Providing feedback to learners Supporting the Agency for Professional Development of Teachers in Serbia (ZAVOD) Workshop Providing feedback to learners September 2016 Beograd Prepared by Univ. Prof Dr Viktor Jakupec

Providing feedback to learners Learning Outcomes The learner is able to provide appropriate and productive formal and non-formal formative and summative evaluation and feedback Teaching Activity Explain the theory, practice and the need to provide feedback to learners (open discussion) Identify feedback methods and procedures and instruments (practical examples; discussion) Learning Activity Identify learners’ feedback methods and determine which ones are suitable in specific situations (group presentation) Develop an outline criteria framework for developing instrument for feedback to learners.(group activity) 1

Providing feedback to learners Introduction to Topic Formative evaluation and feedback Summative evaluation and feedback Formal and informal evaluations and feedback Activity: Apply What You Have Learnt 2

Providing feedback to learners Introduction to Topic Definitions: Evaluation Assessment Feedback Purpose of evaluation and feedback Forms of evaluations and feedback Formative evaluations and feedback Summative evaluations and feedback Putting theory into practice Activity: Develop an outline criteria framework for developing instrument for assessment feedback to learners.(group activity) 3

Providing feedback to learners Definitions: Assessment is the ongoing process of: Establishing clear, measurable expected outcomes of student learning Ensuring that students have sufficient opportunities to achieve those outcomes Systematically gathering, analysing, and interpreting evidence to determine how well student learning matches outcomes/expectations Using the resulting information to understand and improve student learning Evaluation is using Assessment Information to make a judgment on such things as: Have students achieved the learning goals set for them The relative strengths and weaknesses of our teaching/learning strategies  What changes in our goals and teaching/learning strategies might be appropriate http://staff.mq.edu.au/teaching/evaluation/evaluation_methods/student_feedback/ 4

Providing feedback to learners Definitions: Testing: is systematically gathering and analysing evidence of achievement of student learning outcomes –It is one part of Assessment Examinations: are formal testing procedures used for grading of achievement of student learning outcomes http://staff.mq.edu.au/teaching/evaluation/evaluation_methods/student_feedback/ 5

Providing feedback to learners Definitions: Feedback is information provided by a trainer, or a mentor, or a peer, or an employer, or oneself or through experience regarding aspects of a learner’s performance or understanding. That is: A trainer or mentor can provide corrective information A peer can provide an alternative strategy feedback Oneself can clarify ideas feedback Feedback should provide encouragement to a learner Feedback thus is a “consequence” of performance http://staff.mq.edu.au/teaching/evaluation/evaluation_methods/student_feedback/ 6

Providing feedback to learners Purpose of evaluation and feedback Feedback should give learners a clear guidance on how to improve their learning. Feedback as an essential part of effective learning should helps learners understand the topic, programme or course subject being studied http://staff.mq.edu.au/teaching/evaluation/evaluation_methods/student_feedback/ 7

Providing feedback to learners Formative evaluations and feedback Any task or activity which creates feedback (or feedforward) for students about their learning. Formative assessment does not carry a grade which is subsequently used in a summative judgement. http://staff.mq.edu.au/teaching/evaluation/evaluation_methods/student_feedback/ 8

Providing feedback to learners Formative evaluations and feedback Formative evaluation and feedback should be used throughout the programme, course or module Learners should have access to face-to-face feedback as required Receiving feedback should not be exclusive to certain forms of assessment Feedback should be timely Learners should be supported to critique their own work Learners should be given the choice of format for feedback http://staff.mq.edu.au/teaching/evaluation/evaluation_methods/student_feedback/ 9

Providing feedback to learners Summative evaluation and feedback Any assessment activity which used as a judgement on student performance. Ultimately judgements using summative evaluation may be used to determine the formal performance of the learner and expressed as marks and feedback http://staff.mq.edu.au/teaching/evaluation/evaluation_methods/student_feedback/ 10

Providing feedback to learners Formal and informal evaluations and feedback Formal evaluations are usually used as indicators of performance. Formal evaluations involve collecting specific data and analysis of it for formal reporting. Formal feedback is ex-post statement offering comparative and evaluative information Formal feedback rates a learner’s performance Formal feedback determine the extent to which the learner has achieved the learning goals Formal feedback determines whether a learner is qualified to progress to the next stage of the program/course/training cycle http://staff.mq.edu.au/teaching/evaluation/evaluation_methods/student_feedback/ 11

Providing feedback to learners Formal and informal evaluations and feedback Informal evaluation and feedback should be provided on an ongoing basis Informal evaluation and feedback is timely feedback given immediately or as soon as possible to give praise or address problems. Informal evaluation and feedback demonstrates trainer’s commitment to continuous and open communication with a learners Informal evaluation and feedback should create a supportive environment that emphasises mutual support. http://staff.mq.edu.au/teaching/evaluation/evaluation_methods/student_feedback/ 12

Providing feedback to learners Putting theory into practice: Principles of good feedback practices should Clarify what good performance is (goals, criteria, expected standards). Provide learners with some ownership of performance goals Facilitate the development of self-assessment (reflection) in learning – integrate with trainer/mentor feedback. Deliver high quality information to students about their learning. Encourage trainer/mentor and peer dialogue around learning Encourage positive motivational beliefs and self-esteem Provide opportunities to close the gap between current and desired performance. Provides information to trainers/mentors that can be used to help shape teaching http://staff.mq.edu.au/teaching/evaluation/evaluation_methods/student_feedback/ 13

Providing feedback to learners Putting theory into practice: Providing usable feedback Usable feedback should contain: Descriptions of the features of the student's work (what has been done and/or not done); Evaluative judgements/comments linked to criteria and standards that indicate the features of the work that add to or detract from its quality (how well things have been done); Suggestions of alternative approaches that would lead to improvement Explanations, or directions to resources, that demonstrate an improved possible approach that the student could use, and Motivating comments (praise, encouragement etc.) that indicate that an aspect of the work is praiseworthy and explains why the element being praised is good. http://staff.mq.edu.au/teaching/evaluation/evaluation_methods/student_feedback/ 14

Providing feedback to learners Putting theory into practice: Main questions The main questions that trainers/mentors need to ask themselves are: What do I as a trainer/mentor want the learner to do in response to feedback comments? What do I as a trainer/mentor want the learner to learn from feedback comments? http://staff.mq.edu.au/teaching/evaluation/evaluation_methods/student_feedback/ 15

Designing and delivering a learner centred curriculum Activities Construct an outline criteria framework for developing an instrument for assessment feedback to learners.(group activity) Present group work to other groups 16