June 28 2020 hc08 unit 4 feedback

HC 08 UNIT 4 FEEDBACK TO ENHANCE
LEARNING
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Students, parents, as well as teachers, place great importance on
grades and marks. However, these numbers can be interpreted in
different ways.
Feedback is an important part of the learning process. We all know
from experience that the manner in which feedback is given affects
the way it is received. The impact of teachers’ feedback can go both
ways, that is, positive or negative.
In the learning context, feedback usually follows a test or an
assessment. Often, teachers look at the raw scores alone to tell how
well their students did. But different teachers may interpret the
numbers differently. This, in turn, affects the kind of feedback they
give to students.
Feedback has powerful influences on students’ learning because it
serves as a basis for self-evaluation of ability and self-regulation of
learning behaviour, thereby affecting achievement.
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Seven Principles of Good Feedback Practices: Nicol (2005)
1. Help clarify what good performance is (goals, criteria, expected standards);
2. Facilitates the development of self-assessment (reflection) in learning;
3. Delivers high quality information to students about their learning;
4. Encourages teacher and peer dialogue around learning;
5. Encourages positive motivational beliefs and self-esteem;
6. Provides opportunities to close the gap between current and desired
performance;
7. Provides information to teachers that can be used to help shape the teaching.
Source from: Nicol, D., Macfarlane-Dick, D. (2006), Assessment and self-Regulated
learning: A model and seven principles of good feedback practice, Studies in Higher
Education, Vol. 31, Issue 2, pp. 199 – 218
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Types of Feedback
Written Feedback
Providing written feedback to students’ work is of the most commonly used practices in
many courses/programs. Written feedback is normally conveyed by comments written on
the student’s submitted work. For a large class, providing individual feedback may not be
feasible due to the workload; teacher can consider preparing a group feedback sheet to
cover some common themes and misunderstandings. In this case, suggestion on how to
improve can be covered during the lecture time or tutorial sessions. Written feedback can
also be a score sheet that contains ticks in boxes against a particular criterion or
characteristics to indicate whether the work being assessed has that attribute.
It is important to note that written feedback is a one-way message sent by the
teacher/marker to a student. It is essential for student to be able to interpret and
understand the message; otherwise, that feedback is redundant and ineffective. Hence,
the feedback given needs to be specific and points directly to the part it applies to avoid
ambiguity.
Feedback is only effective if the students act on it. To enhance students’ engagement to
the comments, it is best to supplement them with a dialogue, such as in-class discussion
on some common errors, peer-review discussions facilitated by tutor; and face-to-face
meeting if it’s appropriate.
http://cei.ust.hk/learner-centered-course-design/learning-
assessment/feedback-enhance-learning/types-feedback
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Continuous and terminal feedback
Feedback received during a skill or performance is
called continuous feedback.
Feedback received after the completion of the skill or
performance is called terminal feedback.
Intrinsic and extrinsic feedback
Intrinsic feedback is the physical feel of the movement as it
is being performed. It is what is felt by the performer as they
execute a skill or performance.
Extrinsic feedback is provided by external sources, during or
after a performance. It can come from teachers, coaches,
team-mates and also includes things that the performer can
hear or see.
.
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Positive and negative feedback
Positive feedback is usually given by the teacher or coach
when the player is praised following a successful outcome.
Novices benefit a great deal from positive feedback.
Negative feedback is received when the movement is
incorrect or unsuccessful. Negative feedback is most
effective with elite performers.
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Formative feedback activities are typically
ungraded or low-stakes opportunities to promote
and measure student knowledge and skills.
Formative feedback is ongoing and helps faculty to
focus on student learning and students to better
understand the limits of their own knowledge
and how to improve.
By determining what students have learned and
what is unclear, instructors can focus the class
more effectively to meet the learning needs of that
group. This may mean reviewing some areas, or
spending less time in other areas.
Formative feedback can increase student
motivation and self-directed learning and help them
to become self-directed learners. Examples of
formative feedback techniques include many
interactive classroom activities, homework and
surveys.
summative feedback typically falls at the end of
a topic or semester.
It provides an evaluation of how much a student
and the class has learned and is often connected
to a grade.
When tied to specific class learning objectives it can
be used as course feedback, providing the
instructor with feedback about the effectiveness of
the course design.
Examples of summative feedback techniques
include exams, final projects, and research reports.

