1. Welcome

2. Effective Feedback

3. Impact
“ Providing students with opportunities for a combination of peer feedback and self-assessment causes them to achieve at significantly higher levels, without more instruction.”
J Chappuis Seven Strategies of Assessment for Learning p. 96
Benefits for teachers: Feedback from students will add to the information teachers already have about students.
Students’ achievements, when measured against standards, are likely to be accelerated.
Students are able to work more independently without continuous reliance on teacher direction.
Formative Assessment Training with Measured Progress- Curriculum Alignment Institute 2009

4. Quality Feedback
A key finding of the study is that the most powerful single influence enhancing achievement is feedback. But again we need to be careful with this information.
Does this mean that we need to give children more and more feedback to raise their achievement? No!

5. Hattie et al.
Feedback is powerful when it reduces the gap between where the student is and where s/he is meant to be.
Where am I going: What are the goals?
How am I going: What progress is being made toward the goals?
Where to next: What activities need to be undertaken to make better progress?

6. Where am I going? Success Criteria
Without success criteria, feedback is often confusing, disorienting, and interpreted as something about the student not their tasks or work.
Effective feedback is based on student’s progress towards the success criteria

7. Feedback at Four Levels
Task or Product
Processes
Self Regulation
Self

8. Four levels of feedback….
Feedback about task or product
This level of feedback is powerful if it is more information focused (e.g., correct or incorrect), leads to acquiring more or different information, and builds more surface knowledge.
Closing specific gaps

9. Feedback Opportunities: Task/Product
Decodable: READ On Your Own books (Decoding Routine 4)
Learning Intention: First Read
Read the words on the page accurately Success Criteria: First Read
Track the words with your finger
Sound out each word on the page
Go back and read again if the sentence doesn’t make sense
Feedback:
I noticed when you made a mistake with a word, you went back and sounded it out. That strategy will help you read with accuracy.
Next time when you read, putting your finger under the words will help you be sure to focus on each word in the sentence.

10. Feedback Opportunities: Process
Decodable: READ On Your Own books (Decoding Routine 4)
Learning Intention: Second Read
Read the words on the page accurately
Success Criteria: Second Read
Take turns with partner (Process)
Sound out each word on the page (Task)
Go back and read again if the sentence doesn’t make sense (Task)
Feedback:
Today partnerships took turns and each person followed along while their partner read.
Partners helped one another when someone came to a word they didn’t know. The partner helped the friend sound it out rather than telling the friend the word.

11. Feedback Opportunities: ????
Decodable: READ On Your Own books (Decoding Routine 4)
Learning Intention: Third Read
Read the words on the page fluently
Success Criteria: First Read
Reading will sound smooth and like a river
I can stop at the period and take a breath
I can raise my voice when there is a question mark at the end of a sentence
Feedback:
You stopped at the end of a period and took a breath.
You used expression in your voice to make it sound interesting.
Looking at the punctuation and using expression helps you understand the text better as you become a stronger reader.

12. Four levels of feedback…
Feedback about process can lead to:
alternative processing
reduction of cognitive load
providing strategies for error detection
reassessment of approach
cueing to seek more effective information search
employment of task strategies

13. Four levels of feedback…
Self Regulation feedback can:
enhance students’ skills in self-evaluation
provide greater confidence to engage further on the task
assist in the student seeking and accepting feedback
can enhance the willingness to invest effort into seeking and dealing with feedback information

14. Four levels of feedback
Feedback about self
“You are a great student,” “Well done”
When Kessels, Warner, Holle, and Hannover (2008) provided students with feedback with and without the addition of claims such as that the teachers were proud of them, this led to lower engagement and effort when the statements of pride were made.
Read paragraph on Self, (pg 7)

15. Self Esteem vs Self Efficacy
Less of a research base on supporting increased academic achievement
Self Efficacy
Confidence that you have the ability to meet your goals
All about the engagement with the challenge

16. Feedback is not about praise or blame, approval or disapproval
Feedback is not about praise or blame, approval or disapproval. That’s what evaluation is – placing value. Feedback is value-neutral. It describes what you did and did not do.

17. Focus on What’s Next, Not What’s Past

18. Closing…