Focused Feedback as

Formative Assessment




A report submitted in partial
fulfilment of the requirements for
the course PIPI 7130
Being and Becoming: Teacher as Professional


By Emma Procter




Bethlehem Tertiary Institute
Te Whare Tauira O Peterehema
2014




Contents Page


















Contents Page

Introduction 3
Research approach 3
Table of codes 5
Data analysis 7
Literature review 8
Implications 13
Conclusion 14
Reference List 16



Introduction
This research report is a course requirement of PIPI3 Being and becoming; Teacher as
professional. This course encompasses developing skills in being a self-directed and self-
managed learner who utilises inquiry into ones own practice for personal development.
This inquiry is underpinned through a research project. Robinson (2003) writes that the
research role of teachers is essential to sustainable school improvement, to effective
teacher development and most importantly to the professionalism of teachers. As teachers
are significantly influential in the lives of students, research into teacher practice and
pedagogy provides a solid foundation for improvement and raised achievement in teaching
and learning. As my passionate creed encompasses creating a supportive nurturing
environment where children are free to express themselves I look forward to developing
skills in and through research that are necessary for this to be established.

The report firstly addresses the research approach taken to complete this report. The
findings are then expressed in the section regarding data analysis, followed by a literature
review outlining ten key readings around the area of choice. This will lead into personal
implications for the practice of a beginning teacher. Lastly the report will be closed with a
conclusion of my findings, the process and application.

Research approach
This small scale research project is based upon an oral recording of me delivering a reading
lesson with six children in an integrated year three and four class. This lesson was
undertaken during the middle block. Considering this was the last lesson before lunch the
children managed to remain focused throughout the lesson. However the children were
eager to listen to the recording and this was sometimes a distraction. As I did not trial the
recording the quality of this time together was not fantastic. Using my computer as the
recording device did not allow for an effective recording around the entire circle in which
we were seated. This lesson was a requirement of practicum four but was not taught during
this time frame. I overlooked this task due to the busy schedule I was involved in so I
organised with my associate teacher to return the following week. As reading sessions only
allowed a 45 minute schedule this was the length of my recording, not the full hour that was


expected. The recording was then transcribed, coded and carefully critiqued and analysed to
reveal an area of concern that needed development in my teaching.

The transcription of data was a rigorous process that involved a lot of time to be effective
for the purposes of this study. Some areas of child response were not recorded clearly. I also
found a great misuse of time having the recording on the computer, as it meant continually
minimising the program where I was writing the transcription to pause and restart the
recording, then reopening the word document to continue. Once this was undertaken the
coding of data was not such a battle.

I initially thought about the main categories which were evident questions, management
and feedback. Within these main themes I narrowed the questions into areas by thinking
about the effect or result I intended to convey. I found that some codes overlapped or were
very similar with others but I tried to separate these. For example, a request and an
instruction could be seen as one of the overlapping areas, however it was the manner in
which it was implied that showed variation. I then grouped the codes into four sections;
questioning, feedback, teacher talk and management. I was unsure of the entirety that
teacher talk encompassed therefore I chose to separate this from the obvious management
techniques.

The section below outlines the codes used in analysis of data the meaning of each code an
example from the transcription of the data collected and the amount of times these codes
were used. The table is sectioned into the three categories outlined above as key areas for
investigation. An additional section of management is incorporated also with strategies
which relate within and separate to the noted investigation areas.








