Effective FeedbackFormative assessment and effective feedback at Manor Lakes College

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“Formative Assessment and Effective Feedback”

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“Formative Assessment and Effective Feedback”

Today’s Learning Objectives

By the end of the session I will be able to:

Explain the difference between formative and summative assessment

Differentiate between descriptive and evaluative feedback

Explain the three essential feedback questions

Explain the four levels of effective feedback

Why is this important?

Low achievement is often the result of students failing to understand what teachers require of them

(Black & Wiliam 1998)

Effective feedback can result in as much as a 37 percentile point gain in achievement

(Darling 1989)

The most simple prescription for improving the quality of teaching must be “dollops of feedback”

Effective feedback leads to students increasing their effort and employing more helpful strategies.

(Hattie 2003)

Formative Assessment Assessment for Learning

Formal and informal processes teachers and students use to gather evidence for the purpose of improving learning

Takes place in the classroom

Used as a diagnostic tool, at the beginning of a new unit/topic

Used to track learning during the instructional process

Provides information to determine instructional next steps

Does not result in a grade

Summative Assessment Assessment of Learning

Assessments that provide evidence of student achievement for the purpose of making judgment about student competence or program effectiveness

Conducted at the end of teaching to determine mastery of standards and gather evidence of learning

Administered periodically

Used to inform others about the student

Used to make judgments about the student and programs.

Feedback – The Purpose

The purpose of feedback is to reduce the discrepancy between a student’s current understanding and the desired goal.

HOW does feedback close the gap?

Describes qualities of work in relation to the learning targets

Makes observations about students’ learning processes and strategies that will help them figure out how to improve

Fosters student self-efficacy by drawing connections between students’ work and their efforts

The 3 feedback questions

Where am I going? Use examples and models of strong and weak work Linked to the Learning Intention

How am I going? Informed by formative assessment What can the student do now?

How do I close the gap? What does the student need to do in order to move from

where they are now to where they need to be?

Descriptive vs Evaluative Feedback

Descriptive Feedback Evaluative Feedback

• Provides specific information in the form of conversations and written comments

• Helps the learner understand what he or she needs to do to improve

• Is a crucial part of assessment• Describes what a student has

achieved• Suggests better ways of doing

things• Describes why a response is

appropriate/inappropriate• Praises the work, or process, not

the student

• Tells learners how they compare to others

• Provides a judgment summarizing the quality of the learning

• Is a direct result of summative assessment

• Praise, rewards and punishment are much less effective at closing the gap

• Praise for the student is rarely directed at addressing the three feedback questions and so is ineffective in enhancing learning

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The 4 Feedback Levels

Each feedback question works at four levels

The Task Level How well tasks are understood/performedE.G. What types of words are you looking for? What does the question ask you to do?

The Process Level The main process needed to understand/perform tasksE.G. What do you need to do to move ˆx from one side of an equation to another?

The Self-Regulatory Level Self monitoring, directing and regulating of actionsE.G. What strategies can you use to find the correct answer? What other ways have you tried to answer this question?

The Self Level Personal evaluations and affect (usually positive) about the learner (least effective)E.G. You have done a really great job. You have used your knowledge really well to answer this question

Think-Pair-Share

Think of a learning objective that you have recently taught or are about to teach.

Create questions or feedback statements that address each of the 4 feedback levels for this learning objective

Talk to the person next to you and compare your questions and statements

Newman questioning technique

1. Read the question to me

2. What does it mean?

3. What do you have to do to get the answer?

4. Get the answer

5. Does the answer make sense?

Peer to Peer feedback

80% of feedback comes from peers, and most of it is incorrect

Positive relationships in the classroom between peers increases the likelihood of feedback being considered as constructive and not hurtful

Prompts can be very useful to assist peers in providing each other feedback

Peer feedback can occur after formative assessment and summative assessment

Peer Feedback Prompts

Content How successful have I been in explaining the three feedback

questions? What could I have done to better explain the three feedback

questions?

Preparedness How well prepared is my presentation? What could I have done to be more prepared?

Delivery How well have I integrated non verbal communication skills into my

presentation What could I have done to better integrate non-verbal communication

skills?

Prompts can be easily adapted from a marking rubric.

Prompts should enable students to receive feedback on all key knowledge and skills

Create

Using the provided rubric, or one of your own rubrics, create a list of feedback prompts that could be used to deliver effective peer to peer feedback.

Share your prompts with the person next to you. What suggestions do they have for improving your prompts?

Success Criteria

I can:

Explain the difference between formative and summative assessment

Differentiate between descriptive and evaluative feedback

Explain the three essential feedback questions

Explain the four levels of effective feedback