help learners to be comfortable and eliminating fear that they have for the subject. Then begin with us assessing the smaller gaps or gaps that are not complex and can be handle by the learners.

Idea 2: getting students involved in assessment

Once learners open up to learning and re-learning, they get to practise the cycle (learn-reflect-relearn-learn). When u do something all the time, it becomes a habit. So with that good learning habit, i believe learners are ready to take charge of their learning process. Interesting way of getting learners to prepare own checklist which determine the steps to take so as to avoid getting same mistakes again. And shld they come across the mistake, they can refer back to the checklist and reflect where did they go wrong.

Idea 3:

To me, idea 3 is the highest point of the effective feedback. It allows these learners to challenge themselves in their thinking - so whats next?

Ju

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While the underlying beliefs to effective feedback are much relevant to the students and would certainly help them close their learning gaps and gain greater ownership of their learning, in reality, teachers face limitations to the time they have to write effective feedback and to a certain degree, worry if their feedback could be interpreted negatively and used as 'evidence' for parents/students to challenge them.  It takes skill for teachers to effectively pinpoint the students' learning gaps through a piece of written work and when we are able to do so, writing 'See Me' is a much faster way to engage the students. Having said that, it would also help to debunk the students perception of receiving a 'See Me' as something negative or to be afraid of. Teacher has to establish the safe learning environment and set the tone that students are here to learn and the best way to learn is through mistakes made. Following up on 'See Me' , would require teachers to set time aside to engage students to identify their gaps and correct their misconceptions.

Amily

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It is not jsut about providing feedback but whether the feedback we give our students help them to work towards improvement. When they see the feedback given to them, do they want to be good enough to fix their gaps and even go beyond fixes and gaps? OR are the feedback given to them just string of sentences that they read and forget?  Do we write our feedback from the learner's perspective? Writing useful feedback is really not easy and it is time consuming.

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From the article, the biggest take away for me is a shift in mindset.
"What should the teacher do? (a) Tell the students what their weaknesses are without reservations, or (b) Tell the student what they are capable of achieving."
As a father of a Pri One girl who dislikes Chinese, the examples given really gave me food for thought. I had often just told her what are the strokes that are wrong in her characters without encouraging her to do better.
Similarly, the urge to simply correct a mistake for my students need to be curbed and it should be rephrased as a form of encouragement to provide hope.

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I used to think that feedback is about student performance and helping them to improve their AFIs. Big idea 2 helped me understand that it should build their motivation to want to do better and close their gaps. The example shared by the teacher on providing positive feedback is an idea that I will be bringing back to school especially on providing comments with positive connotations.

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Ah-Ha Moment - Giving an Effective Feedback to students 

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Ah-Ha Moment - Giving an Effective Feedback to students 

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The three examples found in the blog clearly defines what an effective feedback to students looks like. I really agree that the one of the keys to effective feedback is to make students want and be good enough to fix the gap. I resonate with the second example very strongly and many times I would also write positive feedback on the child's spelling list and challenge them to do better the next time round. Parents send me text message to affirm what had been done for the child and they shared that for the first time they saw their child being motivated in learning their Mother Tongue Language. Over times, the students also developed grit and resilience in wanting to learn the language better.  This is no doubt that student's self-efficacy level had increased as well. Having done this, I think I could have done more to make every feedback intentional and worthwhile. Therefore, big idea 1 and 3 actually broaden my horizon on what feedback is about. Especially in the area of composition, what can I do more so that I can help my students to develop the capacity to make accurate judgement in improving his/her composition writing? I like the idea of using a two different end of examples to help the student differentiate a good composition writing looks like. Furthermore, how students can do simple exercises on self-checking to ensure they understand what the good criteria for good composition writing are. In the video, a question that I would ask myself from now onwards, does my feedback about 'showing' or 'telling'. In conclusion, big idea 3 also shed lights on why is it important for students to go beyond fixes and gaps. The example given to reflect this idea had without doubt given me ah-ha moment, that is in future I could also provide student a checklist (with appropriate learning outcomes) when they are attempting their composition writing. This would encourage some form of deep leaning and meta-cognition for the student in the long term. Hence, a greater meaning to what they are learning and why they are leaning. :))

The limitations to these wonderful idea would be the time and resources available to ensure the ideas could be effectively actualised.

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How did the three Big Ideas connect-extend-challenge your thinking on what would make the feedback practice more effective?

