"Feedback: The Most Powerful Tool"
from the AER Video Library
(http://www.edugains.ca/newsite/aer/aervideo/descriptivefeedback.html#)
Feedback is an essential practice of assessment for learning, “a process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go, and how best to get there” (Assessment Reform Group, 2002). A substantial body of research identifies assessment for learning as a powerful tool for improving students’ learning (Black, Harrison, Lee, Marshall & Wiliam, 2003).
Assessment for learning differs from assessment of learning in that the information gathered is used for the specific purpose of helping students improve while they are still gaining knowledge and practicing skills. Teachers who view assessment as integral to learning engage students as collaborative partners in the learning process. This assessment provides precise and timely information so teachers can adjust instruction in response to individual student needs, and so students can adjust their learning strategies or set different goals.
Assessment for learning differs from assessment of learning in that the information gathered is used for the specific purpose of helping students improve while they are still gaining knowledge and practicing skills. Teachers who view assessment as integral to learning engage students as collaborative partners in the learning process. This assessment provides precise and timely information so teachers can adjust instruction in response to individual student needs, and so students can adjust their learning strategies or set different goals.
The most powerful single modification that enhances achievement is feedback.
Hattie (1992)
AER Video Library Segment 1: Feedback - The Most Powerful Tool
As you watch the video, think about this question:
As you watch the video, think about this question:
How does feedback impact student learning and motivation to learn?
Transcript for Video Segment 1 | |
File Size: | 281 kb |
File Type: |
What’s in this Segment?
The Research (0:37 - 2:58)
There is a significant body of research on the impact of feedback on student achievement and motivation to learn.
Assessment for Learning practices (3:00 – 3:40)
When teachers use assessment to promote student learning, they:
Reflecting on feedback practices (3:44 – 6:11)
Consider the following questions as you reflect on your current feedback practices. You may wish to reflect on or discuss each of these by pausing the video at appropriate times.
ASSESSMENT FOR LEARNING: VIDEO SERIES Descriptive Feedback Viewer’s Guide
http://www.edugains.ca/newsite/aer/aervideo/descriptivefeedback.html#
The Research (0:37 - 2:58)
There is a significant body of research on the impact of feedback on student achievement and motivation to learn.
- Feedback can have a significant impact on learning, but this impact can be positive or negative depending on the type, delivery, and timing of the feedback. (Hattie & Timperley, 2007)
- Feedback affects students’ motivation to learn and their perceptions about their intelligence and their ability to learn. (Black & Wiliam 1998, Butler, 1988)
- Evaluative feedback, (e.g., percentage marks, letter grades) and frequent evaluation can have a negative impact on learning and motivation. (Tunstall & Gipps, 1996, Black & Wiliam, 1998). Even praise, when focused on characteristics of the learner rather that on the characteristics of the work, can have the opposite of the intended effect. (Dweck, 2007)
- Descriptive feedback helps students to learn by providing information about their current achievement (Where am I now?) with respect to a goal (Where am I going?) and identifying appropriate next steps (How can I close the gap?) (Sadler, 1989; Stiggins, Arter, Chappuis & Chappuis, 2004, ).
Assessment for Learning practices (3:00 – 3:40)
When teachers use assessment to promote student learning, they:
- share learning goals and success criteria with students
- elicit evidence of student understanding, (e.g., using effective questioning strategies)
- provide descriptive feedback during the learning, and
- model and provide opportunities to develop peer and self-assessment skills. (Black & Wiliam, 2009)
Reflecting on feedback practices (3:44 – 6:11)
Consider the following questions as you reflect on your current feedback practices. You may wish to reflect on or discuss each of these by pausing the video at appropriate times.
- Do you give clear, concise feedback related to the learning goals? (03:38)
- Do you identify what was done well, and what needs improvement? (04:16)
- Does your feedback include how they can improve? (04:47)
- Are your students expected to act on your feedback? (05:28)
- Do you provide the necessary time for them to act on the feedback? (05:39)
- Do you follow up on the feedback? (05:58)
ASSESSMENT FOR LEARNING: VIDEO SERIES Descriptive Feedback Viewer’s Guide
http://www.edugains.ca/newsite/aer/aervideo/descriptivefeedback.html#
References
Assessment Reform Group. (2002). Assessment for learning: Research-based principles to guide classroom practice. Retrieved June 27, 2015. http://www.assessment-reform-group.org/CIE3.PDF
Black, P., Harrison, C., Lee, C., & Wiliam, D. (2003). Assessment for learning: Putting it into practice. New York, NY: Open University Press.
Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80,139–148.
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31.
Butler, R. (1988). Enhancing and undermining intrinsic motivation: The effects of task-involving and ego-involving
evaluation on interest and performance. British Journal of Educational Psychology, 58, 1-14.
Dweck, C. (2007). The perils and promises of praise. Educational Leadership, 65(2), 34–39.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research. 77(1), 81-112.
Sadler, D. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119-144.
Stiggins, R. J., Arter, J. A., Chappuis, J. & Chappuis, S. (2004, 2006). Classroom assessment for student learning: Doing it right-Using it well. Princeton, NJ: Educational Testing Service.
Tunstall, P., & Gipps, C. (1996). Teacher feedback to young children in formative assessment. A typology. British
Educational Research Journal, 22(4), 389–404.
Assessment Reform Group. (2002). Assessment for learning: Research-based principles to guide classroom practice. Retrieved June 27, 2015. http://www.assessment-reform-group.org/CIE3.PDF
Black, P., Harrison, C., Lee, C., & Wiliam, D. (2003). Assessment for learning: Putting it into practice. New York, NY: Open University Press.
Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80,139–148.
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31.
Butler, R. (1988). Enhancing and undermining intrinsic motivation: The effects of task-involving and ego-involving
evaluation on interest and performance. British Journal of Educational Psychology, 58, 1-14.
Dweck, C. (2007). The perils and promises of praise. Educational Leadership, 65(2), 34–39.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research. 77(1), 81-112.
Sadler, D. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119-144.
Stiggins, R. J., Arter, J. A., Chappuis, J. & Chappuis, S. (2004, 2006). Classroom assessment for student learning: Doing it right-Using it well. Princeton, NJ: Educational Testing Service.
Tunstall, P., & Gipps, C. (1996). Teacher feedback to young children in formative assessment. A typology. British
Educational Research Journal, 22(4), 389–404.