Feedback
Allowing students a roadmap to where they want to go.
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WHY
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Hattie posits feedback as one of the highest controllable factors in student achievement. If we can give
students clear ideas on how they can get to where they want to be, we are empowering them in their
own learning. Feedback offers clarity for both teachers and students on teaching and learning
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WHAT
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“The only important thing about feedback is what students do with it.” Dylan Wiliam
Feedback must be a cognitive response, not an emotional one; once students have labelled themselves
based on their grade, their chance to learn from the assessment is minimised. From there, the feedback must
aim to change the work - students must understand what they did wrong and know how to improve. And, for it to be retained, feedback must require students to grapple with their work so that they can understand how to improve.
HOW
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Blind feedback - This technique returns the work to students with no marks attached. With a marking guide, students must then mark their work themselves and estimate their score. Once completed, the teacher gives the student their final score and discusses what they have learnt from their review. A video 'how to' is below.
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Detective work – Return students work with clues as to what mistakes have been made and/or where. Students must then locate them themselves and work to rectify them. This is an ideal exercise for an initial drafting stage of work.
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Peer review – with a marking key, students must mark their peers work. This enhances their understanding of the marking key and enables them to understand what the marker is looking for.
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Sample answers – by editing sample answers and comparing them to their own, students will understand the strengths of their own work and how they can improve.
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Medal and a mission – when marking students’ work, give them a medal (praise for what they did well), and a mission (area to improve on).
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Teach less, feedback more. By providing continuous and specific feedback, students can spend more time guiding their own learning, and less time being taught.
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Links:
https://www.dylanwiliamcenter.com/wp-content/uploads/2016/06/The-Secret-of-Effective-Feedback.pdf
https://www.dylanwiliamcenter.com/is-the-feedback-you-are-giving-students-helping-or-hindering/
https://www.youtube.com/playlist?list=PLul64UoqszwUTzUyFcZK1boJspZxjRw-z
