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Lessons from alternative grading: Essential qualities of teacher feedback. Clearing House

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Lessons from alternative grading: Essential qualities of teacher feedback. Clearing House

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Lessons from Alternative Grading Essential Qualities of Teacher Feedback

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Essential elements of purposeful feedback

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Essential elements of purposeful feedback

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Essential elements of purposeful feedback

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Watch the video.  Then read the article and review the resources.  Finally, answer the questions provided. 

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Watch the video.  Then read the article and review the resources.  Finally, answer the questions provided. 

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You may need to scroll down in the column to see more resources.

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Based on what you learned about the essential elements of purposeful feedback, how well do you use feedback in your own classroom?

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Based on what you learned about the essential elements of purposeful feedback, how well do you use feedback in your own classroom?

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How could you provide feedback in a more effective manner?

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How could you provide feedback in a more effective manner?

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In my Spanish classroom, I use a lot of self-assessment where the feedback is immediate in terms of if the correct words are being used and if the answer is logical. I use both in class techniques (circling and giving individual feedback, answers on the board or aloud, etc) and digital feedback (online practice quizzes, Kahoot, Quizizz, etc).  I feel like I could provide more effective feedback by having more individual meetings with students and using more peer feedback with students and focusing more on the process of the learning vs. just right or wrong.

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In my Spanish classroom, I use a lot of self-assessment where the feedback is immediate in terms of if the correct words are being used and if the answer is logical. I use both in class techniques (circling and giving individual feedback, answers on the board or aloud, etc) and digital feedback (online practice quizzes, Kahoot, Quizizz, etc).  I feel like I could provide more effective feedback by having more individual meetings with students and using more peer feedback with students and focusing more on the process of the learning vs. just right or wrong.

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In an English classroom, providing effective feedback on every completed assignment is impossible. At the same time, what is more useful to students is providing feedback on skills that will continue to be tested and be relevant still after the course has ended. Those are the skills that I spend the most time providing feedback on. I try to give direct criticism on skills that I know they can improve with more clear, direct, personal feedback on what specifically they are struggling with. I like to have individual conferences when I am able because I think students are able to take the most away when I am meeting with them individually. This also allows them to ask questions in the moment which they are unlikely to do if the feedback in written or they are in a whole class setting. To improve my feedback in the future, I would try to provide it at a quicker rate. I believe that more immediate feedback is far more effective, it is just very challenging to do based upon the complexity of the assignment. 

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In an English classroom, providing effective feedback on every completed assignment is impossible. At the same time, what is more useful to students is providing feedback on skills that will continue to be tested and be relevant still after the course has ended. Those are the skills that I spend the most time providing feedback on. I try to give direct criticism on skills that I know they can improve with more clear, direct, personal feedback on what specifically they are struggling with. I like to have individual conferences when I am able because I think students are able to take the most away when I am meeting with them individually. This also allows them to ask questions in the moment which they are unlikely to do if the feedback in written or they are in a whole class setting. To improve my feedback in the future, I would try to provide it at a quicker rate. I believe that more immediate feedback is far more effective, it is just very challenging to do based upon the complexity of the assignment. 

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As a veteran teacher beginning three new courses this year, I always try to be cognizant of purposeful feedback. I began with having every student set a goal and we monitor and assess these goals at midterm and the end of the quarter. In ENG 111, a dual credit class in composition, I spend a great deal of time canvasing the classroom to check on progress and provide feedback and assistance. Students are also asked to give formative feedback to their peers after the rough draft process. I also provide a student conference time for students by posting times I am available to give students one-on-one feedback about the current writing assignment after the rough draft and peer feedback time. In our English 9 lab, I work in conjunction with a marvelous teacher that breaks down the steps of the writing process, and a co-teacher and I give individual immediate feedback to as many students as possible to increase their proficiency in the regular classroom. Finally, in my regular English 12 classroom, I have not had as many opportunities for effective feedback as I would have liked. I have mimicked the conference times for larger essays, utilized turnitin.com for structural and grammatical feedback as well as peer conferencing. In addition, for literature skills and assessment of standards, I have utilized Kahoot, Quiziz, and turning short quizzes back within a day. I honestly feel like English teachers do not have enough time to give as much feedback as I would like.

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Since implementing more technology in my classroom, I have felt that my feedback to students has gotten more and more impersonal. The great push of standardized tests and the need to "move on" leaves me feeling rushed and unable to give personal, one-on-one feedback to students. Even materials that I would grade, spend hours of time handwriting comments, I would often forget to return. I set a goal this year  to grade fewer pieces but make my feedback to students more meaningful. Sadly, I never feel like I am doing enough. Most recently, my sophomores are creating Infographics to go along with their argument papers. I have made it a point to informally conference with each student, discuss what is working, what is not, & encourage them to build upon the strong elements.