1. If students know the classroom is a safe place the make mistakes, they are more likely to use feedback for learning
Dylan Williams
The feedback students give teachers can be more powerful than the feedback teachers give students
Cris Tovani
When we only give a grade as part of our feedback, students routinely read only as far as the grade.
Peter Johnston
Effective feedback occurs during the learning, while there is still time to act on it.
Jen Chappuis
Most of the feedback that students receive about their classroom work is from other students – and much of that feedback is wrong.
John Hattie

2. Accurate 21/02/14

3. The story of Austin’s butterfly
The story of Austin’s butterfly
Ron Berger
The nature of effective critique
The value of re-redrafting

4. Increase Descriptive Feedback
Evaluative
Feedback
decrease
Increase
One of the biggest challenges for teachers is finding enough time to give individual students enough quality descriptive feedback.
Increase Descriptive Feedback
Descriptive feedback helps students learn more.
Keep it specific and easy to understand - part of an ongoing conversation.
Used it in comparison to samples and exemplars.
Decrease Evaluative Feedback
For those with low self efficacy evaluative feedback can actually be demotivating.
"Grades cause an emotional reaction – either positive or negative. Feedback causes you to think and engage, which is reflective learning.“ (Dylan Williams)
When receiving a poor evaluation, Male students tend to blame the school, the test, or the teacher: "The system is stupid." Whereas female students tend to blame themselves: "I am stupid."
In both cases most students experience negative emotions and a sense of failure and are, in fact, discouraged from trying harder.
Negative evaluations can launch a downward spiral

5. Maximise your feedback without going into meltdown
Self assessment and target setting
Peer assessment
Teacher feedback
Maximise your feedback without going into meltdown
By teaching students how to compare their own work and that of their peers to models, exemplars, and samples of quality, the teacher actually multiplies descriptive feedback using two other sources – self-assessment and peer-assessment.

6. Tackling the underlying forces of successful formative feedback
Self assessment and target setting
Peer assessment
Teacher feedback
Meta-Cognition:
Thinking purposefully
Gaining self-distance
Recognising destructive inner voices
Growth vs Fixed mind-set attitude
Examples:
Of real projects with feedback still included
Videos – Austin's butterfly is an absolute winner
Role play some feedback with another class member or teacher
Get the group to practice ‘talking on task’ to drum up ideas
Routine and repetition
DIRT: dedicated improvement and reflection time
Return to old feedback
Re-use language

7. Dedicated Improvement Reflection Time
Plan in time for reflection: especially if you have worked hard to provide individualised formative feedback!
Dedicated
Improvement
Reflection
Time
Be prepared to have emotive conversations – if they are cross or sad because of their feedback its because they care.

8. Make the benefits of peer assessment clear:
(What's in it for me?)
Make the benefits of peer assessment clear:
If you can help others to progress you will grow and develop yourself
Seeing someone else's efforts makes us view our own more objectively
You are helping someone else – altruistic actions make us feel great
Train students to do it well:
Ask students to assess the quality of the peer assessment they receive
Have a comments bank on the wall
Model the language yourself
Don’t settle feedback that’s not useful – encourage students not to either

9. More Feedback Please!
(But not more work)

10. Print a correct answer/example so that students can visit it to measure their progress
Correct common errors to the whole class. Correct personal errors in private
Glow and Grow highlighters:
Yellow = you have met or exceeded expectations
Green = room for improvement
Feedback Can Take the Form of Altered Teaching
Traffic Lights
green moving forward confidently
yellow moving forward cautiously
red stopped
Give quick brief feedback as soon as possible
Return work with symbols that meant one of three things:
• This work is better than previous work.
• This work is not as good as previous work.
• This work is of the same quality as previous work.
Supply information about what the learner is doing, rather than simply praise or criticism
Ask students to feedback to each other
More Feedback Please!
Dart boards
The inner circle was = “right on,” the next circle = “working on it,” and the outside circle = “needs
improvement.”
Model its use, use it as a group, and
then, when students are ready, use it to peer and self-assess.
plan peer assessment and self-assessment opportunities, for example with 'pair and share' opportunities during class questioning
train children over time to assess their own work and the work of others, and develop an appropriate language
provide children with clear success criteria to help them assess the quality of their work
Watch for incorrect answers or misconceptions and gently point out the flaws
Write a note to students struggling that encourages them to press on