Effective Feedback Presented by Paula Madigan, Curriculum AdvisorAppendix 1 - Critical reflection on current practice What form/s does feedback take in your classroom? To what extent is feedback attended to and acted upon by students? To what extent do your assessment and feedback processes inform and shape your teaching? What are your concerns with providing feedback? Instructions: As you listen to the statements, on the bar record whether you regularly use the teaching technique OR below the bar if you use it infrequently. regularlyAppendix 2- my Turn to Speak tions formatively only if the information fed back to the learner is used by the learner proving performance. Dylan Wiliam, Embedded Formative Assessment [Feedback has no effect in a vacuum; to be powerful in its effect, there must be a learning context to which feedback is addressed. It is but part of the teaching process and is that which happens second - after a student has responded to initial instruction — when information is provided regarding some aspect(s) of the student's task performance. It is most powerful when it addresses faulty interpretations, not a total lack of understanding. In the latter circumstance, it may even be threatening to a student. If the material studied is unfamiliar, providing feedback should have little effect on criterion performance, since there is no way to relate new information to what is already known. John Hattie and Helen Timperley The Power of Feedback Feedback should cause thinking. It should be focused; it should relate to the learning goals that have been shared with the students; and it should be more work for the recipient than the donor. Indeed, the whole purpose of feedback should be to increase the extent to which students are owners of their own learning. Dylan Wiliam, Embedded Formative Assessment Too often the feedback given is unrelated to achieving success on critical dimensions of the goal. For example, students are often given feedback on presentation, spelling and quantity in writing when the criteria for success require, say, “creating mood in a story.” Such feedback is not effective in reducing the gap relating to the intention of creating mood. When goals have an appropriate challenge and teachers and students are committed to these goals, a clearer understanding of the criteria for success is likely to be shared. John Hattic and Helen Timperley, The Power of Feedback