1. Feedback

2. What is feedback?
“feedback is information with which a learner can confirm, add to, overwrite, tune, or restructure information in memory, whether that information is domain knowledge, meta-cognitive knowledge, beliefs about self and tasks, or cognitive tactics and strategies”
Winne and Butler (1994 p 5740 in Hattie and Timperley 2007 Review of Educational Research, Vol 77, No 1 )

3. Feedback can… Relate to affective or cognitive domains
Include a variety of types such as corrective, alternative, clarifying, encouraging, evaluative or instructional
Be accepted, rejected or modified
Sought or given
Be most powerful when it addresses faulty interpretations and reduces discrepancies between current understandings and performance and goal

4. Framing a Model of Feedback
Effective feedback must answer three major questions:
Where am I going? What are the goals?
How am I going? What progress is being made toward the goal?
Where to next? What activities need to be undertaken to make better progress?

5. Example:
Using counting by ones with feedback can use more efficient strategy such as subitising or counting by 2s or 5s.
Photo retrieved from:

6. The discrepancy can be reduced by:
Purpose
To reduce discrepancies between current understandings/performance and a desired goal
The discrepancy can be reduced by:
Students: Teachers:
* Increased effort and employment of * Providing appropriate challenging and specific more effective strategies or goals
* Abandoning, blurring, or lowering the goals * Assisting students to reach them through effective learning strategies and feedback
Effective feedback answers three questions:
Where am I going? (the goals) Feed UP
How am I going? Feed BACK
Where to next? Feed FORWARD
FEEDBACK AT FOUR LEVELS
Task Level
How well are tasks understood/
performed
Process Level
The main process needed to understand and perform tasks
Self Regulation Level
Self monitoring, directing and regulating actions
Self Level
Personal evaluations and affect (usually positive) about the learner

7. Feed UP – Where am I going?
About the attainment of learning goals related to the task or performance.
Goals should be clear, well defined, challenging to gain commitment
Judgements may be:
DIRECT – passing a test
COMPARATIVE
SOCIAL
ENGAGMENT RELATED
Issues: Goals are not well defined, feedback is unrelated to achievement of goals, commitment is not achieved or assumed

8. Feed Back: How am I going?
Feedback is effective when it consists of information about progress and/ or about how to proceed.
Issues:
Often leads to ‘testing’
Limited methods does not provide required information

9. Feed FORWARD: Where to next?
Provides information that leads to greater possibilities for learning Can include – enhanced challenges, effective strategies and processes, greater fluency and automaticity, deeper understandings and reflection on what is and is not understood Issues: Not just more: information, tasks, expectations

10. Levels of Feedback Task or product Process Self regulation level
Directions for more, different, correct information
Process
Learning processes such as editing or stages
Self regulation level
Supports self efficiencies, self- regulation of beliefs, are encouraged or informed how to do better and more effortlessly continue the task
Self or personal
Often least effective and unrelated to task

11. Effect of Feedback
Highest – top 5 to 10 highest influences on student learning.
Information about the task and how to do it more effectively
Aimed at extrinsic motivation and self regulation
Lowest
Praise, reward, punishment
Considerations: culture, age, gender and classroom climate