The term Feedback means "teacher feedback on students schoolwork"

Feedback is an important part of formative assessments

Feedback gives both the teacher and the student info about how they are doing in relation to the classroom learning goals.

Giving feedback is essential in order to formally assess.

Other skills besides feedback includes clear learning targets, creating clear lessons, and assignments that align to the standards

Feedback should address both cognitive and motivational factors

The context in which feedback is given makes a difference

Feedback should be a part of the learning process

Feedback isn't going to be effective until the student takes the opportunity to use the feedback.

There are 3 formative assessment questions: Where am I going? Where am I now? and How do I close the gap?

Effective feedback shouldn't be given at the end of the lesson or when they turn in the final work, feedback should be actively throughout , and allow students the opportunity to learn from their feedback.

The Formative learning cycle includes: Model and Explain, Guided practice, performance of understanding, formative feedback, improved performance, and the cycle repeats.

Looks at effective feedback through 3 lenses: a microscope lens, a camera lens, and a telescope lens

The microscope lens means to look at the feedback message itself, analyzing what is said or what is written and how the message was delivered

The camera lens means looking at the feedback as an episode of learning, ask the questions: what did the teacher learn from the feedback episode and what did the students learn from it?

The telescope lens means looking at the results of the feedback

Feedback occurs as a part of grading which is a form of summative assessment

In a study, it was found that the "feedback" that was provided to the students was evaluative or judgmental, rather than descriptive. The feedback was not effective.

They also conducted a study of giving evaluative feedback, descriptive feedback, and no feedback. It was seen that those who gave feedback seemed to do better, while those who did not receive any feedback, performed poorly, and were also less motivated.

Feedback would be most effective if it was given without a grade. Students see the grade as more important, so they typically would ignore the comments that were given.

If students see thier mistakes as wrong, rather than seeing it as an opportunity to grow and learn, then something needs to change. If you set the tone that finding ways to improve, then students will be able to use your feedback effectively, and they will strive to improve.

The first studies and theories about feedback are over 100 years old, annd the originally stemmed from a theory called behaviorism.

According to this theory, positive feedback is seen as "positive reinforcement", but negative feedback is seen as "punishment".

Both external feedback and internal feedback will affect a students knowledge and belief, which this aids in self-regulation.

Teacher feedback is not teacher regulation.

Teachers feedback is input that works with the students own internal input, which helps the student decide where they are with their learning goal ad what they need to do.

The effects of feedback depends on the nature of the feedback

Feedback can be the info that drives the learning process or it can be a stumbling block

The most helpful form of feedback is that about the qualities of the work and the strategies used.

Feedback should be given on the task, not the student, and should focus on the learning, rather than performance.

Elaborative feedback focuses on the evidence of what students were thinking

Feedback needs to describe where students are in relation to their learning

Strategies can vary from timing, amount, mode, and audience

Timing: students need to receive feedback while they are still mindful of the topic, assignment, or performance. They need to receive this feedback while they still have a reason to work on the learning goal. A way to gauge timely feedback is to put yourself in the students place.

Timely feedback is not returning the work/grade 2 weeks after the assignment was turned in, it is returning the work within 1-2 days.

Amount: The problem most teachers have is trying to correct every single thing. In the real time teaching, three factors will influence the amount of feedback: The topic in general and the learning target, the typical developmental learning progressions, and your individual students. Your feedback should give students a clear understanding of what to do next. It is KEY that you know your students. Feedback will vary from case to case.

Mode: There are different ways to deliver feedback: oral, written, and demonstrations. Some of the best feedback can simply stem from conversations.

Audience: Feedback is effective when you have a good understanding of the audience. It should be given in a way that the student understands. It all starts with a relationship with your students. You can give both group feedback and individual feedback.

This involves focus, comparison, function, and valence

What to decide in your feedback

Focus: Feedback about the task, feedback about the processing of the task, feedback about self-regulation, feedback about the self as a person.

• Feedback about the task includes info about errors, as well as depth or quality of the work. Most powerful when it corrects misconceptions. One downside is that feedback about the spcific task does not contribute to further learning

• Feedback about the process gives students info about how they approaches the task. It addresses the strategies that can be used to help in the future. This feedback is scaffolding this kind of transfer. They are addressing the students needs while also helping them acquire new skills.

• Self Regulation is the process of students monitoring and controlling their own learning. Students are more likely to accecpt feedback when they are confident in themselves and have confidence that the info will be useful. This enhances self-efficacy.

• Feedback about the person is not a good idea. It doesn't contain info about how to further their learning and it sets the tone that learning is fixed. IT implies that achievement is beyond the students control. It leads to academic fatalism.

Comparison: comparing student work to the criteria for success. Helps the student decide what the next goal should be.

