Less marking more feedback
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1. The document distinguishes between marking, which is used to grade students, and feedback, which can help students improve. 2. While feedback has a powerful influence on learning, simply providing more feedback is not always beneficial - the nature, timing, and how students receive feedback are important factors. 3. Evidence suggests that delaying, reducing, and summarizing feedback can better support long-term learning compared to immediate, detailed feedback after every task. Less marking and more strategic feedback may be a better use of teachers' time.
Less marking more feedback
- 1. Less marking, more feedback David Didau Collaboration in Education Teaching & Learning Leeds - 2nd July 2016
- 2. What’s the difference between marking and feedback?
- 3. Why do we mark? 1. To grade and summatively assess students’ performance 2. To help students to improve their current level of performance 3. To motivate students to work harder 4. For accountability purposes. Reading or marking?
- 5. What Hattie actually says Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Simply providing more feedback is not the answer, because it is necessary to consider the nature of the feedback, the timing, and how the student ‘receives’ this feedback (or, better, actively seeks the feedback) The Power of Feedback (2007)
- 6. Distribution of feedback effects Kluger & DeNisi (1996)
- 7. Getting feedback right is hard Response type Feedback indicates performance… exceeds goal falls short of goal Change behaviour Exert less effort Increase effort Change goal Increase aspiration Reduce aspiration Abandon goal Decide goal is too easy Decide goal is too hard Reject feedback Feedback is ignored Feedback is ignored
- 8. Bjork on feedback • Empirical evidence suggests that delaying, reducing, and summarizing feedback can be better for long-term learning than providing immediate, trial-by-trial feedback. • Numerous studies—some of them dating back decades—have shown that frequent and immediate feedback can, contrary to intuition, degrade learning. Learning vs Performance (2013)
- 10. Specific, detailed, immediate feedback to encode success Beginning of a course End of a course Delayed, reduced and summarised feedback to promote memorisation Feedback has been internalised The Feedback Continuum
- 11. Less marking, more feedback • How long does it take to mark an essay? • What happens to the marking after work is returned? • What could you do instead?
- 12. The problem with judgement • There is no absolute judgment. All judgments are comparisons of one thing with another • At best our judgments are ordinal. We can place things in an order, but scarcely more than this… Donald Laming, Human Judgment: The Eye of the Beholder
- 13. The problem with judgement Which is worst? 1. Forgetting to mark students’ books 2. Turning up late for a lesson 3. Cheating in an exam
- 14. The problem with judgement Which is worst? 1. Punching a child 2. Embezzling money from the Pupil Premium account 3. Cheating in an exam Decontaminating Human Judgments by Removing Sequential Dependencies
- 15. The task
- 16. Swindon Academy Yr 5 students
- 17. Signal vs noise?
- 18. Phds vs teachers
- 19. it was(?) the goblet lay close by, so close he simply could not resist it. He snatched it before ran for his life. And even as he ran an idea came into his head. This gift for his master, the(?) goblet would be a perfect (?) But the dragon through his perfect? scales had felt the loss of the treasures. When the dragon wakes but the skin is as red as a tomato he is as big as a sky scraper. to(?) and he smell of gold
- 21. Why do we need coordinates?
- 22. Proof of progress Progress relative to other schools (Mean GCSE grades 1-9 proofofprogress.co.uk
- 23. Key points • Marking and feedback are not the same thing • Feedback is always powerful but not always positive • Less might sometimes be more • Comparative judgement may be a better use of teachers’ time
Editor's Notes
- #3: http://education.qld.gov.au/staff/development/performance/resources/readings/power-feedback.pdf
- #6: http://education.qld.gov.au/staff/development/performance/resources/readings/power-feedback.pdf
- #9: http://bjorklab.psych.ucla.edu/pubs/Soderstrom_Bjork_Learning_versus_Performance.pdf
- #23: Progress relative to other schools measures show whether pupils’ performance has changed relative to other schools. No progress in this context means you are doing as well as everyone else. The dots show the mean and the bars show the standard error of the mean.