"What Constitutes Effective Feedback?"
from the AER Video Library
(http://www.edugains.ca/newsite/aer/aervideo/descriptivefeedback.html#)
Research indicates that not all feedback supports learning (Stiggins et al, 2004). This segment provides information about what makes feedback effective. Studies on the nature of feedback that is most beneficial to learning indicate that the structure, focus, and amount of feedback are important considerations. Certain types of feedback during the teaching-learning cycle, (e.g., evaluative, comparison to others) can actually have a negative impact on learning and motivation, convincing students that they lack ability, and thus reducing their desire to put forth effort to learn (Black & Wiliam, 1998).
"It's the quality of the feedback rather than its existence or absence that determines its power."
Stiggins et al (2004)
AER Video Library Segment 2: What Constitutes Effective Feedback
As you watch the video, think about this question:
As you watch the video, think about this question:
What kind of feedback is most effective in helping students learn?
| Transcript for Video Segment 2 |
What’s in this Segment?
Structure of feedback (1:01 – 2:20)
Structure feedback to identify what was done well, what needs improvement, and how to improve (Black et al 2003, Dixon 2005, Hattie & Timperley, 2007). This information can be conveyed orally, in writing, or as a question that causes students to reflect. In the video, the teacher asks students to self-assess, based on the following questions:
Focus of feedback
Linked to Learning Goals and Success Criteria (2:20 – 2:54)
Effective feedback should relate to the learning goals and success criteria identified for the task. Even when identifying what was done well, the comments should reflect the goals and criteria. Chappuis (2009) emphasizes the importance of directing praise to the characteristics of the student’s work or performance, rather than to the characteristics of the student. “Praise can have a negative effect on learning because it directs students’ attention away from the learning and onto what the teacher thinks of them: “The teacher thinks I’m smart/not smart.” “The teacher likes me/doesn’t like me.” “ … Work-related feedback does a much better job of developing students’ belief that effort will lead to success.” (p. 63)
Hattie and Timperley (2007) identify four levels of feedback focus, and state that “the level at which feedback is directed influences its effectiveness” (p. 90). Feedback about the task, the processing of the task, and self-regulation can all have powerful positive impacts on learning. Feedback about the self as a person is least effective as “it usually contains little task-related information and is rarely converted into more engagement, commitment to the learning goals, enhanced self-efficacy, or understanding about the task” (p. 96).
Descriptive rather than evaluative feedback (2:54 – 3:20)
Effective feedback provides students with detailed, specific information about improving their learning. This descriptive feedback is “linked to the learning that is expected. It addresses faulty interpretations and lack of understanding. It provides students with visible and manageable ‘next steps’ based on an assessment of the work at hand and an image of what ‘good work looks like’ so that they can begin to take on the responsibility of self-assessing and self-correcting” (Earl, 2003). Evaluative feedback, in the form of grades or brief general comments, (e.g. “well done”), provides some information about learning, but does not convey the information and guidance that students can use to improve.
Amount of Feedback (3:56 – 5:00)
LEARNING: VIDEO SERIES Descriptive Feedback Viewer’s Guide
http://www.edugains.ca/newsite/aer/aervideo/descriptivefeedback.html#
Structure of feedback (1:01 – 2:20)
Structure feedback to identify what was done well, what needs improvement, and how to improve (Black et al 2003, Dixon 2005, Hattie & Timperley, 2007). This information can be conveyed orally, in writing, or as a question that causes students to reflect. In the video, the teacher asks students to self-assess, based on the following questions:
- What did you learn about adding and subtracting polynomial expressions?
- What do you still have questions about?
Focus of feedback
Linked to Learning Goals and Success Criteria (2:20 – 2:54)
Effective feedback should relate to the learning goals and success criteria identified for the task. Even when identifying what was done well, the comments should reflect the goals and criteria. Chappuis (2009) emphasizes the importance of directing praise to the characteristics of the student’s work or performance, rather than to the characteristics of the student. “Praise can have a negative effect on learning because it directs students’ attention away from the learning and onto what the teacher thinks of them: “The teacher thinks I’m smart/not smart.” “The teacher likes me/doesn’t like me.” “ … Work-related feedback does a much better job of developing students’ belief that effort will lead to success.” (p. 63)
Hattie and Timperley (2007) identify four levels of feedback focus, and state that “the level at which feedback is directed influences its effectiveness” (p. 90). Feedback about the task, the processing of the task, and self-regulation can all have powerful positive impacts on learning. Feedback about the self as a person is least effective as “it usually contains little task-related information and is rarely converted into more engagement, commitment to the learning goals, enhanced self-efficacy, or understanding about the task” (p. 96).
Descriptive rather than evaluative feedback (2:54 – 3:20)
Effective feedback provides students with detailed, specific information about improving their learning. This descriptive feedback is “linked to the learning that is expected. It addresses faulty interpretations and lack of understanding. It provides students with visible and manageable ‘next steps’ based on an assessment of the work at hand and an image of what ‘good work looks like’ so that they can begin to take on the responsibility of self-assessing and self-correcting” (Earl, 2003). Evaluative feedback, in the form of grades or brief general comments, (e.g. “well done”), provides some information about learning, but does not convey the information and guidance that students can use to improve.
Amount of Feedback (3:56 – 5:00)
- Prioritize feedback to address the most important needs first.
- Limit to 2 - 3 specific recommendations linked to the learning goal(s).
LEARNING: VIDEO SERIES Descriptive Feedback Viewer’s Guide
http://www.edugains.ca/newsite/aer/aervideo/descriptivefeedback.html#
References
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.
Chappuis, J. (2009). Seven strategies of assessment for learning. Portland, OR: Educational Testing Service.
Dixon, H. (2005). The efficacy of using a feedback typology as a heuristic device to deconstruct teachers’ feedback practice. Waikato Journal of Education, 11(2), 49–65.
Earl, L. (2003). Assessment as learning: Using classroom assessment to maximize student learning. Thousand Oaks, CA: Corwin Press, Inc.
Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research,77(1), 81-112.
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.
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.
Chappuis, J. (2009). Seven strategies of assessment for learning. Portland, OR: Educational Testing Service.
Dixon, H. (2005). The efficacy of using a feedback typology as a heuristic device to deconstruct teachers’ feedback practice. Waikato Journal of Education, 11(2), 49–65.
Earl, L. (2003). Assessment as learning: Using classroom assessment to maximize student learning. Thousand Oaks, CA: Corwin Press, Inc.
Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research,77(1), 81-112.
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.