Function: students are less likely to listen to feedback if it is seen as judgment. It is better to point out their improvements. Give students lots of opportunities to practice and receive feedback without a grade being involved. Feedback without opportunity to improve is pointless. make your feedback observational.

Valence: Feedback should be positive. Being positive means describing strengths in the students work and use that to show the students learning . Point out improvements.

Student response is the ultimate way you can evaluate your feedback.

You know your feedback is effective if you have these results:

• Your students do learn—their work does improve.

• Your students become more motivated—they believe they can learn, they want to learn, and they take more control over their own learning.

• Your classroom becomes a place where feedback, including constructive criticism, is valued and viewed as productive.

Word choice matters

Tone matters

We need to learn how to comment that wont shut off learning. Teachers needs to learn to not be passive when it comes to giving feedback

Students need to be able to read the feedback how you intended it to be read

We need to keep in mind what the students know, their vocabulary and their backgrounds when giving feedback

Think Goldilocks: not too narrow, not to broad, but just right

Go for conceptual feedback

try not to be too vague with your comments

Use specific vocabulary and a reason WHY

Affects how the message is heard

Choose language that encourage students to be active learners

It's not kind to always be positive when some criticism is warranted

Show students that even though they may have gotten the answer wrong, that they can do it and that they have control over their learning

Sarcasm has no place in feedback

Can be delivered in many ways: comments directly on the work, annotations on rubrics, or a combination of both

They believe that since students typically pay more attention to the grade than the feedback, that practice should not be graded.

Writing Directly on the Work:

• Write the feedback by or pointing to the area that needs more attention

• constructive criticism

Writing Annotations on Rubrics:

• It's important to outline the expectations before assigning and grading

• Students should use the feedback given to help them in their next presentation

• Feedback us usually in the form of annotations

• Each students work is grades against the same criteria

Writing Annotations on an Assignment Cover Sheet:

• For paper or projects that will be graded with a point system , a cover sheet is the best option

• This helps students generalize the qualities of good work

• Because the criteria is already written on the sheet, it allows the teacher to write specific feedback for each student

Feedback shouldn't be limited to just written feedback

Involves all the word choice that written feedback does, but it is also unique

Be able to speak to the student at the time and place that they are ready to receive the feedback

Formal and structured feedback, informal feedback, and group oral feedback

The only difference between oral and written feedback is that with oral feedback you have less time to make decisions about how to say things

Feedback can be specific to the students particular needs and the feedback is private

Students don't have to worry about what their peers will think of the critique

For older students, written feedback will most likely have more of an impact that oral feedback would

Be mindful of the opportunities when you decide to give feedback

The most common ways to deliver oral feedback: Quietly at the students desk, at your desk, or at a specially scheduled out-of-class time.

"Quick and Quiet" Feedback:

• When you notice the need

• usually about the process rather than about the work

• Most students value the opportunity to have a private converstaion with you about their work.

In-Class Student Conferencing:

• Planned

• because it is planned, the focus can be both the work and the process the student used to do it

• can be done with any subject about paper or project assignments

• can also be done on portfolio work

Out-of-class Conferencing:

• for students who require more time

• can occur before or after school, during recess, or during other times depending on routines

• this conference time should follow the same principles for feedback content

• some students may see seeing you after school as detention

Should be a regular part of instruction

Focus on the task and the process

Can be on the whim or planned

Most common ways to deliver oral group feedback: at the start of a lesson, at the beginning of a review or reteaching a lesson, during students performances, when a test or assignment is returned

Beginning a Lesson with Feedback from the Previous One:

• Begin the lesson with a purpose setting statement or activity

• Provide the class with feedback about the previous lessons accomplishments

• Feedback focuses on the task and the process and is tied directly to the learning goal. It also focuses on the students work

• Connect what the students previously learned to what they are about to be taught and provide time for review

Using a Whole Lesson as a Review of Reteaching:

• Sometimes teachers will need to reteach or review in order to gauge their students understanding

• Allow time to discuss and review the previous lesson

• Reteaching/ reviewing a lesson shows the students that you noticed and were paying attention to their understanding of the content.

• *My field teacher does this strategy a lot, she reviews with the students and basically recaps what she taught the day before.*

Giving Feedback During Student Performances:

• effective feedback is a matter of identifying something as it's happening

• In-the-moment feedback

• Commonly done with coaching or Performance assessment

• Filming and rewatching it with the student can also be a way to give feedback

Giving Feedback when Returning a Test or an Assignment:

• Make sure to review the previous test before moving to the new unit or assignment.

• "Feedback isn't "feedback" unless it can truly feed something."

• Feedback is not going to be effective if you never give them time to reflect

• Whole class feedback sessions is a great way to teach students how to use feedback

Requires yo to understand students' thinking. The best feedback comes from a place of understanding

The Role of Feedback in Effective Formative Assessment:

• "Feedback as an episode of Learning"

• "Teachers who are expert at formative assessment collect evidence of the nature and quality of student thinking, interpret student responses in terms of what students were thinking, and consider what feedback or immediate next step in instruction will address the specific needs."

