Teacher Feedback in Formative Classroom Assessment Susan M. Brookhart Presented February 27, 2008 At the University of Calgary Lecture Series International Perspectives on Student Assessment

What is the role of teacher feedback in formative classroom assessment?

External Regulation Internal Regulation

Butler & Winne, 1995, p. 248

Greene & Azevedo, 2007

Teacher Feedback External Regulation Student Use of Feedback Internal Regulation

Role of teacher feedback in formative classroom assessment To provide information Relevant to the learning task Which the student perceives as information And uses for internal regulation of learning Cognitively, taking the next steps for improvement Motivationally, understanding his/her control over the learning

What kinds of feedback are most effective?

What kinds of feedback best… Provide information Relevant to the learning task Which the student perceives as information And uses for internal regulation of learning Cognitively, taking the next steps for improvement Motivationally, understanding his/her control over the learning

Feedback Strategies Feedback strategies can vary in… In these ways… Timing When given How often Amount How many points made How much about each point Mode Oral Written Visual/demonstration Audience Individual Group/class

Timing Immediate feedback for knowledge of facts (right/wrong) Slight delay for more comprehensive reviews of student thinking and processing Never delay feedback beyond when it would make a difference to students As often as is practical, for all major assignments

Timing Bangert-Drowns, Kulik, & Kulik (1991)

Amount Prioritize – pick the most important point(s) Choose points that relate to major learning goals Consider student’s developmental level

Amount Kluger & DeNisi (1996) Sadler (1989)

Mode Best mode for the message – would a comment in passing the student’s desk suffice? Conference needed? Interactive feedback (talking with the student) is best when possible Written feedback on written work or on assignment cover sheets Use demonstration if “how to do something” is an issue or if student needs an example

Mode Evaluation vs. grading studies about “written feedback” Modeling and social learning theory for demonstrations

Audience Individual feedback says “The teacher values my learning” Group/class feedback works if most of the class missed the same concept on an assignment – becomes an opportunity for reteaching

Audience Classroom management and differentiated instruction literature Johnston (2004) Bloom (1984)

Feedback Content (1) Feedback content can vary in… In these ways… Focus The work itself The process the student used The student’s self-regulation The student personally Function Description Evaluation/judgment Comparison To criteria for good work (criterion-referenced) To other students (norm- referenced) To student’s own past performance (self-referenced)

Feedback Content (2) Feedback content can vary in… In these ways… Valence Positive Negative Clarity Clear to the student Unclear Specificity Nit-picky Just right Overly general Tone Implications What the student will “hear”

Focus When possible, describe both the work and the process – and their relationship Comment on student’s self-regulation if the comment will foster self-efficacy Avoid personal comments

Focus Hattie & Timperley (2007)

Function Describe Don’t judge

Function Ryan, Connell, & Deci (1985) Butler & Nisan (1986) Crooks (1988) Tunstall & Gipps (1996) Black & Wiliam (1998)

Comparison Use criterion-referenced feedback for giving information about the work itself Use self-referenced feedback for giving information about student processes or effort Use self-referenced feedback for unsuccessful learners who need to see how they are making progress, not how far they are from the goal

Comparison Bangert-Drowns, Kulik, Kulik, & Morgan (1991) Sadler (1989) Classroom environment or classroom structure studies Covington (1992) Ames & Archer (1988)

Valence Use positive comments that describe what is well done Accompany negative descriptions of the work with positive suggestions for improvement

Valence Typology of Teacher Feedback (Tunstall & Gipps, 1996, p. 394)

Specifying attainment Constructing achievement Type A Type B Type C Type D Rewarding Approving Specifying attainment Constructing achievement Rewards Positive personal expression Specific acknowledgement of attainment Mutual articulation of achievement 1 Positive Feedback Warm expression of feeling Use of criteria in relation to work behavior; teacher models Additional use of emerging criteria; child role in presentation Achievement feedback General praise More specific praise Praise integral to description Positive non-verbal feedback Punishing Disapproving Specifying improvement Constructing the way forward 2 Punishments Negative personal expression Correction of errors Mutual critical appraisal Negative Reprimands; negative generalisations More practice given; training in self-checking Provision of strategies Improvement feedback Negative non-verbal feedback Evaluative Descriptive

Clarity Use vocabulary and concepts the student will understand Tailor amount and content of feedback to student’s developmental level

Clarity Sadler (1989)

Specificity How “specific” depends on the student and the task Feedback should be specific enough that the student knows what to do, but not so specific that it’s done for him/her Identify errors or types of errors, but correcting every one (e.g., copyediting or supplying right answers) doesn’t leave the student anything to do

Specificity Kluger & DeNisi (1996) Sadler (1989)

Tone Choose words that communicate respect for the student and the work Choose words that position the student as the agent Choose words that cause students to think or wonder

Tone Johnston (2004) Covington (1992)

Conclusion What is the role of teacher feedback in formative classroom assessment? Part of the external regulation of learning Feedback is what the teacher does but in the end what matters is what the student does The role of feedback is to present students with the means, motive, and opportunity for internal regulation of learning.

Conclusion What kinds of feedback are most effective? Discussion of research on feedback (including some major reviews) and other relevant literature in light of the realities of classroom practice Classify findings into choices for teachers about feedback strategies and feedback content

Conclusion How to Give Good Feedback, coming out in September, 2008, ASCD Academic literature review, this lecture brookhart@duq.edu