effective feedback
"Unless students know the answer to the question, 'Where am I going?', feedback is just a series of instructions disconnected from a learning destination" (Chappius, 2012).
Teachers know how important it is to give positive feedback, as well as constructive feedback. We want our students to know what they are doing well so they can do more of it, and we want them to know when they are missing the mark so they can do better. Teachers also know the importance of clarity and tone, especially when giving feedback. Still, given all we know about feedback, we find that the message we intend to give is sometimes lost in translation between teacher and student. Either students just don't retain all of the feedback, or the message just isn't as clear to them as we thought.
Feedback Screencasts can help teachers monitor words for clarity, tone, choice of language, and value of constructive feedback. Having the capability to reflect on our feedback is critical because feedback is the absolute heart of learning. Grant Wiggins (2012) reminds us, "Decades of education research support the idea that by teaching less and providing more feedback, we can produce greater learning." If done well, feedback can help nurture a classroom culture of quality work, where the process of the work is valued.
The following is a guide to help inspire some thoughtful feedback as you create your screencasts. These elements have been collected through various articles that you'll find referenced on this site. You may find it helpful to use some or all of these in a checklist style as you get started.
Feedback Screencasts can help teachers monitor words for clarity, tone, choice of language, and value of constructive feedback. Having the capability to reflect on our feedback is critical because feedback is the absolute heart of learning. Grant Wiggins (2012) reminds us, "Decades of education research support the idea that by teaching less and providing more feedback, we can produce greater learning." If done well, feedback can help nurture a classroom culture of quality work, where the process of the work is valued.
The following is a guide to help inspire some thoughtful feedback as you create your screencasts. These elements have been collected through various articles that you'll find referenced on this site. You may find it helpful to use some or all of these in a checklist style as you get started.
Considerations for Timely, Effective Feedback:
- * Within 24-48 hours, or while the work is fresh in their minds
- * What was the purpose of the assignment?
- * How well has the student met objectives?
- * Share strengths as well as areas that need attention.
- * Limit areas of improvement to 2-3 key elements.
- * Don't give answers that students can figure out themselves.
- * Be specific and clear. Avoid evaluative comments. * Avoid general praise statements, such as "Good job."
Remember, the main goal of feedback is to give students information about where they stand in relation to mastery of the standards and objectives. Keep that in mind when you are talking with students. We want students to have a clear understanding of what they need to do, and be able to try it on their own. Grant Wiggins (2012) states, "Adjusting our performance depends on not only receiving feedback but also having opportunities to use it. What makes any assessment in education formative is not merely that it precedes summative assessments, but that the performer has opportunities, if results are less than optimal, to reshape the performance to better achieve the goal."
Once feedback is given, we want students to act on it. In an effort to achieve optimal communication between you and your students, check out the Student Reflection form on the Student and Family Resources page.
To learn more about important elements of effective feedback, check out the following articles:
McCarthy, J. (2016). Timely Feedback: Now or Never. Edutopia. Retrieved from https://www.edutopia.org/blog/timely-feedback-now-or-never-john-mccarthy
This article offers some quick, easy-to-apply guidelines of giving effective feedback to students as well as teaching them how to reflect on that feedback. McCarthy, author and educator, also discusses the value of timely feedback in the classroom, and what is at risk when that isn't provided.
Sackstein, S. (2015). How to Give Specific, Timely Feedback. Education Week. Retrieved from http://blogs.edweek.org/teachers/work_in_progress/2015/03/how_to_give_specific_timely_fe.html
In addition to explaining why feedback must be timely in order to be effective, Sackstein also details some valuable key elements of quality feedback. This article also includes a link to a video Sackstein created to discuss the importance of a clear assignment objectives.
Wiggins, G. (2012). Seven Keys to Effective Feedback. Educational Leadership. Retrieved from http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/Seven-Keys-to-Effective-Feedback.aspx
Wiggins provides a comprehensive piece on the essential elements of quality feedback, and gives specific examples for each. He examines, in detail, the difference between advice and evaluation vs. true feedback for learning. Also discussed is the obstacle teachers often face: lack of time to give quality feedback.
Once feedback is given, we want students to act on it. In an effort to achieve optimal communication between you and your students, check out the Student Reflection form on the Student and Family Resources page.
To learn more about important elements of effective feedback, check out the following articles:
McCarthy, J. (2016). Timely Feedback: Now or Never. Edutopia. Retrieved from https://www.edutopia.org/blog/timely-feedback-now-or-never-john-mccarthy
This article offers some quick, easy-to-apply guidelines of giving effective feedback to students as well as teaching them how to reflect on that feedback. McCarthy, author and educator, also discusses the value of timely feedback in the classroom, and what is at risk when that isn't provided.
Sackstein, S. (2015). How to Give Specific, Timely Feedback. Education Week. Retrieved from http://blogs.edweek.org/teachers/work_in_progress/2015/03/how_to_give_specific_timely_fe.html
In addition to explaining why feedback must be timely in order to be effective, Sackstein also details some valuable key elements of quality feedback. This article also includes a link to a video Sackstein created to discuss the importance of a clear assignment objectives.
Wiggins, G. (2012). Seven Keys to Effective Feedback. Educational Leadership. Retrieved from http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/Seven-Keys-to-Effective-Feedback.aspx
Wiggins provides a comprehensive piece on the essential elements of quality feedback, and gives specific examples for each. He examines, in detail, the difference between advice and evaluation vs. true feedback for learning. Also discussed is the obstacle teachers often face: lack of time to give quality feedback.