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5.2 Provide feedback to students on their learning
Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
Feedback: The First Secret John Hattie Revealed
When John Hattie reviewed over 500,000 research studies,
he found that feedback had more impact on student results
than any other teaching strategy.
By the time he conducted his latest review, published in
Visible Learning he had added an extra 300,000+ studies
to his database, and feedback still comes out on top
How I am going to provide effective feedback?
I will need to:
- provide timely feedback- I have done this well according to my mentor teacher
- give clear, concise feedback related to the learning goals and success criteria
- always identify what was well done, what requires improvement and how they can improve
- use a variety of prompts (e.g., reminder prompts, scaffolded prompts and example prompts)
- give students the required time to act on your feedback
- use descriptive feedback rather than evaluative feedback
- follow up on the feedback to see if students have made the change
Stage 1: What are the students expected to learn?
Look to the Curriculum Framework SCASA and identify what students are expected to learn. Together with the students we decide on the learning outcomes.
Stage 2: How will I know they have learned?
From students work I will gather evidence of their learning, including the criteria used which will determine how well they have learned. I will outline the success of the criteria so that they can use it to self and peer assess.
Stage 3: Develop students' understanding of the success criteria
I will allow students to ask questions for understanding the success criteria as well as provide them with what successful learning looks like by providing samples of work. This will set students up for success.
Stage 4: Co-creating criteria
The students and myself develop the criteria for success. Students can look at the sample of work and determine what has made it successful and what could make it less successful. Students can discuss the criteria among their peers and design it with my assistance so it is written in the language that is understandable.
Stage 5: Feedback based on success criteria
After the success criteria is identified with students, I relay the feed back on the students work samples. I determine how well something is done the areas for improvement and one or two areas that can be improved. I can then ask students to feed me with feedback on the quality of my feedback instruction. I use a 'think-aloud' strategy to model providing feedback on a variety of samples of student work. I point out to students how I am structuring my comments to identify something that was done well, an area for improvement, and a suggestion for how to improve. I emphasise that all of the feedback I am presenting is connected to the success criteria. I then ask students to give feedback on the quality of my feedback instruction.
Stage 6 : Design the learning so all will learn
I intentionally design assessment to occur at certain critical points during the learning where I can engage with students in assessment, determine who is learning and who needs additional alternative or supportive instruction prior to moving forward with the learning. At these points students receive feedback from myself, from peers, and from themselves, and use the feedback to take further action to improve and learn.
WHAT ELSE CAN I DO TO MAXIMISE STUDENT LEARNING IN THE FEEDBACK PROCESS?
Make sure that feedback is related to the learning goals Hattie and Timperley (2007) argue that the “main purpose of feedback is to reduce the gap between current understandings and performance and a goal” (p.86). In this model, feedback must therefore be addressed to three questions:
• Where am I going? (What are the goals?)
• How am I going? (What progress is being made towards the goal?)
• Where to next? (What activities need to be undertaken to make better progress?)
(Hattie & Timperley, 2007, p.86)
Resource: Hattie, J. and Timperley. H. (2007). The Power of feedback. Review of Educational Research, 77, 81-112.