Coventry E P S

Coventry EPSPsychology for You

Coventry EPS

Use of Effective Feedback to Improve Pupil Attainment

Tile Hill Wood School and Language College


2010-12

• Focus Group on Effective Marking

2013

• Whole school and departmental marking policy• (2 stars and a wish focus)

2014

• Embedding and moving forward

2015

• Whole school priority• Effective feedback as a CPD focus


Overview

• Rationale• Defining effective feedback• Models and principles of effective feedback• Summary and next steps


Rationale • Sutton Trust Research drew upon thousands of

studies and reviewed >20 approaches to improving learning.

• Providing effective feedback was identified as the most cost-effective approach. One study estimates impact to be x124 greater than reducing class sizes.

• The Sutton Trust reports a gain of +9 months. An AfL study indicated an impact of half a GCSE grade per student per subject.

• Requires sustained professional development.


Activity 1

Define: What is feedback?

Discuss with your partner and attempt to write a brief definition


Feedback

Advice Praise Evaluation


Defining feedback• How we are doing in our efforts to reach a goal (Wiggins

2012)

• Feedback provides information that fills a gap between what is understood and what is aimed to be understood (Sadler, 1989)

• Feedback reduces discrepancy between current understandings or performance and a goal (Hattie, 2007)

• Feedback provides a recipe for future action (William, 2011)


Sports Example

A student runs the mile in track. The goal is to run a 5 minute mile. At the end of each lap in practice races, the coaches yell out the times for each lap and bits of feedback (“You’re not swinging your arms”) followed by advice (“Pick it up, you need to take two seconds off the next lap to get it under 5:10”).


A model of feedback (Hattie, 2007)

Feed Up Feed Back

Feed Forward

Where am I going? How am I going? Where to next?


A model of feedback (Hattie, 2007)

Task (FT) Process (FP)

Self-regulation

(FR)

Student(FS)


“You need to include more information about the country’s economy.”

“You are a great student, well done!”

“This paragraph would make more sense if you used the strategies we talked about earlier.”

“You know the key features of a persuasive text. Check to see if you have used them in your opening paragraph.”


Example

Good girl, that is correct

Feed BackStudent (FS)

Task (FT)


Activity 2

Using Hattie’s model, categorise the following 8 feedback statements:

FT / FP / FR / FSFeed Back / Feed Forward


1. You need to include more adjectives in

your poem.2. You’re a star!

3. You have applied the grid method really

well

4. You have included 9 of the 14 capital cities.

Check the map and find the missing 5.


5. You should have listened more.

6. Use the blending technique that we

discussed.

7. You overcame your nerves and

gave a clear presentation.

8. You need more examples in your

report.


Which is most effective?

A. Grade

B. Comment

C. Grade and comment


Grades, Praise and Feedback

• Mixing praise with other comments can reduce the impact of feedback. Feedback through comments alone led to learning gains, whereas marks alone or comments accompanied by marks or giving praise did not (Butler, 1988)

• Grades do not lead to improvements in subsequent work (Kohm, 1994). Therefore, grades should be reserved for summative feedback.

• Grades are most beneficial when they are linked to explicit criteria which enables feed back and feed forward.


View Praise and Feedback Separately

• But students do like praise. Sharp (1985) 26% of adolescent students preferred praise loudly and publicly. 64% preferred quiet and private. 10% preferred nothing at all.

Feedback Praise


Summary

• An integral, yet complex component of teaching.• Effective feedback is not praise, advice or evaluation.• Effective feedback is the 3Fs.• FT and FP are most beneficial, FS is least.• Keep feedback and praise separate.• Where possible, reserve grades for summative.• Preserve self-esteem by emphasising what’s right.


Next steps – WOW weeks

• Over the next two weeks reflect and evaluate on the feedback you have been giving

• Consider your strengths and what you can do differently with feedback

• Buddy up with somebody in your department and take a couple of books along to discuss your findings


A whole school approach September 2014 onwards

We are going to develop the ideas we’ve discussed today through:- Department meetings- TSP foci- CPD / sharing good practice & learning from

each other- Student voice- Continued external support

Coventry E P S

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