Providing FEEDBACK

Why important?
tips & ways

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What is Feedback?

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“Feedback in educational contexts is information provided to a
learner to reduce the gap between current performance and a
desired goal.”

— Sadler, 1989

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FEEDBACK Feedback is a critical component of an
ideal instructional cycle. Feedback is a
consequence of teaching and a
response to learner performance.

The primary purpose of feedback is to

help learners adjust their thinking and
KEY POINTS behaviors to produce improved
learning outcomes (Shute, 2008).

Why is feedback important?

 THINK Why is feedback important in instruction?

(Bransford, Brown, & Cocking,

2000; Chickering & Gamson, (Espasa & Meneses, 2009; Narciss (Dweck & Leggett, 1988; Hoska,
1987) & Huth, 2004) 1993)

“Feedback is widely touted “Feedback is widely “Feedback can be a major

as one of the most regarded by researchers as influence regarding
important elements for crucial for improving not students’ goal orientations
promoting successful only knowledge acquisition —a factor found to
student learning but learner motivation and significantly influence
satisfaction” student success and effort
in school”

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 REMEMBER

“
Feedback should provide forward-looking suggestions
for improvement and be used to inform revised goal
targets that are at, or just beyond, learners’ current
abilities.
 THE RESEARCH:
How does feedback impact student learning and motivation to learn?

1 2 3 4 5
Feedback can have Feedback affects Evaluative Even praise, when Descriptive feedback
a significant students’ feedback, (e.g., focused on helps students to
impact on motivation to percentage marks, characteristics of learn by providing
learning, but this learn and their letter grades) and the learner rather information about
impact can be perceptions about frequent that on the their current
positive or their intelligence evaluation can characteristics of achievement with
negative and their ability to have a negative the work, can have respect to a goal
depending on the learn. (Black & Wiliam impact on learning the opposite of the and identifying
type, delivery, and 1998, Butler, 1988) and motivation. intended effect. appropriate next
timing of the (Tunstall & Gipps, 1996, (Dweck, 2007) steps (Stiggins, Arter,
Black & Wiliam, 1998).
feedback. (Hattie &
Reference : The basics you can find anywhere 5 Steps To Successful Storytelling Published on April 5, 2014 Featured in: Marketing & Advertising
Chappuis & Chappuis, 2004,
Sadler, 1989)
Timperley, 2007 7
 Important

There is no single type of feedback appropriate

for all learners in all instructional situations
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Does Feedback Improve
Learning?

Feedback is effective if it “feeds

forward” (Moss & Brookhart, 2009,
pp. 44−59)—if it “is used by the
learner in improving performance”
(Wiliam, 2011, p. 120)

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Where am I now?
Feed back

Where am I going?
Feed up

How can I close the gap?

Feed forward

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Reflect:
 Do you give clear, concise feedback
related to the learning goals?
 Do you identify what was done well, and
what needs improvement?
 Does your feedback include how they
can improve?
 Are your students expected to act on
your feedback?
 Do you provide the necessary time for
them to act on the feedback?
 Do you follow up on the feedback?

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What Constitutes Effective
Feedback?

It’s the quality of the

feedback rather than its
existence or absence that
determines its power.
Stiggins et. al (2004)

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FOCUS

Feedback that focuses on what

needs to be done can encourage
all to believe that they can
improve.

Black et. al (2003)

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STRUCTURE
Structure feedback to identify
what was done well, what
needs improvement, and how
to improve
(Black et al 2003, Dixon 2005,Hattie & Timperley, 2007).

This information can be

conveyed orally, in writing,
or as a question that causes
students to reflect.
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 LEVEL Hattie & Timperley (2007) identify four levels of feedback focus, and
state that “the level at which feedback is directed influences its
effectiveness.”

Level of Focus Clarification Examples

Feedback about the task or • information about how well a • identifying whether work is
product task is accomplished correct or incorrect •providing
• may focus on building surface suggestions for improving the
knowledge and having correct level of detail
information
Feedback about the processing • information about the • commenting on students’
of the task processes used to perform the choice of strategies, application
task or develop the product of strategies
Feedback about self- regulation • information about the • feedback on students’
students’ ability to self-monitor decisions to seek help, quality
and direct their learning of their self-assessments,
choice of goals and next steps
Feedback about the self as a • positive or negative • praise about the self (“You’re
person information about the student great”, “Good”) 15
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Descriptive rather than evaluative
feedback. Effective feedback provides
students with detailed, specific
information about improving their
learning.

