1. Use of Effective Feedback to Improve Pupil Attainment
Tile Hill Wood School and Language College
Coventry EPS
Coventry EPS working with Tile Hill Wood School and Language College

2. Focus Group on Effective Marking
Focus Group on Effective Marking
2013
Whole school and departmental marking policy
(2 stars and a wish focus)
2014
Embedding and moving forward
2015
Whole school priority
Effective feedback as a CPD focus

3. Overview Rationale Defining effective feedback
Models and principles of effective feedback
Summary and next steps
Coventry EPS working with Tile Hill Wood School and Language College

4. Rationale
Sutton Trust Research drew upon thousands of studies and reviewed >20 approaches to improving learning.
Providing effective feedback was identified as the most cost-effective approach. One study estimates impact to be x124 greater than reducing class sizes.
The Sutton Trust reports a gain of +9 months. An AfL study indicated an impact of half a GCSE grade per student per subject.
Requires sustained professional development.
Coventry EPS working with Tile Hill Wood School and Language College

5. Define: What is feedback?
Activity 1
Define: What is feedback?
Discuss with your partner and attempt to write a brief definition
Coventry EPS working with Tile Hill Wood School and Language College

6. Feedback Advice Praise Evaluation
Coventry EPS working with Tile Hill Wood School and Language College

7. Defining feedback
How we are doing in our efforts to reach a goal (Wiggins 2012)
Feedback provides information that fills a gap between what is understood and what is aimed to be understood (Sadler, 1989)
Feedback reduces discrepancy between current understandings or performance and a goal (Hattie, 2007)
Feedback provides a recipe for future action (William, 2011)
Coventry EPS working with Tile Hill Wood School and Language College

8. Sports Example
A student runs the mile in track. The goal is to run a 5 minute mile. At the end of each lap in practice races, the coaches yell out the times for each lap and bits of feedback (“You’re not swinging your arms”) followed by advice (“Pick it up, you need to take two seconds off the next lap to get it under 5:10”).
Coventry EPS working with Tile Hill Wood School and Language College

9. A model of feedback (Hattie, 2007)
Feed Up
Feed Back
Feed Forward
Where am I going?
How am I going?
Where to next?
Coventry EPS working with Tile Hill Wood School and Language College

10. A model of feedback (Hattie, 2007)
Task (FT)
Process (FP)
Self-regulation (FR)
Student
(FS)
Coventry EPS working with Tile Hill Wood School and Language College

11. “You need to include more information about the country’s economy.”
“This paragraph would make more sense if you used the strategies we talked about earlier.”
“You need to include more information about the country’s economy.”
“You know the key features of a persuasive text. Check to see if you have used them in your opening paragraph.”
“You are a great student, well done!”
Coventry EPS working with Tile Hill Wood School and Language College

12. Good girl, that is correct
Example
Good girl, that is correct
Feed Back
Student (FS)
Task (FT)
Coventry EPS working with Tile Hill Wood School and Language College

13. Activity 2
Using Hattie’s model, categorise the following 8 feedback statements:
FT / FP / FR / FS
Feed Back / Feed Forward
Coventry EPS working with Tile Hill Wood School and Language College

14. 1. You need to include more adjectives in your poem. 2. You’re a star!
3. You have applied the grid method really well
4. You have included 9 of the 14 capital cities. Check the map and find the missing 5.
Coventry EPS working with Tile Hill Wood School and Language College

15. 5. You should have listened more.
6. Use the blending technique that we discussed.
7. You overcame your nerves and gave a clear presentation.
8. You need more examples in your report.
Coventry EPS working with Tile Hill Wood School and Language College

16. Which is most effective?
A. Grade B. Comment C. Grade and comment
Coventry EPS working with Tile Hill Wood School and Language College

17. Grades, Praise and Feedback
Mixing praise with other comments can reduce the impact of feedback. Feedback through comments alone led to learning gains, whereas marks alone or comments accompanied by marks or giving praise did not (Butler, 1988)
Grades do not lead to improvements in subsequent work (Kohm, 1994). Therefore, grades should be reserved for summative feedback.
Grades are most beneficial when they are linked to explicit criteria which enables feed back and feed forward.
Coventry EPS working with Tile Hill Wood School and Language College

18. View Praise and Feedback Separately
But students do like praise. Sharp (1985) 26% of adolescent students preferred praise loudly and publicly. 64% preferred quiet and private. 10% preferred nothing at all.
Feedback
Praise
Coventry EPS working with Tile Hill Wood School and Language College

19. Summary An integral, yet complex component of teaching.
Effective feedback is not praise, advice or evaluation.
Effective feedback is the 3Fs.
FT and FP are most beneficial, FS is least.
Keep feedback and praise separate.
Where possible, reserve grades for summative.
Preserve self-esteem by emphasising what’s right.
Coventry EPS working with Tile Hill Wood School and Language College

20. Next steps – WOW weeks
Over the next two weeks reflect and evaluate on the feedback you have been giving
Consider your strengths and what you can do differently with feedback
Buddy up with somebody in your department and take a couple of books along to discuss your findings

21. A whole school approach
September 2014 onwards
We are going to develop the ideas we’ve discussed today through:
Department meetings
TSP foci
CPD / sharing good practice & learning from each other
Student voice
Continued external support