• Feedback should be an episode of learning for both the students and the teacher

• Teachers feedback is a form a formative assessment that should help students master the learning goal

Self regulation= goal setting that encourages procedure and strategies that push students closer to those goals

Feedback is one mechanism in the regulation of learning. There are many other factors when it comes to self-regulation

If the role of feedback is to participate in the regulation of the learning, then it is formative, not summative. Providing students with comments aids in their self-regulation

Feedback should foster students learning

There are 7 principles to giving good feedback:

• Helps clarify what good performance is (goals, criteria, expected standards);

• Facilitates the development of self-assessment (reflection) in learning;

• Delivers high-quality information to students about their learning;

• Encourages teacher and peer dialogue around learning;

• Encourages positive motivational beliefs and self-esteem;

• Provides opportunities to close the gap between current and desired performance; and

• Provides information to teachers that can be used to help shape the teaching.

  
  

Make Reflection a normal part of your routine

Make checking for student understanding a part of your lesson

A Primary Example:

• The teacher focused on the students background knowledge he already had to connect it to what she was trying to get the students to do in the activity

• She focused on the students thinking, which helped her give the proper feedback.

An Elementary Example:

• Each student received different feedback based on what they knew. One students feedback was more on mathematical communication and vocabulary, while the other student needed feedback on the process of solving the problem.

A Middle School Counterexample:

• The activity the teacher had the students do did not align with the objective. The activity was only related to the topic, rather than connect to the standard.

A Junior High School Learning Support Example:

• The Teacher allowed the students to focus on small parts of the big standard. The students were able to properly meet the learning target for the day and understand the concepts of a persuasive essay. But when it came to the actual writing of the essay, some students didn't understand how to persuade. The teacher gave the student timely feedback and was able to aid the student.

A High School Example:

• The teacher wanted to see students think more deeply about the topic, she added extra directions and practice and had space for student to explain their reasoning on how they came to their solution.She used the students work to adjust her instruction on how to better teach them the concepts.

Feedback can lead to learning only if the students have opportunities to use the feedback

As the teacher, we need to create opportunities for students to practice the feedback shortly after it is given

We have to see if the student learned from the feedback

If students are to improve, they must develop an increasingly complex understanding of them selves as learners, of their learning goals and the criteria for success, and of strategies that help them improve.

Teachers can scaffold types of experiences that will allow formative feedback to the students. We should create opportunities the can help students self-regulate and monitor their learning.

"Next Time" feedback is ineffective. We must structure the opportunities for students to use the feedback that we give them.

Self-Assessment and Peer Assessment are both forms that teachers can use, but they have a place and limits when they are used.

Self-Assessment( internal Feedback) and teacher feedback (external feedback) should help students control their learning.

The strategies that you suggest and model will become part of the students routine and practicing skill.

The more the students are familiar with self-assessment, the more likely students will create their own learning strategies and teacher feedback is less needed.

Modeling is one of the best ways to teach

Incorporate modeling and giving feedback as a part of your lesson, that way the students will see how to do it, and will begin to incorporate it into their routines.

Create a classroom culture where feedback and constructive criticism is welcomed and a part of growing.

Self-Assessment increases students interest in the feedback because it is "theres"

Self-Regulation skills are necessary for using any feedback

Some research suggest evidence that self-assessment is more powerful for learning than peer assessment.

The goal of learning is to have student monitor, evaluate, and make plans about their own learning.

Self-Assessment can increase both learning and self-regulation of learning

Students can keep records of their performance and have time to reflect on their progress. This helps students see where they can improve and make goals and action steps for them to reach that goal. Students are the ones who are asking the questions, rather than the teacher.

Social embarrassment and peer qualifications are potential issues

Some teachers have found bias's when it comes to peer review.

It can be used as a part of the formative learning process, but only if it s done correctly.

It can aid in creating a classroom environment that encourages and values feedback and constructive criticism

Ground Rules for Peer Editing:

• peer review for writing of projects or assignments can be a great source of second opinions... or it can be a waste of time. Make a list of ground rules and post them in the class or hand it out to the students to make sure they know the expectations.

Peer Assessment of Class Presentations:

• Make sure that students are familiar with the rubric or the framework with which you are using.

• As students go up and present, other students in the class are grading that presentation based on the criteria and rubric. They then will provide feedback to the group

Establish clear learning targets and criteria for every lesson, this will make sure that the students are working to meet the learning target.

If students are mindful of the criteria, they are better prepared for the assignment and will more likely put in their best work. The work will flow naturally from them.