Descriptive feedback is “linked to the Evaluative feedback, in the form

learning that is expected. It addresses of grades or brief general
faulty interpretations and lack of comments, (e.g. “well done”),
understanding. It provides students with
visible and manageable ‘next steps’ provides some information about
based on an assessment of the work at learning, but does not convey
hand and an image of what ‘good work the information and guidance
looks like’ so that they can begin to take that students can use to
on the responsibility of self-assessing improve.
and self-correcting.” (Earl, 2003).
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Effective
FEEDBACK

CHARACTERISTICS

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1
Relate performance to
standards

“John, your paper did not

include an introductory
paragraph, as shown here in
our exemplar”

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2
Relate performance to
strategies

“Paul, your answer to the

problem is correct. I can see
that you used the right
three steps in solving the
problem”
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3
Indicate the progress students
have made

“Mary, your division has

improved by showing each
step you have used in your
work”

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4
Indicate corrective action that
students can take

“Your understanding of how

to use adverbs can be
enhanced if you work
through a computer
program that is available”
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 5
Give feedback frequently and
immediately if possible

Feedback in a frequent and

timely fashion is much
better than getting it only
after the performance is
completed.
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 6
Give specific and descriptive
feedback

“I really liked the way you

read your story this
morning. You pronounced
the words very clearly and
spoke enthusiastically”
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 7
Focus feedback on key errors

It is best to determine what

is the most significant error
is and what changes will be
most helpful to the student

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 8
Focus on effort attributions

Effort attributions are helpful

because they help establish a
positive self-efficacy that
communicates an ability to
do the word successfully.

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Effective
PRAISE

CHARACTERISTICS

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 PRAISE
Focuses on student effort
and other internal
attributions so that students
know that their efforts are
recognized, appreciated, and
connected to their
performance

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 PRAISE
Is most effective when it is
delivered as spontaneous
but accurate message,
giving the teacher’s
genuine reaction to student
performance, and when it
includes a specific
description of the skill or
behavior that is
commended.
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 Characteristics of
Effective Praise Do’s and Don’ts of Effective Praise

Do Don’t
Focus on specific accomplishments Focus on general or global achievement
Attribute success to effort and ability Attribute success to luck or other’s help
Praise spontaneously Praise predictably
Refer to prior achievement Ignore prior achievement
Individualize and use variety Give the same praise to students
Give praise immediately Give praise much later
Praise correct strategies leading to success Ignore strategies and focus only on outcomes
Praise accurately with credibility Praise for undeserving performance
Praise privately Praise publicly
Focus on progress Focus solely on current performance
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 Praise students simply and directly, in natural language.

“Good, you did a Wow! “This is an excellent job of

wonderful job of drawing Incredible! paraphrasing the story. It
the vase; your lines are is well organized and you
clear and the perspective is Nice job! have captured each of the
correct.” Good work! major elements of the
story”
Excellent!

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

-Saphier et. Al (2008)

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 Feedback strategies

1 2 3 4 5
EBI: HTI: YNS: WWW: PMI
Even Better If How to Improve Your Next What Went Well Plus Minus
Steps Interesting

Reference : The basics you can find anywhere 5 Steps To Successful Storytelling Published on April 5, 2014 Featured in: Marketing & Advertising
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Feedback strategies
 Feedback dialogue frame
 Students complete the first part before receiving feedback. The teacher then provides
the feedback on the form, and the student responds with the plan for what to do next.
Source: Chappuis, (2012)
1. Details
Name:
Date:
Assignment/ task:
Feedback focus:
2. My opinion [student]:
- My strengths are:
- I think I need to work on:
3. Feedback [teacher]:
Strengths:
Work on:
4. My plan [student]: What I will do now 33
Feedback strategies

 Teacher feedback form

Student name:
Title of work:
Conference time:

1. Some things you did successfully:

2. Some things you could improve on:
3. Next steps:

(Note: keep this feedback form to refer to as you revise your work.)

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Feedback strategies

 Peer feedback form

Your name:
Peer reviewer's name:
Title of project:
Two compliments about the work are:
Two suggestions about the work are:

(Note: have the peer reviewer use 'I' statements for this step:
- I would like to know more about...
- I am not sure what this means...
- I would like to know more details about...)
Any other ideas or comments:
(Note: keep this form to refer to as you revise the work.)
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 #take-aways
 There is substantial evidence showing that
feedback is an effective tool to enhance
learning and teaching.
 There is ongoing debate about which
source of feedback has the most potent
effect on learning and teaching.
 Feedback has the greatest impact on
learning and teaching when it is
delivered with specific and clear directions,
provides simple and challenging goals,
occurs in a low-threat environment, and
uses technology.
 The aim of feedback is to reduce the
discrepancy between what is understood
and what is expected to be understood.
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 #take-aways
 There are three major questions (i.e.,
Where am I going? How am I doing?
Where to next?) that can be used as a
guide to help teachers and learners deliver
effective feedback.
 To be effective, feedback should be
delivered at an appropriate level.
 Assessment or testing should be used
as a potent feedback tool to augment
teaching and learning.
 To provide and receive feedback
effectively, teachers and learners require
proper training.
 A culture that values feedback should
be instilled in every teacher and 37
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