View
223
Download
2
Category
Tags:
Preview:
Citation preview
Teacher Feedback in Teacher Feedback in Formative Classroom Formative Classroom
AssessmentAssessmentSusan M. Brookhart
Presented February 27, 2008At the University of Calgary Lecture Series
International Perspectives on Student Assessment
What is the role of teacher feedback in formative classroom assessment?
External RegulationIn
tern
al R
egul
atio
n
Butler & Winne, 1995, p. 248
Greene &Azevedo,2007
Teacher FeedbackExternal Regulation
Stu
den
t U
se o
f F
eed
bac
kIn
tern
al R
egul
atio
n
Role of teacher feedback in formative classroom assessment• To provide information• Relevant to the learning task• Which the student perceives as
information• And uses for internal regulation of
learning– Cognitively, taking the next steps for
improvement– Motivationally, understanding his/her
control over the learning
What kinds of feedback are most effective?
What kinds of feedback best…
• Provide information• Relevant to the learning task• Which the student perceives as
information• And uses for internal regulation of
learning– Cognitively, taking the next steps for
improvement– Motivationally, understanding his/her
control over the learning
Feedback Strategies
Feedback strategies can vary in…
In these ways…
Timing •When given•How often
Amount •How many points made•How much about each point
Mode •Oral•Written•Visual/demonstration
Audience •Individual
•Group/class
Timing
• Immediate feedback for knowledge of facts (right/wrong)
• Slight delay for more comprehensive reviews of student thinking and processing
• Never delay feedback beyond when it would make a difference to students
• As often as is practical, for all major assignments
Timing
• Bangert-Drowns, Kulik, & Kulik (1991)
Amount
• Prioritize – pick the most important point(s)
• Choose points that relate to major learning goals
• Consider student’s developmental level
Amount
• Kluger & DeNisi (1996)
• Sadler (1989)
Mode
• Best mode for the message – would a comment in passing the student’s desk suffice? Conference needed?
• Interactive feedback (talking with the student) is best when possible
• Written feedback on written work or on assignment cover sheets
• Use demonstration if “how to do something” is an issue or if student needs an example
Mode
• Evaluation vs. grading studies about “written feedback”
• Modeling and social learning theory for demonstrations
Audience
• Individual feedback says “The teacher values my learning”
• Group/class feedback works if most of the class missed the same concept on an assignment – becomes an opportunity for reteaching
Audience
• Classroom management and differentiated instruction literature
• Johnston (2004)
• Bloom (1984)
Feedback Content (1)
Feedback content can vary in…
In these ways…
Focus The work itself The process the student used The student’s self-regulation The student personally
Function Description Evaluation/judgment
Comparison To criteria for good work
(criterion-referenced) To other students (norm-
referenced) To student’s own past
performance (self-referenced)
Feedback Content (2)
Feedback content can vary in…
In these ways…
Valence •Positive
•Negative
Clarity •Clear to the student
•Unclear
Specificity •Nit-picky
•Just right
•Overly general
Tone •Implications
•What the student will “hear”
Focus
• When possible, describe both the work and the process – and their relationship
• Comment on student’s self-regulation if the comment will foster self-efficacy
• Avoid personal comments
Focus
• Hattie & Timperley (2007)
Function
• Describe
• Don’t judge
Function
• Ryan, Connell, & Deci (1985)
• Butler & Nisan (1986)
• Crooks (1988)
• Tunstall & Gipps (1996)
• Black & Wiliam (1998)
Comparison
• Use criterion-referenced feedback for giving information about the work itself
• Use self-referenced feedback for giving information about student processes or effort
• Use self-referenced feedback for unsuccessful learners who need to see how they are making progress, not how far they are from the goal
Comparison
• Bangert-Drowns, Kulik, Kulik, & Morgan (1991)
• Sadler (1989)
• Classroom environment or classroom structure studies
• Covington (1992)
• Ames & Archer (1988)
Valence
• Use positive comments that describe what is well done
• Accompany negative descriptions of the work with positive suggestions for improvement
Valence
• Typology of Teacher Feedback (Tunstall & Gipps, 1996, p. 394)
Type A Type B Type C Type D
Rewarding Approving Specifying attainment
Constructing achievement
Rewards Positive personal expression
Specific acknowledgement of attainment
Mutual articulation of achievement
1Positive
Feedback
Warm expression of
feeling
Use of criteria in relation to work
behavior; teacher models
Additional use of emerging
criteria; child role in presentation
1Achievement
feedback
General praise More specific praise
Praise integral to description
Positive non-verbal feedback
Punishing Disapproving Specifying improvement
Constructing the way forward
2 Punishments Negative personal
expression
Correction of errors
Mutual critical appraisal
2
NegativeFeedback
Reprimands; negative
generalisations
More practice given; training in
self-checking
Provision of strategies
Improvement feedback
Negative non-verbal feedback
Evaluative Descriptive
Clarity
• Use vocabulary and concepts the student will understand
• Tailor amount and content of feedback to student’s developmental level
Clarity
• Sadler (1989)
Specificity
• How “specific” depends on the student and the task
• Feedback should be specific enough that the student knows what to do, but not so specific that it’s done for him/her
• Identify errors or types of errors, but correcting every one (e.g., copyediting or supplying right answers) doesn’t leave the student anything to do
Specificity
• Kluger & DeNisi (1996)
• Sadler (1989)
Tone
• 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 or wonder
Tone
• Johnston (2004)
• Covington (1992)
Conclusion
• What is the role of teacher feedback in formative classroom assessment?– Part of the external regulation of learning– Feedback is what the teacher does but in the
end what matters is what the student does – The role of feedback is to present students
with the means, motive, and opportunity for internal regulation of learning.
Conclusion
• What kinds of feedback are most effective?– Discussion of research on feedback (including
some major reviews) and other relevant literature in light of the realities of classroom practice
– Classify findings into choices for teachers about feedback strategies and feedback content
Conclusion
• How to Give Good Feedback, coming out in September, 2008, ASCD
• Academic literature review, this lecture
• brookhart@duq.edu
Recommended