Table of codes

Code Meaning Example No. times
used
Questioning
Q.C Question for Comprehension Why do you think she played
her guitar softly?
4
Q.I Question for Instruction The first thing I would like is to
have a look at the cover of this
book and see what you think
its about?
1
Q.M Question for Management Before we start what things do
we expect in our reading
groups?
6
Q.CL Question for Clarity So you used the fact you are a
tidy person to help your sister
with being a messy person?
4
Q.T.K Question for Teacher
Knowledge
Who has read this story
before?
4
Q.P Question to Provoke thinking What do you notice about the
first page?
11

Q.P.C Question to develop Personal
Connections
What are some things that you
do when you get grumpy?
12
R.S.R.F.A. Re-question student regarding
first question and answer
Is that going to help the
situation?
12
M.O.Q Missed Opportunity for
Question
Miss Procter, share ideas
Right share ideas
2
Feedback
P Praise Beautiful hands up 6
M.O.P Missed Opportunity for Praise Right being quiet while other
people are talking
2
F.F Feed forward Well by the end of this you
guys are going to be experts
1
S.F.B Specific Feed Back Good expression I liked the
way you said I
2
F.B Feed Back Good girl (Not Feedback) 2
M.S Various Management Strategies Five, Four, Three, Two, One,
Listening
1
Teacher Talk
T.R Te Reo Whakarongo Mai 2
S Slang Okay 11


G

Gem Sharing your ideas, yes we can
always learn from other
peoples ideas
2
E.I Expanding student Ideas So she does something to
relax?
7
R. Reaffirmation (repetition) Right, being quiet while other
people are talking
8
C Confirmation Yes 5
Management
R.Q Request Please can you put the pillow
away?
7
R.L Redirect Learning Whats some other things 3
R.S.P Response No we cant 3
O.E Outlining Expectations Can we put our hands up, first
thing?
5
S.D.C Student Directed Que State childs name
(confidentiality)
16
S.C Silent Cue Pointing 3
RD.S Reading Strategy support Have a look at the picture for
help
4
M Modelling When Im angry I go outside 3
D.O Desired Outcome I think . 2
D.S.L Direct student Learning support Who can help ? 3
P.M Pause for Management Now before we start (Pause
waiting for attention) what
things do we expect
4
P.T Pause for Teacher Thinking Okay (Pause) so did you ever 3
P.S.T Pause for Student Thinking Lets have a look at the picture
it might help us (P.T) playing
g (sounded out)
2
I.I Individual Instruction Looking at the picture ... 11
C.I Collective Instruction When you have finished that I
would like you all to
12









Data analysis

Through careful analysis of the data collected, transcribed and coded there were several
findings to be discussed in relation to three key areas. These three areas are in relation to
teacher talk, feedback and questioning.

The data showed an emphasis of strength in the area of questioning. Questions were used
prior to the activity to gain an understanding of the childrens prior knowledge and also to
get the children to think critically about implicit and explicit assumptions we could draw
from the title and related pictures. Both initially and continually throughout the lesson
questioning was used to encourage children to make connections with the text. For example
a question was asked as follow When you have shared your bedroom with other people
have you ever had a problem like this? What did you do in your situation?

Secondly the analysis of data related to teacher talk showed that I used language that was
appropriate to setting up an effective environment for learning to take place and modelled
expectations for the lesson through interaction as follows. Before we start what things do
we expect in our reading groups? This gave children the opportunity to be a part of the
management dynamics of the group and have ownership in managing themselves within the
group setting. However within this section I felt my repetition of the childrens answers may
have been an ineffective use of time. I feel the process of recording this information may
have contributed to this as I was initially unsure of whether the recording was successful
and I wanted to ensure I had the necessary data needed for this report.

Thirdly what was highlighted within the area of feedback was that I used praise or general
feedback with no relation to the specific learning intention of the lesson. Praise was evident
and encouraged students co-operation and behavioural success. Whereas feedback showed
up very little and was not at an effective level. Perhaps the misunderstanding between what
feedback is and the differentiation between this and praise was the root cause that effective
feedback was not highlighted.



My analysis of the data in the three key areas of concern drew me to conclude that there
was little evidence found of feedback. Feedback is an important area for development as it
seeks to solidify, inform and further childrens understandings in relation to their learning.
This informed the focus for my report which is refined to a research question. I aim to
understand, how classroom factors influence effective teacher feedback? This will lead me
to have a secure understanding of what feedback is, what factors influence effective
feedback and how I can use feedback effectively in my classroom.

