1. Fellow PD

3.  To keep students on course so they arrive successfully at their predetermined destination. ~ W. Fred Miser  “It is one thing to collect feedback about students’ progress, but if you simply collect this feedback and never use it to adjust your instruction, then you are collecting it in vain. The data you receive from grading your assignments and assessments will give you feedback about the effectiveness of your own instruction.” ~ Robyn R. Jackson

4.  “Several studies, going back 50 years, have investigated the effects of grades versus comments on student performance. Page (1958) is the classic of this type of study. Page found that student achievement was higher for a group receiving prespecified comments instead of letter grades and higher still for students receiving free comments (written by the teacher). Writing comments was more effective for learning than giving grades. Other researchers replicated Page's study many times over the years, with an interesting result: sometimes these results were replicated, and sometimes they weren't (Stewart & White, 1976). More recent research has identified the problem: in these early studies about comments, the "feedback" was evaluative or judgmental, not descriptive. Page himself described the prespecified comments as words that were "thought to be 'encouraging'" (1958, p. 180). Evaluative feedback is not always helpful.” ~~(Brookhart, 2008)

5.  Students perceive differences in teacher expectations by watching how the teacher behaves towards them 1  With time, students' achievement and behaviour conform more and more closely to the expectations of the teacher 1 (Alderman, 2004, p. 171)

6. Feedback Strategies Can Vary In… In These Ways…Recommendations for Good Feedback Timing When Given How Often Provide immediate feedback for knowledge of facts (right/wrong) Delay feedback slightly for more comprehensive reviews of student thinking and processing. Never delay feedback beyond when it would make a difference to students.

7. Feedback Strategies Can Vary In… In These Ways…Recommendations for Good Feedback Amount How many points made How much about each point Prioritize-pick most important points Choose points that relate to major learning goals Consider the students developmental level. Mode Oral Written Visual/ Demonstration Select best mode for the message. Interactive feedback when possible. Given written feedback on written work Does student need and example or demonstration related to the feedback.

8. Feedback Strategies Can Vary In… In These Ways…Recommendations for Good Feedback Audience Individual Group Individual says, “The teacher values my learning.” Group feedback works if most of the group missed the same concept and there is a re-teaching opportunity.

9. Feedback Content Can Vary In… In These Ways…Recommendations for Good Feedback Focus On the work itself On the process the student used to do the work On the student’s self- regulation On the student personally When possible, describe both the work and the process—and their relationship. Comment on the student’s self-regulation if the comment will foster self- efficacy. Avoid personal comments. Function Description Evaluation/ Judgment Describe Don’t Judge Valence Positive Negative Use positive comments that describe what is well done. Accompany negative descriptions of the work with positive suggestions for improvement.

10. Feedback Content Can Vary In… In These Ways…Recommendations for Good Feedback Comparison To criteria for good work (criterion-referenced) To other students (norm- referenced) To students own past performance (self- referenced) Use criterion-references feedback for giving information about the work itself. Use norm-referenced feedback for giving information about student processes or effort. Use self-referenced for unsuccessful learners who need to see the progress they are making, now how far they are from the goal.

11. Feedback Content Can Vary In… In These Ways…Recommendations for Good Feedback Specificity Nitpicky Just right Overly general Tailor the degree of specificity to the student and the task. Make feedback specific enough so that students know what to do, but no so specific that it’s done for them. Identify errors or types or errors, but avoid correcting every one, leaving students with no workload. Tone Implications What the student will “hear” Choose words that communicate respect for the student and the work. Choose words that position the student as the agent. Choose words that cause students to think/wonder.

12. Good Timing  Returning a test or assignment the next day  Giving immediate oral responses to questions of fact  Giving immediate oral responses to student misconceptions  Providing flash cards (which give immediate right/wrong feedback) for studying facts Bad Timing  Returning a test or assignment two weeks after it is completed  Ignoring errors or misconceptions (thereby implying acceptance)  Going over a test or assignment when the unit is over and there is no opportunity to show improvement ~ Susan Brookhart

13. 13 (Ferris, 2003, p. 3)  Selective correction: choose several major patterns of error, rather than all types of errors.  Comprehensive correction: give detailed feedback, so that students are not mislead about correctness if the teachers do not mark all errors.  Direct Feedback: teachers write the correct form on student’s paper.  Indirect Feedback: allows the student to engage in guided problem-solving

14. 14  Direct feedback  The teacher identifies an error and corrects it for the student, providing an example of the proper form  Indirect feedback  Feedback where the educator points out that an error has been made but does not correct it. The students must identify and correct the error themselves.

15. 15  Fregeau (1999) found that direct feedback was often inconsistent, unclear, and seemed to overemphasize the negative.  Not understanding the errors made, students often guessed at corrections.  Students also tended to focus more on correcting these errors than improving or extending their ideas.

19. 1. Take the student samples you were asked to bring. Use sticky notes to provide specific feedback and commentary on your samples. 2. Share at least 3 with a think partner. Be prepared to share the concept behind the reasoning for your feedback and what you envision next steps for the student to be after receiving the feedback.

20.  Brookhart, S. M. (2008). How to give effective feedback to your students. Alexandria, Va.: Association for Supervision and Curriculum Development.  Fregeau, L. A. (1999). Preparing ESL Students for College Writing: Two Case Studies. TESL Journal, 5(10). Retrieved November 15, 2008, from http://iteslj.org/Articles/Fregeau-CollegeWriting.html http://iteslj.org/Articles/Fregeau-CollegeWriting.html  Marzano(3), Robert. What Works in Schools: Translating Research into Action. ASCD, 2003.  Miser, W. Fred. “Giving Effective Feedback”