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Types of feedback
Feedback can serve a number of purposes and take a number of forms.
Feedback can be provided as a single entity – i.e.: informal feedback on a
student’s grasp of a concept in class – or a combination of multiple entities
– i.e.: formal, formative, peer feedback on stage, etc. . Each has its place in
enhancing and maximising student learning, thus where possible, courses
should provide opportunities for a range of feedback types.
Informal feedback
Informal feedback can occur at any time as it is something that emerges
spontaneously in the moment or during action. Therefore informal feedback
requires the building of rapport with students to effectively encourage,
coach or guide them in daily management and decision-making for learning.
This might occur in the classroom, over the phone, in an online forum or
virtual classroom.
Formal feedback
Formal feedback is planned and systematically scheduled into the process.
Usually associated with assessment tasks, formal feedback includes the
likes of marking criteria, competencies or achievement of standards, and is
recorded for both the student and organisation as evidence.

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Types of feedback contd...
Formative feedback
The goal of formative assessment is to monitor student learning to provide ongoing
feedback that can be used by teachers to improve their teaching and by students to
improve their learning. Therefore formative feedback is best given early in the course, and
prior to summative assessments. Formative feedback helps students to improve and
prevent them from making the same mistakes again. In some cases, feedback is required
before students can progress, or feel capable of progressing, to the next stage of the
assessment.
Summative feedback
The goal of summative assessment is to evaluate student learning at the end of an
instructional unit by comparing it against some standard or benchmark. Therefore
summative feedback consists of detailed comments that are related to specific aspects of
their work, clearly explains how the mark was derived from the criteria provided and
additional constructive comments on how the work could be improved.
Student peer feedback
There is no longer need for teachers to be the only experts within a course. With basic
instruction and ongoing support, students can learn to give quality feedback, which is highly
valued by peers. Providing students with regular opportunities to give and receive peer
feedback enriches their learning experiences and develops their professional skill set.

Face-to-face Feedback
Face-to-face feedback to student could be
taken in the form of a group feedback to cover
common issues in the assignments, or an
individual meeting when detailed explanation
and guidance on how to improve is required.
The individual session can engage student
more effectively and encourage dialogue,
however, it is important to ensure that
communication is two-way in the session and
students are able speak freely so that teacher
can understand from students’ perspective.
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Types of feedback contd..
Student self feedback
This is the ultimate goal of feedback for learning. During
the provision of feedback, teachers have the opportunity
not only to provide direction for the students, but to
teach them, through explicit modelling and instruction,
the skills of self-assessment and goal setting, leading
them to become more independent (Sackstein, 2017).
To help students reach autonomy, teachers can explicitly
identify, share, and clarify learning goals and success
criteria; model the application of criteria using samples;
provide guided opportunities for self-feedback; teach
students how to use feedback to determine next steps
and set goals; and allow time for self-
feedback/reflection.

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Types of feedback contd..
Constructive feedback
This type of feedback is specific, issue-focused and
based on observations. There are four types of
constructive feedback:
Negative feedback – corrective comments about
past behaviour. Focuses on behaviour that wasn’t
successful and shouldn’t be repeated.
Positive feedback – affirming comments about
past behaviour. Focuses on behaviour that was
successful and should be continued.
Negative feed-forward – corrective comments
about future performance. Focuses on behaviour
that should be avoided in the future.
Positive feed-forward – affirming comments about
future behaviour. Focused on behaviour that will
improve performance in the future.

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CHARACTERISTICS OF A GOOD FEEDBACK
1. Specific rather than general or vague
2. Well timed and educative
3. Considers the need of the assessed
4. Focuses on the content assessed rather on the
person involved
5. Directed toward changeable behaviours
6. Well thought out knowing the expected results
7. Should build confidence
8. Should encourage and motivate and not
discourage

