TM Lesson 7

• Taal
• HBO
• Studiejaar 4

Welcome to lesson 7

Aim/WALT: Students are able to give useful feedback 

SC/WILF:

• Students can distinguish between good and bad feedback
• Students can provide peers with useful feedback
  

Our usual: Can you list the 5 phases of the FE cycle without using your notes?

What IS feedback?

Feedback is a process in which learners make sense of information about their performance and use it to enhance the quality of their work or learning strategies.

(www.feedbackforlearning.org)

(Queen’s University Ontario)

Remember these?

The connection between feedback and student motivation 

According to Sarah Donarski, there are two types of bias. What are they?

1. Researcher bias
2. Positive bias
3. Negative bias
4. Teacher bias

Provide a brief description of 'negative bias'

Better safe than sorry - pre-empting negativity. 

Provide a brief description of 'positive bias'

Interestingly, research has shown that, in some cases, positivity bias can be internally motivating for students.

What suggestions did Sarah Donarski give regarding feedback?

1) more mature learners tend to ignore vague ' well done, johnnie' comments. 

2)Dijk and Kluger (2011) found that a student's 'intention to exert effort' was significantly impacted by the positive comments they were receiving.

3) This can help prevent both 'top end' and vulnerable students from ignoring feedback and developing any positive or negative bias at all.

- Unless engaged with, feedback can be forgotten.

-Focus on giving "constructive feedback", it's intended to "discourage undesired behaviour and replace it with a preferred behaviour".

4) Some students will opt to ignore feedback, whereas other will reflect strongly.

The level of positivity or negativity we use in our feedback may differ across our students and classes - know your learners!

Additional theory

What comes to mind when you think of 'growth mindset'?

Make notes of where you identify elements of GMS and CAR - Be ready to share :)

Competence / Autonomy / Relatedness

Focus on key practices :)

Using the input we have just discussed, let's evaluate some examples of feedback.

Be ready to justify your choices!

Example of feedback:
Nice job!

good

bad

don't know

Example of feedback:
Keep up the good work!

good

bad

don't know

Example of feedback:
These SC are not SMART because they are not measurable.

good

bad

don't know

Example of feedback:
This is terrible. Did you even try?

good

bad

don't know

Example of feedback:
Your arguments are elaborate and convincing.

good

bad

don't know

Example of feedback:
Your choice is not supported by theory. Read (name author) chapter 2, paragraph 3 for relevant theory.

good

bad

don't know

Strategies for effective feedback

1. Build in a following task in which students can apply feedback info from the first

2. Have students identify and state what kind of comments they would like

3. Have students respond to feedback information with a plan for what they are going to do about it

4. Have students judge their work against criteria or a rubric before they hand it in

5. Facilitate peer feedback sessions

6. Distinguish between mark justification and feedback information when making comments

7. Move detailed feedback comments from late in the semester to earlier when students can act of them

8. Focus on comments for improvement rather than corrections

9. Point to models and exemplars of good work

10.Train students to be feedback literate (ie. What feedback is and how they can make it work)

Effective feedback forms

• Self-assessment and peer feedback forms are based on the elements included in the SC. 
• They are not yes/no check lists. Why not? 

Compare these two feedback forms for a formal letter. SC cover lay-out and formal vocabulary. Which form is the most effective? Why?

A

B

Self-assessment / feedback check-list for outline
summative TM assignment - what should be included?

Self-assessment on phases 1-3 of TM summative assignment 

Is the aim of the lesson series SMART? Why (not)? And the SC? Why (not)?

Are the aims for the lessons SMART? Why (not)? And the SC? Why (not)?

Has a variety of C4Us been selected? Which?

Are ways of collecting student responses included?

Are the C4Us suitable? Why (not)?

Are the ways of self-assessment effective? Why (not)?

Is the peer feedback (form) effective? Why (not)?

Which way of analysing student responses has been chosen?

By when must we have executed out lesson series?

Carry out your lesson series no later than the middle of May to make sure you have enough time to complete the final paper/video and ask questions before the deadline.

Exit ticket about the summative assignment:
What are you confident about?
What do you need help with?
What questions do you still have?