Feedback DISRUPTed

"Ongoing feedback can be a powerful contributor to student learning"

(Hattie & Timperley, 2007, as cited in Boud & Dawson, 2023, p. 158)

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Power Dynamics in Assessment DISRUPTed

Equitable Assessment DISRUPTed

Feedback as an Ongoing Process

Feedback literacy for both students and teachers is an important aspect in the feedback process. Feedback literacy is defined as "the understandings, capacities and dispositions needed to make sense of information and use it to enhance work or learning strategies" (Yan & Carless, 2022, p. 1117).

My learning on feedback has been DISRUPTed in that I had always thought of feedback as comments made on an assessment, which it is in part, however, I have come to learn that feedback is much larger in scope than I originally thought. Now, I recognize feedback is an in-depth process to enhance student learning throughout a course, requiring "active and continuing" student and teacher engagement (Boud & Dawson, 2023, p. 58). In a SDL school, it is challenging to build in formative assessment and feedback opportunities, however, I have learned this process starts by building feedback intentionally into the program when designing a course (Boud & Dawson, 2023).

Below I explore ways I can become a feedback literate teacher.

THREE DIMENSIONS TO DEVELOPING TEACHER FEEDBACK LITERACY

(Boud & Dawson, 2023)

30-1 Tracking Sheet 22-23 January Diploma.docx

MACRO

macro-refers to program design and development, and includes considering how feedback can connect throughout a course. I use an online gradebook, which I use to communicate digital feedback to students. I have attached rubrics to all assignments and have a section where I can write comments. Thinking of feedback as a process allows me to consider the larger picture of a course, and challenges me to consider how I can intentionally embed feedback and how that process can naturally unfold throughout an English course in a SDL environment. I have attached a grade 12 course outline from last year, and written comments where I could now embed feedback in the course design. Please open the above doc in a separate tab to view comments or use this link: https://docs.google.com/document/d/1F1MO7eFuc6l0BUwBrHfyXl2vL5u7hpmi/edit?usp=sharing&ouid=115669906140969850504&rtpof=true&sd=true

MESO

meso-which includes course design/unit design and implementation and includes targeting feedback for the best effect and sequencing of feedback events. Gjerde et al, (2018) call this practice "feedforward." When creating a course or a unit, I can purposely build off of competencies for the next assignment. For example, students write two critical essays. The feedback I provide in essay 1 is useful for essay 2. However, I could consider the timing of feedback looking at the course design as a whole, in a sequential manner. This includes more consideration of feedback loops (Boud & Dawson, 2023). I can also offer checklists, student reflections on units, and surveys, which leads to me adjusting my teaching. I have also included how I can consider meso level feedback in the course outline.

MICRO

micro-feedback practices that relate to individual student assignments. This includes input "suited to the task," and inclusive feedback practices such as "written, audio, video, screencast, or face-to-face" (Boud & Dawson, 2023, p. 166). Micro level feedback utilizes formative assessment processes such as providing instant feedback on an assignment, explaining how they can improve (Boud & Dawson, 2023). When providing feedback, I always comment on strengths, however, I have learned that my comments can sometimes be vague. Language used in feedback should be specific and tied to an outcome (Boud & Dawson, 2023). I am effective at providing feedback in person. I have also included micro level feedback examples in the course outline.

Developing Feedback Literate Students

Since feedback is a relational process between the student and the teacher, it is imperative that the student seeks out feedback opportunities, and processes and uses the feedback, (Yan & Carless, 2018, p. 1117).

Self assessment is another key factor in developing feedback literate students and is effective at developing student feedback literacy because it shifts learning to a more learner-centered view which is "fundamental for self-regulated and life-long learning" (Yan & Carless, 2022, p. 1118). Self-assessment does not mean a student is alone; rather, it is an "interaction with teachers and students" (Yan & Carless, 2022, p. 1121).

Internal feedback is when the student can compare their work to another reference point, such as exemplars. Processing is how the student makes sense of that information, and acting is the student taking actions to implement the feedback in their own work ((Yan & Carless, 2022, p. 1118).

Below are some ways that students can learn to garner internal feedback, which results in improved ability to self-assess and therefore enhance learning.

Feedback Loop

Inquiry is when a student directly asks for comments from teachers or peers on a specific learning outcome.

Monitoring is when the student uses the information available in their learning environment to learn, including use of exemplars, standards criteria, rubrics, and other resources (Yan & Carless, 2018, p. 1117).

This process then becomes cyclical.

Rubrics

Rubrics are an excellent way for students to self-assess. If students know the characteristics of the criteria, they can generate internal feedback (Yan & Carless, 2022, p. 1119). In my writing tutorials, I start by going over the rubric the students will be assessed on and apply the criteria to an exemplar.

Co-constructing and applying rubrics

Rubrics can be teacher created or student-teacher created and provide an excellent way for students to self-assess. If students know the characteristics of the criteria, they can generate internal feedback (Yan & Carless, 2022, p. 1119).

Exemplars

Using exemplars allows students to clearly see what the assessment criteria. They can compare their work to the exemplars, and garner internal feedback, identifying their strengths and weaknesses, resulting in their ability to self-assess (Yan & Carless, 2022, p. 1119). In my writing tutorials and Learning Guides (which are modules), I provide exemplars for students and apply the assessment criteria. I do need to improve in collecting a range of exemplars though, as they are usually proficient to excellent exemplars.

Peer assessment generates feedback. I hope to incorporate ways for my students to peer assess, which is a challenge in SDL.

The outcome of feedback literate teachers and students is learning and development of metacognition skills, with the hope of creating life-long learners in students

Simple Ways to Develop Metacognition in Students

Students can set their own learning goals for the course, and make a plan to action (Gillaspy & Vasilica, 2021)

Use checklists for students

Internal feedback, self-assessment, rubrics, exemplars are all effective ways to build metacognition in students.

Ask students to evaluate their own work based on the assessment criteria and/or exemplars

Have students explain their understanding of key concepts

INCLUDE STUDENTS IN THE ASSESSMENT PROCESS

Have students self-reflect in a paragraph using prompts such as:

"I struggled with..."

"Ways I can improve going forward..."

"What I did well..."

(Yan & Carless, 2022, p. 1123)

I've learned that there is a moral component to feedback as well. Feedback effectiveness "lies in the interaction between feedback message, feedback recipient, and feedback source" (Gjerde et al, 2018, p. 41). It is important for me to remember that there is a person behind the feedback, and thus ethical treatment is imperative. The images below suggest ways to provide students with an overall positive feedback experience.