Week 5 What is feedback looks like?

Activity Center 1: Descriptive Feedback Quotes: What the Research Says

Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Hattie & Timperley (2007)

Feedback is information students and teachers share during learning so that students can close the gap between their current level of performance and the learning goals. Growing Success (2010)

Learning is more likely to be fostered when feedback focuses on features of the task (success criteria) and emphasizes learning goals. Kluger & DeNisi (1996)

When students know that there are no additional opportunities to succeed, they frequently take teacher feedback on their performance and stuff it into desks, back packs, and wastebaskets. Reeves (2004)

In giving students descriptive feedback, you have modeled the kind of thinking you want them to do as self-assessors. Chappuis (2005)

[Sadler] argued that it was insufficient simply to point out right and wrong answers to students. For assessment to be ‘formative,’ a student must:

- come to hold a concept of quality roughly similar to that of the teacher

- be able to compare the current level of performance with the standard

- be able to take action to close the gap. Shepard (2005)

A major role for teachers in the learning process is to provide the kind of feedback to students that encourages their learning and provides signposts and directions along the way, bringing them closer to independence. Earl (2003)

Praise addressed to students is unlikely to be effective, because it carries little information that provides answers to any of the three questions: Where am I going? How am I going? and Where to next?, and too often deflects attention from the task. Hattie & Timperley (2007)

Good feedback systems produce a stream of data to students about how they’re doing – a flow of pieces of information that is hourly and daily as opposed to weekly and monthly (which is the rate of feedback produced by systems that rely on tests.)

Saphier et al (2008)

For feedback to have maximum effect, students have to be expected to use it to improve their work and, in many cases, be taught how to do so. This is where student self-assessment and goal setting become part of the package. Saphier et al (2008)

The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be dollops of feedback. Hattie (1992)

Activity center 2 compare and contrast: Graphic Organizer

compare 2 videos

https://www.teachingchannel.org/videos/questioning-in-the-classroom

https://www.youtube.com/watch?v=uhiCFdWeQfA