Literature review
A literature review of ten scholarly articles was then undertaken in relation to the topic of
choice. It is important to note at this point that the literature review was of narrow scope
and the research approach was of qualitative concern. Qualitative methods of research can
reflect inconsistencies and contradictions within and between individuals accounts as an
important focus for analysis, this has been one of the advantages of discourse analysis
(Griffin, 2004).

It is with the intent of understanding what factors within the classroom influence effective
feedback that I draw now upon ten scholarly articles that are peer reviewed, as sources to
gain further knowledge in the area of feedback. Articles are of a reasonably narrowed time
frame with the earliest article being dated 1996 through to 2010 the range was a twenty
year time span.

Literature affirms formative assessment, particularly in the form of feedback, is a very
important aspect of the learning process (Conroy, A, M., Sutherland S, K., Snyder, A., Al-Hendawi,
M., & Vo, A., 2009; Fisher & Frey, 2009; Fluckiger et al, 2010; Hattie & Timperley, 2007;
Rubie-Davies, 2005; Tunstall & Gipps, 1996; Williams, 2010). Formative assessment is a
range of formal and informal assessment procedures that specifically highlight the
attainment of knowledge, skills and dispositions. Formative assessment is employed by
teachers during the learning process in order to modify teaching and learning activities. The
general goal of formative assessment is to collect detailed information that can be used to
improve instruction and student learning while its happening.


Feedback then in correlation with formative assessment is the information provided by the
teacher, peers or self about a students performance, knowledge or understanding which
leads to a change in the individuals learning in relation to a particular goal (Eyers & Hill,
2004; Fluckiger et al, 2010; Hattie & Timperly, 2011).

The learning process is a complex journey of acquiring new, or modifying and reinforcing,
existing knowledge, behaviours, skills, values, or preferences. Learning may involve
synthesizing or discarding different types of information as knowledge evolves. With this in
mind it is important teachers are aware through continuous formative assessment of the
level of acquisition an individual is at and how best to encourage further teaching and
learning opportunities (Orey, 2010).

Feedback should aim to direct students in ways to improve their learning or achievement in
relation to a specific intention or goal (Burnett, 2002; Conroy et al, 2009; Eyers & Hill, 2004;
Fluckiger et al, 2010; Frey & Fisher, 2009; Hattie & Timperley, 2007; Rubie-Davies, 2007;
Tunstall & Gipps, 1996; Williams, 2010) by, reducing the gap and enhancing student learning
in relation to the students current level of understandings and what is desired (Burnett,
2002; Eyers & Hill, 2004; Frey & Fisher, 2009; Hattie & Timperley, 2007). With this reduction
in mind for feedback to be effective, it is important to attain awareness of the students prior
knowledge and experience within a topical area and link new learning to this knowledge
(Rubie-Davies, 2007). This understanding ensures teaching is accurate to the childs current
level of knowledge and therefore new learning opportunities are maximised through
appropriate scaffolding to reach the aim. It is the reality of reaching a learning need through
accurate planning and assessment that enables feedback to improve the teaching and
learning process (Conroy et al, 2009; Eyers & Hill, 2004; Frey & Fisher, 2009; Hattie &
Timperley, 2007; Rubie-Davies, 2007).

Feedback as a formative assessment tool is a powerful way to enhance student learning and
in addition raise achievement (Burnett 2002; Conroy et al, 2009; Eyers and Hill, 2004;
Fluckiger et al, 2010; Frey & Fisher, 2009; Hattie & Timperley, 2007; Rubie-Davies, 2007;
Tunstall & Gipps 1996). An example provided by Frey and Fishers (2009) involves three
facets for effective feedback which include feedup, feedback and feedforward.



Feed up is in relation to establishing a clear purpose or goal for learning. The authentication
of this goal is heightened when students experience or current understandings are
considered. Goals are more effective when students share a commitment to attaining them
Hattie & Timperley (2007).