Understandable: expressed in a language that student will understand
Selective: commenting in reasonable details on two or three things that the
students that the student can do something about
Specific: Pointing to instances in the student’s submission where the feedback
applies
Timely: Provided in time to improve the next assignment
Contextualized: framed with reference to the learning outcomes and/or assessment
criteria
Non-judgmental: descriptive rather than evaluative, focused on learning goals, not just
performance goals.
Balanced: pointing out the positive as well as areas in need of improvement
Forward-looking: suggesting how students might improve subsequent assignments
Transferable: focused on process, skills and self-regulatory process, not just on the
knowledge content
Personal: referring to what is already known about the student and her or his
previous assignment
Tips for Written Feedback Comments [Nicol (2010)]:
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Good Practices of Feedback
Prepare students for feedback
Make sure that students and teachers have a shared understanding of what
feedback is, and what is it for. Explain to student explicitly on the criteria and
expectations, and feedback can only benefit their learning if they act on them.
This is best done during the first lecture of the class while going through the
assessment process and criteria.
Align feedback with assessment criteria
Make sure critical components of the intended learning outcomes as listed out in
the assessment rubric are included in the feedback. Assessment rubric can form
a framework of what to assess and how to assign grade, but sometimes a more
global feedback to students such as their learning progressions over time is also
encouraged.
Give feedback in a timely manner
Give feedback to students as quickly as possible. The main purpose of feedback
is to give students advice on how to improve. Students must have enough time
to digest and incorporate the suggestion to their next assignment. It is important
to give feedback while the assessed work is still fresh in students’ mind before
they move on to new tasks. Delayed feedback is often of little use to and even
being ignored by students.
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Good Practices of Feedback(cont...)
Be specific, relevant and manageable
When feedback is cryptic, such as “Why”, “Missing”, “More” or simply ticks and
crosses, it is difficult for students to grasp whether the response is positive or
negative, and what might have done to improve it. It is important to give specific and
constructive comments that clearly point out what and where the matter is. It is
helpful for students when teachers provide guidance in manageable chunks and give
students some direction on how to work it out, such as directing to a specific
example given in class or sections in the lecture notes, etc.
Don’t praise for praise’s sake
Use praise judiciously. Feedback characterized by praise had little impact on
learners’ performance but had the potential of providing learners with over-inflated
perceptions of how they executed tasks. Other than complementing students’ work,
suggestion on further development or improvement can provide genuine help to
students.
Tone down negative comments
When commenting in student’s weakness, focus on the particular task or
performance, not to the student. Tone down the negative comment and
compliment about the parts that the student did well. Avoid normative comparisons
with other students.
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Research-Based Tips for Providing Students with Meaningful
Feedback
https://www.edutopia.org/blog/tips-providing-students-meaningful-feedback-marianne-stenger
BE AS SPECIFIC AS POSSIBLE
In a review of the available research titled “The Power of Feedback,”
University of Auckland professors Helen Timperley and John Hattie
highlight the importance of supplying learners with specific information
about what they are doing right or wrong.
For example, feedback like “Great job!” doesn’t tell the learner what he
did right, and likewise, a statement such as “Not quite there yet”
doesn’t give her any insight into what she did wrong and how she can
do better the next time around.
Instead, researchers suggest taking the time to provide learners with
information on what exactly they did well, and what may still need
improvement. They also note that it can be helpful to tell the learner
what he is doing differently than before.
Has a student’s performance changed or improved since the last time
you assessed her? Let her know about it, even if she still has a long
way to go.
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2. THE SOONER THE BETTER
Numerous studies indicate that feedback is most effective
when it is given immediately, rather than a few days, weeks, or
months down the line.
In one study that looked at delayed versus immediate
feedback, the researchers found that participants who were
given immediate feedback showed a significantly larger
increase in performance than those who received delayed
feedback.
Another research project, from the University of Minnesota,
showed that students who received lots of immediate feedback
were better able to comprehend the material they had just
read.
Of course, it’s not always possible to provide students with
feedback right on the spot, but sooner is definitely better than
later.
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3. PRESENT FEEDBACK CAREFULLY
The way feedback is presented can have an impact on how it is received, which means that
sometimes even the most well-meaning feedback can come across the wrong way and
reduce a learner’s motivation.
Psychologist and author Edward Deci has identified 3 situations in which feedback could be
counterproductive:
When learners feel too strictly monitored: If learners feel that they are being too closely
monitored, they might become nervous or self-conscious, and as a result, disengaged from
learning.
When learners interpret feedback as an attempt to control them: Learners may sometimes
interpret feedback as an attempt to control them or tell them how they should be doing
something rather than guidance on how to improve.
When learners feel an uncomfortable sense of competition: Feedback shared in a group
setting could cause learners to feel like they have to compete with their peers. This can be
another source of disengagement in learning.
To avoid these situations, Deci suggests fully explaining the purpose of any monitoring, and
ensuring that learners understand how the feedback is meant to help them compete
against their own personal bests rather than comparing others/

