ELSIN 201520th International Conference on Learning, 1st-3rd July,

University of Exeter

The Importance of Effective Feedback to Future Learning and Achievement for All

Practitioner’s View

Dr Joanna Goodman

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Context and Focus

Main study conducted in an English independent school (3 to 13)

Study Focus:

Assessment practices and the impact of assessment/marking/ feedback on future learning

Subsequent studies conducted across a range of secondary schools

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Focus

The study is part of a larger practitioner’s research conducted to examine assessment practices in schools and their role in

improving learning through engaging pupils in their learning processes.

The study looked at how teacher assessment was used for formative purposes and how teachers and pupils understood

the role of assessment for learning in improving outcomes.

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Main Theoretical Framework

Paul Black

Dylan Wiliam

John Hattie

The main study draws on Paul Black and Dylan Wiliam findings into the effectiveness of assessment for learning strategies in the classroom for improved achievement and attainment.

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Focus on effective feedback as one of the most influential strategies to future learning

“The quality of interactive feedback is a critical feature of learning activity”

Black and Wiliam (2009)

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Effect Size: the ratio between the average improvement in pupils’ scores and the range of scores for typical groups of pupils on the same tests.

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AfL: Learning Gains

AfL understa-

nding

AfL strategies

Gain of 1 – 2

grades

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Improvement in pupils’ learning = 0.4 – 0.7 effect size

“Effect size” is the ratio between the average improvement in

pupils’ scores and the range of scores for typical groups of pupils

on the same tests.

Effect size of 0.4 = improvement of 1 – 2 grades in

public examinations (GCSEs)

Factors Influencing ProgressFeedback Effect Size

Feedback 1.13

Students’ prior cognitive ability 1.04

Teaching quality 1.00

Providing formative evaluation 0.90

Teaching quantity 0.84

Acceleration 0.72

Home factors 0.67

Student disposition to learn 0.61

Class environment 0.56

Challenging goals 0.52

Bilingual programmes 0.51

Peer-tutoring 0.50

Teacher insets 0.4904/07/2015 Dr J Goodman

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Research Tools and Population

Research Tools Numbers

Teacher questionnaire 45

Lesson observation 20

Pupil interviews (aged 9 – 13) 35

Teacher interviews 28

Work scrutiny (across curriculum and

ability range)

54

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Forms of Feedback

Grades

Marks

Grades and/or marks

Ticks

Ticks + another form

Formative comments

Formative comments and grades or marks

National Curriculum levels

Formative verbal feedback

Verbal feedback of summative nature

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Summary of Analysed Feedback Strategies Feedback mainly summative in nature (grades/marks/levels) 17%

Formative comments 4%

Formative comments + grades/marks/levels 25%

Praising/encouraging comments + grades/marks/levels 54%

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Feedback Strategies

Summative Formative Form +Sum Praise

View on Practice in Place

All pupils stated that they received summative-type feedback on their work

Pupil data mirror teacher data with respect to the feedback given

But …

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Pupils’ Views on Most Useful Feedback to Future Learning

Guidance on how to improve 100%

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Useful Feedback

Formative

Characteristics with Impact on Learning Styles

Limited evidence of pupils’ independent work

Reliance on commercial worksheets

Reliance on teachers (spoon-feeding/learnt helplessness)

Focus on activities rather than outcomes

Pupils’ compliance with little evidence of challenge or interrogation

Teaching-to-the-test

Learning for exams

Limited evidence of independent research or investigations

Fixed mindsets and reluctance to have a go for fear of getting anything wrong

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Tensions

Teachers’ views regarding useful feedback to future

learning

Pupils’ views on the most helpful feedback for

improvement

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Learning Dialogues

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The teachers stated that they

assessed progress in a similar

way through tests and class

discussions and that their forms

of feedback were summative in

nature with focus on

marks/grades, listing other forms

of feedback as reward and verbal

feedback.

Impact of Feedback on Learning Styles or Attitudes to Learning

Quality feedback for improvement

Active learning leading to learning

independence

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Impact of Feedback on Learning Styles or Attitudes to Learning

Feedback lacking in advice on improvement (summative)

Passive attitudes to learning, reliance on teachers, little evidence of independent

learning

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Impact of Teaching Strategies on Learning Styles: the importance of feedback to shaping future

learning

Learning sustainability

Quality dialogic interactions,

including metacognition

Quality feedback

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ReferencesBlack, P. and Wiliam, D. (1998). Inside the Black Box: Raising Standards Through Classroom Assessment. London: GL Assessment.

Cohen, L., Manion, L., Morrison, K. (2002). Research Methods in Education. London: RoutledgeFalmer.

Goodman, J. (2011). Assessment Practices in an Independent School: The Spirit versus the Letter. London: King’s College London. Available online: http://books.google.co.uk/books/about/Assessment_Practices_in_an_Independent_S.html?id=uWtzMwEACAAJ&redir_esc=y

Lincoln, Y.S. and Guba, E.G. (1985). Naturalistic Inquiry. London: Sage

Patton, M.Q.(2002). Qualitative Research and Evaluation Methods. London: Sage Publications.

Mann, C. (2003). Analysis or anecdote? Defending qualitative data before a sceptical audience. In C. Hughes. (Ed.). Disseminating Qualitative Research in Educational Settings. A Critical Introduction. Maidenhead: Open University Press.

Woods, P. (2006). Successful Writing for Qualitative Researchers. London: Routledge.

Hattie, J. (2009) Visible Learning. Oxon: Routledge.

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Dr Joanna Goodman

Cromwell Consulting Ltd

www.cromwell-consulting.com

joanna.goodman@cromwell-consulting.com

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