2. Characteristics of a good feedback Feedback is providing
effective information on someones performance (in brief it is to
tell someone how they are doing in the process of achieving certain
goals). The term has been widely used by formative assessment
3. Characteristics of a good feedback In formative assessment
there are 4 elements of a good feedback: Information on what was
good Things to be corrected (just 1-2, not more) Few cues on what
and how to improve Direction for future development
4. Characteristics of a good feedback The important thing is
that we should always find something positive. Secondly, we should
remember to avoid giving simple advice. Its better to use questions
(e.g. What do you think about changing the font to make the text
look clear?).
5. Characteristics of a good feedback Remember feedback is
description, not criticism.
6. Mistakes in giving feedback Most so-called feedback is
really advice or praise. Moreover, the feedback is not clear and
descriptive enough about what did and didnt happen as a result of
some action taken to achieve a purpose. (e.g. a total score of 72
out of 100 on a math quiz is the feedback; its meaning for action
is unclear). G. Wiggins
7. Mistakes in giving feedback Incorrect Nice job on the
project, Sheshona! Correct Nice job on the project, Sheshona! You
answered the essential question in great depth, with lots of
illustrative examples, and your oral presentation was polished and
informative. Incorrect Next time, Sam, youll want to make your
thesis clearer to the reader. Correct I found it very difficult to
grasp your main point. At the start, it seemed that you were
arguing against mining coal, but in paragraph three you focused on
the need to provide healthcare to all workers. Next time, Sam,
youll want to make your thesis clearer to the reader.
8. Mistakes in giving feedback Incorrect The lesson would be
more effective, Shana, if your visuals were more polished and
supportive of the teaching. Correct Your spoken delivery was clear
and your account of the topic was a helpful and interesting
summary: most students were engaged. Alas, the supporting materials
you supplied looked unfinished and rough; 5-6 students were
confused by them. The lesson would be more effective, Shana, if
your visuals were more polished and supportive of the teaching.
Incorrect You taught about ants, Stefan? I LOVE ants! Correct You
taught about ants, Stefan? I LOVE ants! However, the task was not
to please me; the task was to make students ignorant or afraid of
an animal to become interested in them. Yet, you began as if the
students already shared your interest in ants instead of helping
them overcome their distaste and become more interested in them.*
*examples taken from G. Wiggins.
9. Function of feedback The most important function of feedback
is to motivate the learners.
10. Function of feedback This table (Hatti, Timperley)) shows
the effect size of different forms of feedback (over 0.4 high
effect, over 0.6 very high).
11. Function of feedback
12. Characteristics of a good feedback According to G. Wiggins
(Feedback for Learning Vol. 70, no. 1) there are 7 keys to
effective feedback.
13. Characteristics of a good feedback 1. Goal-referenced.
Information becomes feedback if, and only if, I am trying to cause
something and the information tells me whether I am on track or
need to change course.
14. Characteristics of a good feedback 2. Tangible and
transparent. The best feedback is so tangible that anyone who has a
goal can learn from it.
15. Characteristics of a good feedback 3. Actionable Effective
feedback is concrete, specific, and useful; it provides actionable
information. Thus, "Good job!" and "You did that wrong" and B+ are
not feedback at all. We can easily imagine the learners asking
themselves in response to these comments, What specifically should
I do more or less of next time, based on this information? No idea.
They don't know what was "good" or "wrong" about what they
did.
16. Characteristics of a good feedback 4. User-friendly Even if
feedback is specific and accurate in the eyes of experts or
bystanders, it is not of much value if the user cannot understand
it or is overwhelmed by it.
17. Characteristics of a good feedback 5. Timely In most cases,
the sooner I get feedback, the better. I don't want to wait for
hours or days to find out whether my students were attentive and
whether they learned, or which part of my written story works and
which part doesn't.
18. Characteristics of a good feedback 6. Ongoing If you play
Angry Birds, Halo, Guitar Hero, or Tetris, you know that the key to
substantial improvement is that the feedback is both timely and
ongoing. When you fail, you can immediately start over sometimes
even right where you left off to get another opportunity to receive
and learn from the feedback.
19. Characteristics of a good feedback 7. Consistent Performers
can only adjust their performance successfully if the information
fed back to them is stable, accurate, and trustworthy*. *all the
quotations taken from G.Wiggins
20. Feedback and projects Its crucial for eTwinning projects to
make sure that all the activities include feedback. If we finish
the task and do not know what the result was, why do the task next
time?
21. Feedback and projects Why so many projects lack feedback?
At the same time, why not use feedback as a good way of interaction
between pupils and/or teachers? All in all, eTwinning is based on
interaction.
22. Feedback and projects How to do it in the project? Use peer
feedback (tell your students to choose one work of their partners
and write a comment on it). Use teacher-student feedback (its even
better when your partner writes feedback for your students, and you
do the same for his/her pupils). Use teacher-group feedback (write
a few motivational words on the forum, in the journal etc.). Make
the students know you see their progress.
23. Presentation based on: Hattie, J. (2008). Visible learning:
A synthesis of over 800 meta-analyses relating to achievement. New
York: Routledge. Hattie, J., Timperley H. The Power of feedback.
Review of Educational Research 2007 77:81. Granted, and - thoughts
on education by Grant Wiggins, available at:
https://grantwiggins.wordpress.com/20
14/04/15/what-feedback-is-and-isnt/