Feedback should be directly related to the learning goal and provoke students thinking in
and toward the process, progress or product. Feedback requires multiple characteristics to
be effective it must be personalised, specific, descriptive, and tangible these make it
actionable. Effective feedback that continues to nourish the learning process must be
timely, ongoing and consistent. Hattie and Timperley (2007) also suggest feedback is more
effective when it provides information on correct responses rather than incorrect
responses.

Lastly feed forward utilises assessment data to plan future instruction. These three areas
can be addressed through three key questions explored by these writers Hattie and
Timperley (2007) Where am I going? How am I going? Where to next? These questions as a
focus for feedback will help provide feedback that enhances student learning and therefore
achievement of the desired outcome.

Roles in feedback
Effective formative feedback comes from the teacher as well as the self and/or peer
assessment (Eyers & Hill, 2004; Fluckiger et al., 2010; Hattie & Timperley, 2007; Tunstall &
Gipps, 1996; Williams, 2010)

Students hold an important role in the feedback process. Eyers and Hill (2004) suggest for
feedback to be effective the learner must possess firstly a concept of the standard or goal
aimed for, then compare the actual or current level of performance in regard to the
standard, then engage in appropriate action which will lead to success or closure of the gap.
This displays that for feedback to be effective the learner must be an active participant in
the learning process to progress. Feedback will not always result in development unless


students learn to exercise more control over their own learning. Metacognition is the term
given to self-examination of the learning processes an individual partakes in.

Self-assessment is a self-regulatory skill that is powerful in selecting and interpreting
information in ways that provide feedback to the student. There are two main attributes of
self- assessment these are: self-appraisal which relates to the capability to review and
evaluate personal abilities, knowledge and strategies using the technical term
metacognition. Secondly self-management is in regard to monitoring and regulating the
future behaviour in regard to the self-appraisal (Hattie & Timperley, 2007).

The teachers role in feedback is firstly to produce a clear intention for learning. Effective
teaching not only involves producing this aim but also imparting the information and
understandings to students (or providing constructive tasks, environments and learning). It
also involves assessing and evaluating students understanding of this information and
learning, so the next learning or teaching act can be matched to prior knowledge (Hattie &
Timperley, 2007).

Within the learning process teacher judgment is required to make appropriate decisions
about when, how and at what level to provide feedback (Hattie & Timperley, 2007). Time is
addressed further below. However how feedback is delivered also can provide a variation in
retention for example written verses oral. In regard to the level of feedback to address, this
is in consideration of which of the three key questions are appropriate for the learner.

Relationship
The limitation of the narrowed literature reviewed does not explicitly show how relationship
affects the feedback process.

Research highlights the importance of a positive classroom environment (Burnett, 2002;
Eyers & Hill, 2004; Fluckiger et al, 2010; Frey & Fisher, 2009; Hattie & Timperley, 2007;
Rubbie-Davies, 2007; Tunstall & Gipps, 1996; Williams, 2010). This positive environment has
a reciprocal effect on learning through positive student attitudes toward school and


engagement within the school environment. Burnett (2002) furthers this by encouraging a
positive relationship founded on a caring, encouraging and supportive basis creates the
desired learning environment.

Praise also creates a positive learning environment (Conroy et al, 2009) through building
self-worth and self-efficacy (Burnett, 2002; Eyers & Hill, 2004). However praise is an
instructional strategy used to reinforce desired social and academic behaviours rather than
orientated toward the task of learning itself, therefore it is not directly related to effective
feedback.

Where it is not clearly defined how student- teacher relationship impacts directly with the
feedback process it does suggest that student self-perceptions about their own abilities may
result in feedback being accepted, modified or rejected by the student (Eyers & Hill, 2004;
Hattie & Timperley, 2007). This self-perception is altered by past experiences with feedback
and relations with significant others.

It is important in regard to relationship that attention also must be drawn to the difference
culture plays in the acceptance of feedback and the preference to how feedback is directed.
(Eyers & Hill, 2004; Hattie & Timperley, 2007). More specifically students from collectivist
cultures preferred indirect and implicit feedback, more group oriented feedback and no self-
level feedback. Whereas students from more individualistic cultures preferred direct
feedback, particularly related to effort and preferred more individually focused self-related
feedback.

