GIVING QUALITY FEEDBACK summary of Article

1
GIVING QUALITY FEEDBACKsummary of Article
Feedback that FitsInformative Assessment Pages
54-59Educational Leadershipby Susan M.
Brookhart
2

• Here is how close you are to the knowledge or
  skills you are trying to develop, and heres what
  you need to do next.

3

• Good formative assessment gives students
  information they need, to understand where they
  are in their learning (the cognitive factor) and
  develops students feelings of control over their
  learning (the motivational factor).

4

• All suggestions for delivery of effective
  feedback are based on knowing your students well.
  
• When using any strategy think about how the
  student will
• Hear
• Feel and
• Understand the feedback

5
When to give feedback

• If studying facts or simple concepts then
  immediate information about whether an answer is
  right or wrong is needed
• For learning targets that develop over time, wait
  until you have observed patterns in students
  work, then give suggestions about next steps.
• .........when he or she is thinking about the
  work!

6
WHAT METHOD IS BEST?

• Written
• Oral
• Demonstration
• Conversations with the student questions
• What are you noticing about this?
• Why did you decide to do it this way?
• Individual tells a student you value their
  learning
• Group - provides opportunities for wider
  reteaching.

7
THE BEST CONTENT FOR FEEDBACK

• Focus on Work and Process
• Describes the students work, comments on the
  process the student uses and makes specific
  suggestions for what to do next. The suggestion
  should move the work closer to the target e.g.
• you are showing you understand the concept, now,
  can you rewrite that sentence so it goes better
  with the one before it?

8

• 2. Relate Feedback to the Goal
• Describe where the student is in relation to
  the learning goal. This helps the student decide
  what the next goal should be. Help the student
  see their progress and point out the processes or
  methods that were successful.
• I see you checked your work this time. Your
  computations were all correct, too! See how well
  that works?
• It is good to see you have spelt all the
  terminology correct and have linked your ideas
  together to form an explanation

9

• 3. Try for Description, Not Judgement
• Certain students are less likely to pay attention
  to descriptive feedback it is accompanied by a
  formal judgement, like a grade or an evaluative
  comment. This is especially the case for
  unsuccessful learners.
• Point out improvements over their previous
  performance, even if those improvements dont
  amount to overall success on the assignment.
• Then select 1 or 2 doable next steps after the
  next round of work. Give feedback on his success
  with those steps, and so on.

10

• Be Positive and Specific
• Being positive means
• describing how the strengths in a students
  work match the criteria for good work and how
  they show what that student is learning.
• Your tone should
• Indicate that you are making helpful
  suggestions and giving the student a chance to
  take the initiative.
• you have described the issue well. Some more
  detail would be helpful. You could add more
  explanation about the benefits of recycling, or
  you could add more description of what should be
  done in your neighbourhood. Which suggestion do
  you plan to try first?

11

• FEEDBACK PRACTICE MAKES PERFECT
• Take as many opportunities as you can to give
  students positive messages about how they are
  doing in relation to the learning targets and
  what might be useful to do next.