Make sure your lesson matches with the intended learning target

Assignments should have these characteristics:

• Require students to use the content knowledge or skills specified in the lesson's learning target or longer-term learning goal

• Require students to use the cognitive process (such as recall or higher-order thinking) specified by the learning target

• Specify the criteria for good work (which will be the criteria for both feedback and final evaluation)

• Provide students with complete and clear directions

  
  

Rubrics should include language that the students can understand

Make rubrics with appropriate goals for the assignment and make sure that students are able to understand it

The teacher had the students translate the rubric in their own words, this way the students were able to understand it in their own terms and had a say in the grading process. This activity alone aids in comprehension

Feedback from the previous lesson should aid in the work and studing for the upcoming assignment.

Students will know what to look for while working, which will aid in their practice and will ultimately help them when it comes to the assessment.

Build opportunities to give and receive feedback that students will incorporate into their paper or project.

Self-Regulation can play a part in this, if it is done correctly

Formative use of Summative Assessments:

• The intention of feedback should be formative, which helps students learn. And the best form of feedback happens when students have time to work on what was given to them.

Giving Feedback when Returning a Test or an Assignment:

• Make sure to review before giving the next assessment or starting the next unit

• Clarify the relationship between the learning target and what you're doing when you give feedback. be Explicit.

• Structure the test so its a learning opportunity rather than just about a grade.

• The teacher created a chart that the students are to fill out and explain their reasoning behind why they might have gotten the answer wrong. Turn it into a teachable moment.

Some kinds of feedback are more useful in some areas better than others

Raise awareness, organize, reflect- This is a goal for both the teacher and the students

This get students actively engaged in their reading

On top of writing down her observations, she created a Progress Sheet for each student- this would help the teach determine what the student needs to work on next

Progress sheets gives students concrete goals they can achieve

During this activity, the teacher used all 3 lenses, the micro view, the snapshot, and the telescope view.

Make sure the feedback matches the learning target for the assignment

If the student is only focusing on fixing the errors, then they will not learn from their mistakes in the future. Pin point what the student did incorrectly, and write down how they can correct that mistake, rather than just stating that it was wrong. Give students the opportunity to see what they can work on , and give them steps to accomplish the goal.

Always have your criteria next to you when you are grading and planning on giving feedback

It is so important that you know the way your students think and work things out

The presentation of giving feedback can be up to the teacher whether it is oral or written and is up to the context of the situation. This just comes down to knowing your students.

You yourself must know what to do before giving that feedback to your students

Allow students to look back at the feedback and give them the chance to revise based on your feedback

There are 4 steps to successful problem solving:

1. Figure out what is being asked

2. they define and make mental representation of the problem

3. Identify strategies to use

4. Evaluate the solution

Feedback with math should start with what the student has done, not with what they haven't done. Look for the steps.

Feedback can be sharing with the students what they can do the next time, and provide them with similar problems to work out themselves, using that feedback

The first step assignment should not be graded so strictly, but rather, see what the students understand and can comprehend. Then give the students the formative assessment with the exact criteria you are looking for.

Give students feedback about their process, notice their strengths and weaknesses and always keep the criteria in mind

This can also be done using peer feedback

If group work is used, give feedback on their collaboration and communication.

In each of the steps, the teacher has the opportunity to see how the student thinks

Be sure to adjust your feedback depending on your different learners. Not everyone learns the same, so keep that in mind

You can adjust the content and message, you can learn from it and have students learn from it, and you can give students advance learning

Everyone student needs feedback, but giving feedback to high achieving students may be challenging and delayed, but low-achieving students feedback should be immediate and directive.

Feedback is not the only thing that may need to be adjusted, but instruction as well

Do self-assessment

Don't make neat distinctions between formative and summative assessment

They are empowered and motivated by their own learning and growth

Successful students need feedback just as much as those students who may be performing lower

Focus on the task and the process. Make suggestions for the next step. Learn from the students what successful students thinks

Benefit from feedback that helps connect the process with the results

Teachers can scaffold the process

Strategies are huge for this group of students, and sometimes it may take a few before they are able to comprehend it for themselves.

Help students see what they did right, rather than what they didn't do

Task-focused feedback and then make one suggestion for improvement

Break the goal into small manageable tasks

When giving feedback to struggling students, be sure to check for understanding

They need scaffolding, step-by-step opportunities to use feedback

They need to be able to hear and understand the feedback

Deliver in academic english, rather than conversational English

Match your feedback to the students proficiency level as much as possible. Feedback is only useful when the student is able to understand it

Context is super important as well as the subject matter

Feedback must deal with the negative feelings first and then provide just enough information so that the student has the confidence to understand and use it.

Pay attention to the tone of the students, when students are reluctant to learn or to receive feedback, it is often because they feel like a failure.

Focus on Self-Referenced work, and point out areas that the students performed well at. Compare past work to current work

It will take small steps