Feedback

Effect Size .70

Definition

Feedback in the classroom can be defined as “information allowing a learner to reduce the gap between what is evident currently and what could or should be the case”. The measure should not be how much feedback the instructor gives but the more appropriate measure is the nature of feedback received.

Characteristics

Timely
Constructive/corrective
Specific to criterion
Verified
Focused on product/behavior (not the student)

Types

Exit tickets
Entrance tickets
Quick Checks
Quick Writes
Rubrics
Revisions

When to Use

Task feedback points to ideas that work and ideas that don't work
Process feedback gives cues for searching and strategizing
Self-regulation feedback reinforces engagement and persistence

Benefits

When feedback and corrective procedures are used, most students can achieve the same level of achievement as the top 20% of students.

Steps for Feedback

Focus feedback on the task not the learner
Provide elaborated feedback
Present elaborated feedback in manageable units
Be specific and clear with feedback messages
Keep feedback as simple as possible but no simpler
Reduce uncertainty between performance and goals
Give unbiased, objective feedback, written or via computer
Promote a learning goal orientation via feedback
Provide feedback after learners have attempted a solution

https://visible-learning.org/2013/10/john-hattie-article-about-feedback-in-schools/

Podcasting To Personalize FeedbackInterested in finding a more effective way to provide students feedback about their writing, ELA teacher Sarah Brown Wessling records feedback and delivers it to students via a podcast. She begins by marking important points on a student's paper and then shares her thoughts with students through a recording, which she finds more useful and effective than written feedback. Providing feedback in this way is more personal and allows her to respond writer to writer, reader to reader, instead of as a teacher to student.

Math Journals: A Record for Students and TeachersKindergarten teacher Karen Lassiter has her students record their thinking on individual topics in math journals. Karen explains that these journals provide a record for how students' thinking has changed and developed over time. As students work in their journals, Karen rotates around the room to assess and provide feedback.

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