LAURA GREENSTEIN, ED.D. The Power of PURPOSEFUL FEEDBACK LauraGreenstein, 2010 Examiner.com.
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Transcript of LAURA GREENSTEIN, ED.D. The Power of PURPOSEFUL FEEDBACK LauraGreenstein, 2010 Examiner.com.
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LAURA GREENSTEIN, ED.D.
The Power ofPURPOSEFUL FEEDBACK
LauraGreenstein, 2010 Examiner.com
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TODAY’S GOALS
Explore the research on the purpose and value of feedback
Identify quality indicators of effective feedback
Utilize feedback to inform and guide teaching and learning
Q & A: What Are Yours?
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THE TRUE VALUE OF FEEDBACK
Ruth Butler (1986) Students given only comments scored on average 30% higher. (Grades resulted in no gain, grades and comments cancelled the beneficial effects of comments.)
Robert Marzano (2001) Providing feedback yields a 23 percentile gain
John Hattie (2009) Feedback has an effect size of 1.13. The equivalent of one standard deviation
Others: Susan Brookhart, Shirley Clarke, Helen Temperley, Dylan Wiliam, Anne Davies, Carol Dweck, Avraham Kluger and Angelo Denisi
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THE FEEDBACK EXPERIENCE
tvguide.com
Q & A: What comes to mind when you hear the word “FEEDBACK”
You call this lunch!
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FEEDBACK LOOP
FEED UP: Where am I going; What’s the target; exemplars?
FEEDBACK: How am I doing; descriptive, reflective?
FEED Forward: What’s the next step(s)?Medals and Missions: Feedback
clickaclass.com
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Evaluative Feedback
Judgment:A+ workTry harder next
timeGood essayEmerging skills
Descriptive FeedbackFocused on Targets:•Accurate work in discussing the main points. What can you now expand on?•Your hypothesis is a useful proposal. How can you rewrite it as an if…then…statement?•Process was correctly followed but you made a simple mathematical error in step 2. Remember to check your work.
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THE FOCI OF FEEDBACK
Types of Feedback: (Hattie and Timperley, 2007) Task/Performance Process Self-regulation
In the Context of Timing Best Practice Target Audience
douglas.co.us
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TASK/PERFORMANCE
Explain your chart I agree with your data, but consider alternative conclusions also.
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PROCESS
Character needs development
Describe what your character looked like and the way his clothes hung from his body
underwhelmedcomic.com
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SELF REGULATION and DIRECTION
Developing Next Steps http://assessment.tki.org.nz
Tundra.com
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IT’S ALL IN THE TIMING
Wordpress.com
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FEEDBACK TIMING
Immediately in response to a questionImmediately to student misconceptionsSooner for process, slight delay is okay for
taskLonger assignments: within 2 days with a
reviewExpectancy of feedback raises achievement
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Best Practice
Specific
Descrip-tive
Action-able
Under-standable
BEST PRACTICE
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SPECIFIC
Adequate amount and detail:
For the targetTo the
student
Incorrect strategy
Awesome graphing but remember to label your axes.
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DESCRIPTIVE
About the TaskProcessSelf-regulation
Nice opening sentence
Your opening sentence grabbed the reader with descriptive detail and introduced the mystery to be solved.
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ACTIONABLE
Explains: What to doHow to do it
It looks like you worked hard on your poster but it needs more detail
You have a good start with your review of the main ideas in the center of your poster. It would help to use the side panels to provide supporting evidence.
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UNDERSTANDABLE
Can be acted upon
SpecificClear
Good presentation skills
You engaged the listeners through your questioning strategy. Remember also, to make eye contact with your audience.
Cartoon Removed
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SORTING Thru FEEDBACK
Put the # of each example in the more or less effective column
1. Feedback 2 weeks after the end of the unit. (example is below)
2.Rearrange your sentences in this sequence…then add more detail to each one.