From helping students to find and fix their learning gaps, to making them want and good enough to fix and gap and finally making them go beyond fixes and gaps, I think all these would have voiced down to the strategy the teacher can take in order to motivate the students, be it the higher or lower abilitied students.
We can introduce thes BIG ideas to our teachers but if they are not giving valuable feebacks that are of use to the students' improvement, it is equally as good as giving them the feedback as Well Done! Actually how well have they done? Did we clearly address that? Or if we put down our feedback as you can do it better, how do we expect the students to understand which area they have to improve on. Hence I find that teachers' use if feedback is very impotant. It signals to students where and why they go wrong.
However, an area of challenge will be do we have enough time to provide feedback to all our students? Though we can say that those students who are motiated already need not be feedbacked that much, they also need words of affirmation. Hence the question is, for a full class of 40 students, can we provide useful feedback to all?

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My understanding of feedback has always been to provide feedback and it needs to be instantaneous after marking the work. I did toy around with the idea of getting the students to try refining their answers after the feedback.

I will now consider getting the students creating a checklist for the procedural steps to help them build their accuracy and confidence to their work. especially for the graphs.

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Give them just enough clues, Motivation and Practice opportunities

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Give them just enough clues, Motivation and Practice opportunities

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Big idea 1- helping students to spot the gaps and give them enough clues to help them plug the gap. Tendency for teachers to spoon feed and provide all the answers but it is better to help students think and evaluate in parts to arrive at a better answer.
Big Idea 2- everyone can do with some motivation to achieve better. Spur and ignite their inner desire to want to do better, sometimes students just need a little extra nudge.
Big Idea 3- students must be given the opportunity to practice and apply what they have learnt from teachers or classmates collaboratively.

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2 points were AH HA practices that I will try out when I am back in school

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2 points were AH HA practices that I will try out when I am back in school

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We always feel pressed for time. It was nice to see Example 1.1 show how a well-thought and designed worksheet can encourage metacognition in our students, by making them think about their solutions and how to refine them further, even if they might still not give the "perfect" answer still. I would try to factor in "Refined answers" in my math worksheets, as opposed to "Corrections".

Example 1.2.1's comment was also a refreshing one to see and the first time I saw "Yes/No". This will definitely work better than "See me" and "you can do it", as non-action (not approaching the teacher). Beyond being encouraging, the teacher is also making it very explicit to the student that not coming forward to seek help is a choice that he/she makes with consequences; e.g. indicating that they do not strongly want full marks.

♫ Jeremy

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Big Idea 1 - Helping students to find and fix their learning gaps - more on developing their capacity and to assist and support them on how to improve. It has to be more of showing them how to do so vs telling them.
Big Idea 2 - Students do want to be good enough to fix their own gaps and to motivate them to use the feedback for long term. They need to understand that feedback given is not criticism and to develop that growth mindset to want to improve. Positive feedback can then give the students more opportunities on how to do even better.
Big Idea 3 - Persuading them to move out of their comfort zone to go beyond fixes and gaps.

It is all about taking ownership of their learning progress, guiding them to be self-regulated learners and sustain learning long term.

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I have always thought that checklist should be prepared by the teachers to guide students along. After having read about how the teacher got the students to create their own checklist, I realise by getting students to do that, it would naturally get the students to think through the steps in getting something done and that helps them to internalise them readily. This is more effective than having the teachers trying to drum the steps into the students memory spaces.

Getting students to analyze their own answers and write down their own proposals for an improved version helps them to verbalise their thoughts tangibly. In this way, students can always refer back to their thoughts as they work on their improved answers. To have both the sets of answers in the same paper, also helps students visually see their own improvements as well as to tick against a mental checklist that they have addressed the missing gaps in their answers.

Hmmm, these are definitely worth trying out for composition writing!

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As teachers, we are often fixated on identifying where the error. We are of the mindset to direct the student to where fixing is required.

Hence, this idea of focusing on the potential and not the current ability is really powerful. As a learner, this gives the student hope and motivation to strive to do better. Coupled with feedback on how he can improve, the student will then take the necessary steps to do better.

Teck Chuan (Ben)

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"The key to effective feedback is persuading students to go beyond fixes and gaps." I often find myself chasing student to act on their feedback at times. Maybe they don't see the need to improve because they are satisfied with where they are? Maybe the effort they need to put into to see the next level over weight their motivation? I find this an uphill task at time as my subject area is consider as an electives and will most likely to be sacrifice when compare to a core subject. I believe when it comes to going beyond, it may require change of how student perceive the subject and how far they are willing to go to pursue their passion.

