Feedback-is one of the most powerful tools a teacher has to improve learning. (see Hattie’s effect size)
- Does the feedback inform students of what they are doing?
- How is the feedback presented?
- Is the feedback presented in a non-competitive way?
- Is the feedback presented with a growth mindset?
- Does the learner participate in collecting data or analyzing how they are doing in relation to the learning target?
- Does the feedback relate to the learning target?
- What is my goal?
- Where progress have I made towards my goal?
- What actions must be taken to move towards my goal?
- Does the feedback help the student become more aware of their own learning?
- Sees academic performance as able to improve
- With work, a student can improve his grade
- Sees intelligence as you got it or you don’t
- Students see themselves as unable to improve because they are either smart or not smart
Implications on Feedback
- “Wow, you did great, you are so smart.”
- “Nice job, you are really good at Math.”
- “You missed 3 out of the 5 questions-you get an F”
- Yet-“You haven’t solved this equation yet.”
- Already-“What do you already know?”
- Comments are process oriented-“That is an effective strategy.”
Feedback and Formative Assessments
- Assessments are formative if they are giving feedback that is actionable and will improve student learning.