Time given and timely feedback
Whilst literature read debates the varied timely effect of feedback, it fails to highlight the
importance of utilising time within the already tight constraints of the classroom schedule,
for effective feedback. So whilst the positive effects are highlighted the use of feedback as
an effective assessment tool in the classroom, is limited to the personal commitment of the
teacher to effectively accomplish such an ongoing formative assessment and use the data to
feed forward into the learning process.


It is acknowledged to plan time for giving students feedback (Conroy et al, 2009; Fluckiger et
al, 2010). This is an important and challenging aspect of teaching and learning. It requires an
intentional approach to providing the time necessary to meaningfully engage with student
learning, in the correct time for the individual to be able to modify behaviours and thinking
to improve learning.

Feedback must be timely (Fluckiger et al, 2010; Hattie & Timperley, 2007). It should not
interrupt the learning process before the student is given adequate time to apply new
learning concepts and apply self-regulatory practices that offer personal feedback.

Implications
As literature affirms the significance of effective feedback in the classroom for the learning
process and raising achievement, it is my aim to use information gathered and cited above
within my own classroom for the betterment of my teaching and students learning. As a
teacher who aims to pursue this calling firstly within New Zealand I find it relevant to draw
attention to the New Zealand Curriculum document, which in collaboration with the
literature reviewed in this report places high emphasis on teachers using assessment to
improve childrens learning. This assessment involves focused and timely gathering, analysis,
interpretation and use of related information. It is only effective if in response to the data
future steps are made to assist learning.

There are three dimensions within effective feedback answering the following questions
that can assist with the use of this data to improve student learning these are; feedup,
where am I going? Feedback, how am I going? And feedforward, where to next? My data
showed an inconsistency with the fluent use of these three areas .I did not have a clear
intention of where to next and therefore my focus was not on giving information to
feedforward into student learning. Rather praise was used to reward contribution and
feedback was unrelated to the intention of the lesson.

Feedback is a reflective act that can be seen through the teaching as inquiry cycle where
both the student and teacher roles are addressed to highlight areas for improvement, to the


student or self in areas of teaching and learning. Using this as a guide will be an effective
way to establish a routine that caters for using feedback as an assessment tool.
The curriculum document highlights some characteristics of effective assessment. These are
also to become implications for success within assessment. They are not separate but rather
are co-related.

Firstly feedback and assessment should benefit students. This is outworked firstly through
clear learning intentions. It should clarify for them what they know and can do and what
they still need to learn (MOE, 2007).

Secondly feedback should involve students, students should be able to discuss, clarify and
reflect on goals, strategies and progress with their teacher, parents and peers. This develops
students capacity to lead self-directed learning (MOE, 2007).

Thirdly effective assessment should support teaching and learning goals. For feedback to be
specific students need to hold an understanding of the goal and the expectation for
achievement (MOE, 2007).

Assessment should also be planned and communicated. Outcomes, teaching strategies and
success criteria should be carefully suited, and planning should be flexible to adapt to the
information, insights and opportunities gleaned from feedback.

Taking this all into consideration for my next practicum my ambition is to

1. Develop specific learning intentions
This will be achieved through time management in consideration to planning of all
activities prior to teaching with the children being aware of the W.A.L.T before every
lesson

2. Have appropriate success criteria and learning outcomes to each task.
This will be fulfilled with wise use of preparation time as above also not entering into
any teaching without this being complete



3. Write down anecdotal notes of feedback
The success criteria for this goal is to have a continual assessment log for individual
students and a page attached to each plan for brief jottings that can then be moved
into the students assessment notes and feedback to the learners involved.

As found in my data the W.A.L.T was not introduced. Although the children had previously
been working on the same outcome which was making connections with the text this was
not specifically noted. Had this been discussed I may have been reminded to feedback to
the students on the contribution given to sharing related stories and the process involved in
connecting ideas to prior experiences.