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The ultimate goal of assessment is to get students to take ownership of their learning process. Students sometime only act on marks than feedbacks. There times that I gave feedback to students regarding their composition writing and how to improve. But they more interested in did I pass or fail. Do I need to do corrections.

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How do the three Big Ideas connect-extend-challenge your thinking on what would make the feedback practice more effective?

The mindset shift of providing feedback just to get student to do their corrections is necessary and important. The 3 big ideas each in my opinion increases in "impact" from big idea 1 to 3. Big idea 1 shifts the focus from the teacher in providing the answer to students finding the gaps and fixing them. Big Idea 2 further builds on this and motivates the students to want to close these gaps. And Big Idea 3 makes sure that the gaps that were closed empowers students to make connections and meanings in further learnings.

All these requires deliberate careful planning as well as execution for it to materialize. And it is a more achievable if we as MMs work with each other as well as those under us to work towards this goal for effective AfL.

regards

Dennis Lim

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I think the concept of providing feedback given should shift from just writing down 'good work' or ' needs improvement' to providing constructive feedback where we can exactly pin point which part of the work is done well and which question requires more attention. We need to be able to show the students where the students are lacking in there write-up and maybe provide prompts to lead them into fixing their gaps.

More importantly, I think there must be a platform for the students to be able to exercise on fixing the gaps or to improve their work based on the feedback given so that we can be sure that our feedback given has been encoded by the students.

Peiyun

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How can I help my students accomplish the three big ideas? Routines and culture building as well as rapport and resilience on my part will probably be a good start to get my students to take the first steps; providing positive and actionable feedback. Building on that the students can then work on fixing their learning gaps, using feedback to foster sustainable learning and become self-regulated learners.

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My thoughts …I like the ‘You could get full marks actually, do you want? Yes/No’.This feedback is so direct and easy to understand, especially with the teacher’s guidance.A lot have been spoken about Big Idea 1 in schools.  How about Big Ideas 2 and 3?  How do we make students want to be good enough to fix the gap? How do we persuade students to want to go beyond fixing the gap?  This is especially tough when students have no interest in the subjects.

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My thoughts …I like the ‘You could get full marks actually, do you want? Yes/No’.This feedback is so direct and easy to understand, especially with the teacher’s guidance.A lot have been spoken about Big Idea 1 in schools.  How about Big Ideas 2 and 3?  How do we make students want to be good enough to fix the gap? How do we persuade students to want to go beyond fixing the gap?  This is especially tough when students have no interest in the subjects.

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How do the three Big Ideas connect-extend-challenge your thinking on what would make the feedback practice more effective?

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How do the three Big Ideas connect-extend-challenge your thinking on what would make the feedback practice more effective?

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I see the 3 Big Ideas as increasing level of students' self-directedness.

1) Help students find and fix their learning
Teachers give feedback and provide opportunities for students to unpack success criteria so as to equip them with the basic skills to self-evaluate.

2) Make students want and be good enough to fix their gap
Teachers create safe and encouraging environment (eg. positive feedback) for failure and growth so as to build students' motivation to be independent.

3) Persuade students to go beyond fixes and gaps
Structures can be put in place to allow students to self-regulate for the long term.

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Teacher moves beyond GIVING to FACILITATING feedback (by Zi Rui)

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Teacher moves beyond GIVING to FACILITATING feedback (by Zi Rui)

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I always think the the teachers are best at giving good feedbacks to students because afterall they know best about the expectations and standards they are looking out for, isn’t it? Especially for younger primary school students, how would they know enough to give good feedback?

Now, I realized that the skillful teachers would not just give the feedback, they facilitate the feedbacks for the students to have conversations to discover the gaps for themselves. They spur the learners to desire to achieve the next level by nudging them, beyond just writing encouraging words to affirm efforts. They, in few words could give the ownership to the child for him for their learning (example of the Chinese spellings).

To facilitate the feedback effectively for students to work on requires clear purpose, investment of time and skills to converse with the students for them to be discover their gaps. The good practices listed spark off ideas on how effective feedback and responses are possible without the teacher being the only one writing and giving all the feedback. Like what Benjamin Franklin said, “Tell me and I forget, teach me I may remember, INVOLVE me and I learn.”