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4. ADDRESS THE LEARNER’S ADVANCEMENT TOWARD A GOAL
Timperley and Hattie note that effective feedback is most often oriented
around a specific achievement that students are (or should be) working
toward. When giving feedback, it should be clear to students how the
information they get will help them progress toward their final goal.
5. INVOLVE LEARNERS IN THE PROCESS
The importance of involving learners in the process of collecting and
analyzing performance-based data cannot be understated. Pennebaker
says, “Students must be given access to information about their
performance.... At the broadest level, students need to know if they
actually have mastered the material or not. Giving them information about
the ways they are studying, reading, searching for information, or
answering questions can be invaluable.”
When students have access to this information, they develop an
awareness of their learning, and are more easily able to recognize
mistakes and eventually develop strategies for tackling weak points
themselves.

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20 Ways to Provide Effective Feedback
1. Feedback should be educative in nature.
Providing feedback means giving students an explanation of what they are
doing correctly and incorrectly. However, the focus of the feedback should
be based essentially on what the students is doing right. It is most
productive to a student’s learning when they are provided with an
explanation and example as to what is accurate and inaccurate about their
work. Consider using the concept of a ‘feedback sandwich’ to guide your
feedback: Compliment, Correct, Compliment.{ pat tap pat}
2. Feedback should be given in a timely manner.
When feedback is given immediately after showing proof of learning,
the student responds positively and remembers the experience about what
is being learned in a confident manner. If we wait too long to give feedback,
the moment is lost and the student might not connect the feedback with the
action.

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20 Ways to Provide Effective Feedback contd…
3. Be sensitive to the individual needs of the student.
It is vital that we take into consideration each student individually
when giving feedback. Our classrooms are full of diverse learners.
Some students need to be nudged to achieve at a higher level and other
needs to be handled very gently so as not to discourage learning and
damage self-esteem.
A balance between not wanting to hurt a student’s feelings and providing
proper encouragement is essential.
4. Ask the 4 questions.
Studies of effective teaching and learning (Dinham, 2002, 2007a; 2007b)
have shown that learners want to know where they stand in regards to
their work.
Providing answers to the following four questions on a regular
basis will help provide quality feedback. These four questions are also
helpful when providing feedback to parents:
What can the student do? What can’t the student do?
How does the student’s work compare with that of others?
How can the student do better?

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5. Feedback should reference a skill or specific knowledge.
This is when rubrics become a useful tool (single-point rubrics, for
example). A rubric is an instrument to communicate expectations for an
assignment. Effective rubrics provide students with very specific information
about their performance, comparative to an established range of standards.
For younger students, try highlighting rubric items that the student is meeting
or try using a sticker chart
6. Give feedback to keep students ‘on target’ for achievement.
Regular ‘check-ins’ with students lets them know where they stand in the classroom
and with you. Utilize the ‘4 questions’ to guide your feedback.
7. Host a one-on-one conference.
Providing a one-on-one meeting with a student is one of the most effective means
of providing feedback. The student will look forward to having the attention and
allows the opportunity to ask necessary questions. A one-on-one conference should
be generally optimistic, as this will encourage the student to look forward to the
next meeting.
As with all aspects of teaching, this strategy requires good time management. Try
meeting with a student while the other students are working independently. Time
the meetings so that they last no longer than 10 minutes.
.

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8. Feedback can be given verbally, non-verbally or in written form.
Be sure to keep your frowns in check. It is imperative that we examine our
non-verbal cues.(body language facial expressions, voice tone… )
Facial expressions and gestures are also means of delivering feedback.
This means that when you hand back that English paper, it is best not to
scowl (bad tempered expression).
9. Concentrate on one ability.
It makes a far greater impact on the student when only one skill is critiqued
versus the entire paper being the focus of everything that is wrong.
For example, when I taught Writer’s Workshop at the elementary level, I
would let students know that for that day I was going to be checking on the
indentation of paragraphs within their writing.
When I conference with a student, that was my focus instead of all the other
aspects of their writing. The next day would feature a new focus.
10. Alternate due dates for your students/classes.
Utilize this strategy when grading papers or tests. This strategy allows you
the necessary time to provide quality, written feedback. This can also
include using a rotation chart for students to conference with at a deeper
more meaningful level. Students will also know when it is their turn to meet

