Give FeedFORWARD · More about Feedback PLEASE read the rubrics (12 & 13). AND read the Rubric Progressions! When giving feedback, make sure you let the students know what they did

Give FeedFORWARD… N OT JUST FEEDBACK

NANCY C ASEY NATIONAL e dTPA

ST. BONAVENTURE UNIVERSITY I MPLEMENTATION CONFERENCE

Feedback“Helpful information or criticism that is given to someone

to say what can be done to improve a performance, product, etc” (Merriam Webster)

“The purpose of giving immediate or only slightly delayed

feedback is to help students hear it and use it.” (Brookhart,

2008)

NANCY CASEY, ST. BONAVENTURE UNIVERSITY 2

“Feedback is an essential part of education and training programmes. It helps learners to maximise their potential at different stages of training, raise their awareness of

strengths and areas for improvement, and identify actions to be taken to improve performance.” (http://www.faculty.londondeanery.ac.uk/e-

learning/feedback/what-is-feedback)


http://www.faculty.londondeanery.ac.uk/e-learning/feedback/what-is-feedback

BUT…Our Students’“Lived Experience” withFeedback




edTPA Expectations: 2 of 15 Rubrics Focus on FeedbackWHY is this hard? Candidates’ lived experiences strongly influence their

practice

Their cooperating teachers really don’t give feedback, rather they give

√ √+ √-

right/wrong

grades


Rubric 12: Providing Feedback to Guide Further Learning

• What type of feedback does the candidate provide to focus students?


2b. Explain how feedback provided to the 3 focus students addresses their individual strengths and needs relative to the standards/objectives measured.


Rubric 13: Student Use of Feedback•How does the candidate provide opportunities for focus students to use the feedback to guide their further learning?


2c. c. Describe how you will support students to apply the feedback to guide improvement, either within the learning segment or at a later time.


What is so hard?Rubric 12 Candidates easily talk about what is right

It’s harder for them to address what is wrong

The big challenge is speaking to the objectives

Rubric 13 ALL of this is challenging



Feedback …1. Let the student know what she did well/right

2. Let the student know what she did incorrectly/wrong

3. Relate the feedback to the objectives: Did the student meet the objective?

4. Give feedFORWARD: ◦ Let the student know how she can get better

◦ Tell the student what you will do to help her get better, go deeper


FORWARD Do 4 Things

More about FeedbackPLEASE read the rubrics (12 & 13). AND read the Rubric Progressions!

When giving feedback, make sure you let the students know

what they did right and wrong.AND let them know if they met the objective for the lesson.

AND make sure you tell them what they can do to improve.

AND make sure you tell them how you will help them improve.

AND make sure you give the same amount of feedback to

all three students.

Address both strengths and needs in your feedback!


Students will identify differences and similarities between [two stories ] and they will organize those similarities and differences in a Venn diagram.

Feedback: ◦ Right?

◦ Wrong?

◦ Met the objectives?

◦ How to improve?

Limited feedback


√


Giving FeedbackYou need to give feedback related to the learning objectives.If one of your objectives is“The students will compare and contrast two versions of Sleeping Beauty including discussion of characters and setting”your feedback might say something like this:

“I am impressed that you were able to point out such detailed differences in the characters. That’s a great job at CONTRASTING. But did you find any similarities? Remember that comparing means finding how 2 things are the same.”

Providing Feedback…It’s STILL about the Objectives

The entire edTPA really hinges on learning objectives and standards and how you develop them and continuously refer back to them. Task 3, in particular, REQUIRES you to focus on your objectives.

You have to connect the feedback to the lesson segment objectives!

Look at this text for a score of 3 on Rubric 12:“Feedback is accurate and primarily focuses on either errors OR strengths related to specific learning objectives, with some attention to the other.”

If you don’t discuss the objectives, you can’t score a 3.

That means this: When you give feedback on the student work samples LOOK AT YOUR OBJECTIVES FIRST, then make sure your feedback reflects the objectives.


”Feed Forward”

Where do you want your students to be going?

Feedback needs to point students to a goal. It should register discrepancy between the current state and a known objective. “The student can be expected to be sensitive to experienced feedback only once there is a clearly known objective in place. This has to be seen as the necessary starting point.” So it’s not really just feedBACK, it’s feed FORWARD.

You have to help the student know what she has to do to get better, to learn more.

As You Finish Up...Things to Look For

Feedback. Did you give feedback about what the student (1) did right, (2) did wrong? Did you (3) tell the student if she met the objective and how you know that? And (4) did you give the student an idea of how she can get better in future lessons/assessments/learning experiences?

Do you discuss how you will help students USE THE FEEDBACK in Prompt 2c?

Mean Scores: Rubrics 12 & 13St. Bonaventure University


3.4 3.4 3.5

2.9 3.03.4

1.0

1.5

2.0

2.5

3.0

3.5

4.0

2013-14 (n=33) 2014-15 (n=39) 2015-16 (n=10)

Rubric 12 Rubric 13

Mean Scores Rubric 13: Jan - June 2015


2.5 2.73.1

0.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5

NAT: Elem Ed NY: Elem Ed SBU: Elem Ed

Discussion Questions

How do YOU teach about giving feedback?

WHEN do you do it?

How do you get faculty to model this approach for students?


Dr. Nancy Casey

Dean, School of Education

edTPA Coordinator

St. Bonaventure University

[email protected] 716.375.2414

http://www.edtpatips.com/


mailto:[email protected]

http://www.edtpatips.com/

Documents

Give FeedFORWARD · More about Feedback PLEASE read the rubrics (12 & 13). AND read the Rubric Progressions! When giving feedback, make sure you let the students know what they did