Professional Documents
Culture Documents
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Summary from: Hattie John and Helen Timperley. (2010) The Power of Feedback, retrieved from http://rer.aera.net, January 15, 2010. Kai Fong Andy. 23 February (2010). Feedback, Curriculum Leaders Meeting: Discovery College.
What is feedback?
Definition created by curriculum leaders 2010: Any form of communication that forms part of a dialogue, in response to evidence of student cognitive and affective processes, product and skill to further student achievement. Feedback is information with which a leader can confirm, add to, overwrite, tune or restructure information in memory, whether that information is domain knowledge, metacognitive knowledge, belief about self and tasks, or cognitive tactics or strategies. (Winne and Butler 1994 cited in Hattie, p. 82)
Studies show the highest effect size involve students receiving information feedback about a task and how to do it more effectively.
Effective feedback must answer three major questions asked by a teacher and/or by a student:
1. Where am I going (What are the goals?) 2. How am I going? (What progress is being made towards the goal?) 3. Where to next? (What activities need to be undertaken to make better progress?) Feedback aimed to move students from task to processes and then from processing to regulation is most effective.
Task understanding
Are we giving students feedback appropriate to the level at which they are operating? General feedback such as Good girl, Well done, Great effort are shown to be ineffective. These comments are rarely converted into more engagement, commitment to the learning goals, enhanced self-efficacy, or understanding. (Hattie 2010, p.96)
Various forms: Detailed annotation (good for feedback during process and giving specific information relevant to parts of a text) Written summative comments (good for final product but not as useful for feedback during process) Oral (good for providing immediacy particularly good for student with IN where attention is problematic, good for basis of discussion in which input of student is possible)