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11. Educate students on how to give feedback to each other.
Model for students what appropriate feedback looks like and sounds
like.
As an elementary teacher, we call this ‘peer conferencing.’ Train
students to give each other constructive feedback in a way that is
positive and helpful.
Encourage students to use post-it notes to record the given feedback.
12. Ask another adult to give feedback.
The principal at the school whwer I taught would often volunteer to
grade history tests or read student’s writing pieces. You can imagine
how the student’s quality of work increased tenfold! If the principal is
too busy (and most are), invite a ‘guest’ teacher or student teacher to
critique work.
13. Have the student take notes.
During a conference over a test, paper or a general ‘check in,’ have
the student do the writing while you do the talking. The student can
use a notebook to jot down notes as you provide the verbal feedback.

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14. Use a notebook to keep track of student progress.
Keep a section of a notebook for each student. Write daily or weekly, dated
comments about each student as necessary. Keep track of good questions the
student asks, behavior issues, areas for improvement, test scores etc. Of course
this requires a lot of essential time management but when it is time to conference
with a student or parent, you are ready to go.
15. Return tests, papers or comment cards at the beginning of class.
Returning papers and tests at the beginning of class, rather than at the end,
allows students to ask necessary questions and to hold a relevant discussion.
16. Use Post-It notes.
Sometimes seeing a comment written out is more effective than just hearing it
aloud. During independent work time, try writing feedback comments on a post-it
note. Place the note on the student’s desk the feedback is meant for.
One of my former students had a difficult time staying on task but he would get
frustrated and embarrassed when I called him out on his inattentive behaviors in
front of the class.
He would then shut down and refused to do any work because he
was mad that I humiliated him. I resorted to using post-it notes to
point out when he was on task or not. Although it was not the most effective use
of my time, it really worked for him.

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17. Give genuine praise.
Students are quick to figure out which teachers use meaningless praise to win
approval. If you are constantly telling your students “Good Job” or “Nice Work”
then, over time, these words become meaningless. Make a big deal out of a
student’s A+ on that vocabulary test. If you are thrilled with a student’s recent
on-task behaviors, go above and beyond with the encouragement and praise.
Make a phone call home to let mom or dad know how thrilled you are with the
student’s behavior.
Comments and suggestions within genuine feedback should also be ‘focused,
practical and based on an assessment of what the student can do and is
capable of achieving’ (Dinham).
18. “I noticed….”Make an effort to notice a student’s behavior or effort at a
task. For example;
“I noticed when you regrouped correctly in the hundreds column, you got the
problem right.
” “I noticed you arrived on time to class this entire week.” Acknowledging a
student and the efforts they are making goes a long way to positively
influence academic performance

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19. Provide a model or example.
Communicate with your students the purpose for an assessment and/or
feedback. Demonstrate to students what you are looking for by giving them an
example of what an A+ paper looks like.
Provide a contrast of what a C- paper looks like. This is especially important at
the upper learning levels.
20. Invite students to give you feedback.
Remember when you finished a class in college and you were given
the chance to ‘grade’ the professor? How nice was it to finally tell the professor
that the reading material was so incredibly boring without worrying about it
affecting your grade?
Why not let students give you feedback on how you are doing as a teacher?
Make it so that they can do it anonymously. What did they like about your
class? What didn’t they like? If they were teaching the class,
what would they do differently? What did they learn the most from you
as a teacher? If we are open to it, we will quickly learn a few things about
ourselves as educators.
Remember that feedback goes both ways and as teachers it is wise to never
stop improving and honing our skills as teachers.

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FEED FORWARD OR FEED BACK
The easy way to understand the difference
between conventional feedback and feed-forward
is to think in terms of the past and the future.
Conventional feedback is past focused. It provides
information about past activity and performance.
Feed-forward on the other hand is future focused.
It provides information about what a person could
do differently in the future.
These suggestions for improvement enable people to make on-going adjustments in
how they are performing.
Why use feed-forward rather than feedback? Well, one of the key reasons is that
feedback typically focusses only on what’s gone wrong. As a result, learners often
dislike receiving feedback. Feedback focuses on s student’s current performance
Feed forward looks ahead to subsequent assessments and offers constructive
guidance to meet the desired output.
Feedback is reactive, Feed forward is not. {prevention is better than cure}

June 28 2020 hc08 unit 4 feedback

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June 28 2020 hc08 unit 4 feedback