3. B+4. I know you can do better with more effort5. Your data is correct but these 2… are in the wrong
category6. Accurate content in your presentation. Next time think
of ways to engage your audience perhaps with…
MORE EFFECTIVE LESS EFFECTIVE
1
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SORTING Thru FEEDBACK
Put each example in the more or less effective column
1. Feedback 2 weeks after the end of the unit.2.Rearrange your sentences in this sequence…then add
more detail to each one.3. B+4. I know you can do better with more effort5. Your data is correct but these 2… are in the wrong
category6. Accurate content in your presentation. Next time think
of ways to engage your audience perhaps with…MORE EFFECTIVE LESS EFFECTIVE
2 1
5 3
6 4
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Q & A: Now You Try It- Respond to this 5th grade history essay with one feedback statement.•Pick one focus•Respond to content or style•Post 1 statement
Essay removed. Please respond to your own chosen student work.
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EMERGING RESEARCH
Questions yet to be answered: Is it more effective In certain subject areas? At certain grade levels? With students from different backgrounds? For students with different aptitudes? With fixed vs. growth mindset? From teacher, self, or peers?
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LOGICAL CONCLUSIONS
How it is used to improve and guide teaching and learning is primary.
Reasonable Recommendations Use feedback as part of a spectrum of strategies Use feedback selectively based on students and setting Use feedback responsively to inform instruction
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TAKE-AWAYS
The mistake I was making was seeing feedback assomething teachers provided to students… it was
onlywhen I discovered when it is from the student to theteacher that I started to understand it better. (Hattie,
p. 173)
Please leave behind: Two stars (what will take away?)and one wish (what else do you need?)
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CONTACT INFORMATION
Laura [email protected]://www.assessmentnetwork.
net
What Teachers Really Need to Know About Formative Assessment http://shop.ascd.org/productdisplay.cfm?productid=110017
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REFERENCES
Brookhart, Susan (2008). How to Give Effective Feedback to Your Students. Alexandria, VA: Association for Supervision and Curriculum Development. Butler, Ruth & Nisan, Mordecai (1986) Effects of No Feedback, Task-Related Comments, and Grades on Intrinsic Motivation and Performance. Journal of Educational Psychology 78 (3) pp. 210-216. Clarke, Shirley (2003). Enriching Feedback in the Primary Classroom. London: Hodder and Stoughton. Davies, Anne (2010). Making Classroom Assessment Work (2nd Ed.) Connections Hattie, John & Timperley, Helen (2007). The Power of Feedback. Review of Educational Research. 77, pp. 81-112. http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ782448&ERICExtSearch_SearchType_0=no&accno=EJ782448
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MORE REFERENCES
Hattie, John (2009). Visible Learning: A Synthesis of over 800 meta-analyses relating to achievement. England: Routledgehttp://books.google.com/books?hl=en&lr=&id=lh7SZNCabGQC&oi=fnd&pg=PP1&ots=dibQRMWb
ZG&sig=vqVQFaWbH-d0BNsqV17HwgaUGG0#v=onepage&q&f=false Hawk, Kay & Hill, Jan (2001). The Challenge of Formative Assessment in Secondary Classrooms SPANZ Journal Kluger, Avraham, & DeNisi, Angelo. (1996). The Effects of Feedback Interventions on Performance: A Historical Review, a Meta-Analysis, and a Preliminary Feedback Intervention Theory. Psychological Bulletin: 119 (2) pp 254-284.http://www.tamu.edu/classes/payne/PA/Kluger%20&%20DeNisi%201996.pdf Marzano, Robert, Pickering, Debra, & Pollock, Jane (2001). Classroom Instruction That Works: Research-Based Strategies for Improving Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development. Sadler, Royce (1989). Formative Assessment and the Design of Instructional Systems. Instructional Science, 18, 119–44. Tunstall, Pat & Gipps, Caroline (1996). Teacher Feedback to Young Children in Formative Assessment: A Typology. British Educational Research Journal, 22 (4).