Conclusion
In conclusion, this report has identified implications for my professional practice in regards
to ensuring that feedback becomes specific to the task and the learning involved. The
literature review made it clear that intentionally matching specific learning intentions with
clear criteria for success is essential, and explains why my data revealed the lack of direction
for the outcome of my lesson.

As a teacher I am significant in the lives of the children I teach. The most impacting of
realities revealed throughout this research process is the intentionality of my practice. As a
professional I am required to be intentional in all activities and responsibilities involved.

Relating to this report, I can only give meaningful intentional feedback to a child if firstly I
have been intentional in my planning. For planning to be intentional, priority needs to be
given to the preparation of a lesson, the time involved, a clear intention for the knowledge
or skill to be learnt, and consistent follow up activities. This allows me to give feedback that
is then effective by having a clear learning outcome established and the knowledge of
where this outcome will lead. Once this is established it needs to be shared with the
children so that they can then become learners with intent also.



Research is also another area that requires intentionality. Reflective practice and the need
to further personal development in the area of teaching or learning require intent to
change. This process is important as it leads to improvement. As a professional adhering to
the code of ethics, the continuation of improving my professional practice is required. Life-
long learning or improvement requires an attitude that embraces critique, criticism and
change. Research is one way to continue learning, improve teaching and enhance
professionalism. Although I have struggled with a few areas of research in regard to my
reading speed which is always frustrating, and the unfamiliarity with sourcing the best
related research articles, I will endeavour and embrace the challenges and rewards research
encompasses as I aim to be an effective teacher who continues to learn.

Throughout this report I have let myself down in relation to time management through
circumstantial factors out of my control and at times the lack of engagement with the task.
However with continual intent to enhance my time management, I look forward to strive
toward success in this area within the last months of my student teacher role.

With the insights gleaned from this report and the processes exerted to reach its closure, I
feel that my role of professionalism has been awakened and self-confidence has been
heightened. I feel further confident with my ability toward research and the processes
undergone and personal contributions within the professional setting, in relation to
feedback and the learning and teaching process. Lastly my desire to seek and pursue
academic reading to broaden my knowledge base has been increased as I endeavour to be
an effective educator who is responsive in a constantly evolving classroom environment and
global community.

Research is a vital tool for professional development and student achievement. I look
forward to learning more in the future in relation to the other two themes of this report
which are questioning and teacher talk, as I feel these would be of equally important use in
the classroom as a teacher.





Reference List

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Eyer, G., & Hill, M. (2004). Improving student learning? Research evidence about teacher
feedback for improvement in New Zealand schools. Waikato Journal of
Education, (10), 251-261.

Fisher, D., & Frey, N. (2009). Up, Back, Forward. Educational Leadership, 67(3), 20-25.

Fluckiger, J., Vigil, Y. T., Pasco, R., & Danielson, K. (2010). Formative feedback: Involving
students as partners in assessment to enhance learning. College Teaching, (58), 136-
140.

Griffin, C. (2004). The advantages and disadvantages of qualitative research in psychology
and education. Department of Psychology, 2, 3-15.

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research,
77(1), 81-112. Retrieved from http://rer.sagepub.com/content/77/1/81

Ministry Of Education (2007). The New Zealand Curriculum Document. Wellington: Learning
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Orey, M. (2001). Emerging Perspectives on Learning, Teaching and Technology.
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expectations. The British Journal of Educational Psychology, 77(2), 289-306.

Tunstall, P., & Gipps, C. (1996). Teacher Feedback to Young Children in Formative
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Wiggins, G. (2012). Seven Keys to Effective Feedback. Feedback for Learning, 70(1), 10-16.

Williams, A, J. (2010). You know what youve done right and what youve done wrong and
what you need to improve on: New Zealand students perspectives on feedback.
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Conroy, A, M., Sutherland S, K., Snyder, A., Al-Hendawi, M., & Vo, A. (2009). Creating a positive
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