"Effective Feedback Requires Purposeful Planning"
from the AER Video Library
(http://www.edugains.ca/newsite/aer/aervideo/descriptivefeedback.html#)
If students are to close the gap between their current level of knowledge and skills and the learning goal, they need feedback information while they are still learning (Sadler, 1989). Students also need to have the time, opportunity, and support to act on the information they receive about their learning.
"Feedback needs to come while the students still think of the learning goal as a learning goal – that is, something they are still striving for, not something they already did."
Brookhart, (2008)
AER Video Library Segment 3: Effective Feedback Requires Purposeful Planning
As you watch the video, think about this question:
As you watch the video, think about this question:
When planning, how do we ensure that each student receives the descriptive feedback needed to improve?
| Transcript from Video Segment 3 |
What’s in this Segment?
The Feedback Loop (0:30 – 1:34)
In the video, a graphic representation shows the role of feedback in the learning process, and how it is used by the teacher and the learner. The process is iterative and relies on assessment providing information to the teacher and the learner, through feedback, so each can take appropriate actions to support learning. A critical requirement of this model is that assessment is ongoing, woven seamlessly with instruction into the learning experience.
Planning assessment and instruction concurrently (1:34 – 3:23)
When planning, teachers design the learning experiences to address the learning goals. They use a variety of instructional strategies to initiate learning, and assessment strategies and tools to elicit information about what students know and still need to learn. This sequence shows teachers planning instruction, assessment, and feedback concurrently so that students receive information about their learning while they can still improve –“just-in-time” feedback (Brookhart, 2008). In their planning, they determine how to gather assessment information at critical points during the learning, so that students can give and receive feedback and take corrective action.
Oral feedback vs. written feedback (3:23 – 4:43)
Choosing to provide oral or written feedback depends on a number of factors. Oral feedback can be highly effective because it can be provided easily in the ‘teachable moment’ and in a timely way. Learning conversations with students afford excellent opportunities to provide feedback, as well as to receive feedback, particularly when teachers ask students questions that have them reflect on their learning. Asking “What do you notice about _______?” or “How does this match the criteria?” stimulates students’ thinking about their learning.
Written feedback provides students with a record of what they are doing well, what needs improvement, and suggested next steps. Students and teacher might use the log to monitor whether and how well the student has acted on the feedback.
Balancing feedback, classroom assessment, and instruction (4:43 – 6:00)
Providing timely descriptive feedback to all students can be a time-consuming commitment. This sequence provides strategies for managing the demands of feedback:
LEARNING: VIDEO SERIES Descriptive Feedback Viewer’s Guide
http://www.edugains.ca/newsite/aer/aervideo/descriptivefeedback.html#
The Feedback Loop (0:30 – 1:34)
In the video, a graphic representation shows the role of feedback in the learning process, and how it is used by the teacher and the learner. The process is iterative and relies on assessment providing information to the teacher and the learner, through feedback, so each can take appropriate actions to support learning. A critical requirement of this model is that assessment is ongoing, woven seamlessly with instruction into the learning experience.
Planning assessment and instruction concurrently (1:34 – 3:23)
When planning, teachers design the learning experiences to address the learning goals. They use a variety of instructional strategies to initiate learning, and assessment strategies and tools to elicit information about what students know and still need to learn. This sequence shows teachers planning instruction, assessment, and feedback concurrently so that students receive information about their learning while they can still improve –“just-in-time” feedback (Brookhart, 2008). In their planning, they determine how to gather assessment information at critical points during the learning, so that students can give and receive feedback and take corrective action.
Oral feedback vs. written feedback (3:23 – 4:43)
Choosing to provide oral or written feedback depends on a number of factors. Oral feedback can be highly effective because it can be provided easily in the ‘teachable moment’ and in a timely way. Learning conversations with students afford excellent opportunities to provide feedback, as well as to receive feedback, particularly when teachers ask students questions that have them reflect on their learning. Asking “What do you notice about _______?” or “How does this match the criteria?” stimulates students’ thinking about their learning.
Written feedback provides students with a record of what they are doing well, what needs improvement, and suggested next steps. Students and teacher might use the log to monitor whether and how well the student has acted on the feedback.
Balancing feedback, classroom assessment, and instruction (4:43 – 6:00)
Providing timely descriptive feedback to all students can be a time-consuming commitment. This sequence provides strategies for managing the demands of feedback:
- Provide feedback at critical points during the learning
- Model providing feedback for students to help them become better able to peer- and self-assess
- Provide feedback to groups of students with similar strengths and needs
- Design a way to record the feedback for reference by students and for your own records
- Maximize the use of classroom observation and feedback logs.
LEARNING: VIDEO SERIES Descriptive Feedback Viewer’s Guide
http://www.edugains.ca/newsite/aer/aervideo/descriptivefeedback.html#
References
Brookhart, S. M. (2008). How to give effective feedback to your students. Alexandria, VA: ASCD.
Sadler, D. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119–144.
Brookhart, S. M. (2008). How to give effective feedback to your students. Alexandria, VA: ASCD.
Sadler, D. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119–144.
