Peeter Mehisto, UCL Institute of Education January 2017 Peeter Mehisto, UCL Institute of Education

Intended session outcomes You will have: on overview of the characteristics of effective feedback examined and expanded your own repertoire of feedback strategies.

Path we will follow examining characteristics of effective feedback analysing feedback statements

ORIGINS OF THE TERM the verb phrase ‘to feed back’ was first used in mechanical engineering the noun ‘feedback’ was first used in the field of electronics

HOW WOULD YOU DEFINE THE TERM FEEDBACK? first, work alone 2 minutes second, work with a colleague or two to decide on one definition

FEEDBACK DEFINITION Reactions to performance of a task, etc. that are based on evidence and that are used as a basis for improvement. Based on Black et al. (2003)

Questions for getting feedback from students about your teaching? Please place a checkmark (✔) next to any question(s) you have used regularly? Circle anything new that you are willing to try out.

WHAT NOT TO DO Name a piece of feedback you have received in your work life or as a student that you considered unhelpful? Tell a partner.

WHAT NOT TO DO Do not tell students they are bright, intelligent or smart. This tends to increase their wish to appear intelligent and it reduces risk-taking.

WHAT TO DO SPARINGLY just say ‘well done’ Why? It does little to help a student to move forward. Students may become dependent on this extrinsic motivator.

WHAT TO DO Name a piece of feedback you have received in your work life or as a student that you considered helpful? Tell a partner.

WHAT TO DO Reward effort! -You have achieved a good result you must have worked hard. Can you tell the class how you planned and did your work?

Effective feedback: is factual (give examples) is non-threatening (does not evaluate, focus on next steps to be taken) acknowledges the student’s strengths

Effective feedback: is focused on learning rather than the person does not include comparisons to other people is aimed at creating reflective and self-directed learners

FEED FORWARD Building in feedback loops e.g. – 1. draft, 2. get feedback, 3. improve work, 4. resubmit Providing concrete advice on what to do next. ABOUT NEXT TWO STEPS

WHY BUILD IN FEEDBACK LOOPS reduce the possibility of students doing rushed work at the last minute provide students more opportunities and encourage them to take more time to reflect on their work are likely to reduce intentional and unintentional plagiarism. Smythe (2006)

‘Indispensable conditions’ for effective feedback ‘The learner has to: (a) possess a concept of the standard (or goal, or reference level) being aimed for, (b) compare the actual (or current) level of performance with the standard, and (c) engage in appropriate action which leads to some closure of the gap.’ (Sadler, 1989)

Providing people informational feedback leads to much greater creativity than controlling and evaluative feedback. Shally and Perry-Smith (2001)

Individual & group work followed by a plenary session discussion Please go to Day_4_doc_1_Ineffective and effective feedback table. Please read the instructions. Any questions?

REFERENCES Black, P., Wiliam, D. (1998). Inside the Black Box: Raising Standards Through Classroom Assessment. Phi Delta Kappan. 80 (2) 139-48. Black, P., Harrison, C., Lee, C., Marshall, B., Wiliam, D. (2004). Assessment for Learning: Working Inside the Black Box Assessment for Learning in the Classroom. Phi Delta Kappan. 86 (1) 8-21. Black, P., Wiliam, D. (2010). Inside the Black Box: Raising Standards Through Classroom Assessment. Phi Delta Kappan. 92 (1) 81-90. Sadler, D.R. (1989). Formative assessment and the design of instructional systems. Instructional Science,18 (2), 119-144. Shalley, C. E., Perry-Smith, J. E. (2001). Effects of social-psychological factors on creative performance: The role of informational and controlling expected evaluation and modeling experience. Organizational Behavior and Human Decision Processes, 84, 1-22. Smythe, D.M. (2006). Research paper assignments that prevent plagiarism. In Carless, D. et al. (ed.) How Assessment Supports Learning: Learning-Oriented Assessment in Action. Section 3.1. Hong Kong: Hong Kong UP. Wiliam, D. (2011) Embedded Formative Assessment - practical strategies and tools for K-12 teachers. Bloomington IN: Solution Tree Press.