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Effective Feedback

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Measuring the IMPACT of Action Research. Action Plan 1 - Marking & Feedback. Educational Endowment Foundation Marking Review April 2016. Marking & workload; pages 5-10 are the most useful. Teachers 'wasting time on marking in coloured pens' Image copyright Thinkstock Teachers are spending too much time over-marking pupils' homework, Schools Standards Minister Nick Gibb has said.

Teachers 'wasting time on marking in coloured pens'

He told MPs that marking in different-coloured pens, and giving feedback in exercise books, had never been a government or an Ofsted requirement. He told the Education Committee that the practice was adding to teachers' workload - one of the top reasons given by them for leaving the profession. Instead, work should be marked with a simple grade, he suggested. Mr Gibb was responding to questions on how teacher workload was affecting recruitment and retention of teachers. A recent report found many teachers working as many as 60 hours a week. He said teachers in England worked longer hours than the OECD average, but spent the same amount of time in front of a class.

And he suggested that they may not be working as smartly as their overseas colleagues. 'From the ether' "The key thing is this notion of feedback on the face of the exercise book," he said. Marking in Perspective: Selective, Formative, Effective, Reflective. Marking in Perspective: Selective, Formative, Effective, Reflective Context and Motivation I’m feeling relieved, smug and virtuous because I’ve just marked some books.

Marking in Perspective: Selective, Formative, Effective, Reflective

Marking is not the same as feedback by Toby French. Marking and feedback.

Marking is not the same as feedback by Toby French

Marking is feedback? Marking isn't feedback. So, how might we best feed back? by Toby French. Here's the final paragraph of my last post: These are some of the many ways in which we might feed back, but what is more important, I think, is the preparation: it's the timing and manner in which we'll help students approach their learning both at the start and throughout a topic based on the strengths and weaknesses of prior work; it's how we use what we read, hear and see to help them move forward; it's feeding forward and it's all in the preparation.

So, how might we best feed back? by Toby French

Experience The more experienced we become the more we know just what sorts of mistakes students are likely to make. 20 Ways To Provide Effective Feedback For Learning. 20 Ways To Provide Effective Feedback For Learning by Laura Reynolds While assessment gets all the press, it is feedback for learning that can transform a student’s learning.

20 Ways To Provide Effective Feedback For Learning

When feedback is predominately negative, studies have shown that it can discourage student effort and achievement (Hattie & Timperley, 2007, Dinham). GUEST POST: Is Your Feedback Carefully Used, or Barely Perused? — The Learning Scientists. We’ll be honest, though: across many of these interventions, the empirical evidence of effectiveness was underwhelming.

GUEST POST: Is Your Feedback Carefully Used, or Barely Perused? — The Learning Scientists

That’s not to say the interventions were useless, necessarily. But rather, it was just so rare that many of the great ideas had been examined more than once, to provide any kind of converging evidence. And even when they had, a vast portion of the evidence came from questionnaires or focus groups of students, rather than from directly observing or measuring their behavior. As a result, the literature tells us a great deal about what learners think helps them to engage with feedback, but relatively little about what objectively does help. Taking a step back from specific interventions and the evidence of their effectiveness, we began to think about a more fundamental question: Why should any intervention work?

Self-appraisalAssessment literacyGoal-setting and self-regulationEngagement and motivation. Live Feedback in Lessons. Does live-marking have a place in the classroom?

Live Feedback in Lessons

If so, how can it be managed and what impact can it have? Teachers are bombarded with marking because it is central to their role, yet some teachers and schools yearn to mark every piece of work. Verbal feedback: Telling ’em what they need to do. I’ve been thinking about writing something on marking and verbal feedback for a while but put it off because so many people have covered it well already.

Verbal feedback: Telling ’em what they need to do

Joe Kirby (Joe_Kirby), Jo Facer (@Jo_Facer), Katie Ashford (@Katie_S_Ashford), Jonathan Porter (@JHC_Porter) and Toby French (Mr_Histoire) are just a few of those doing great work on it and most of what I’ve done has been based on what I’ve learned from them. Additionally, after deciding to write this I saw that Mr Thornton (@MrThorntonTeach) has made a marking crib sheet that looks similar to what we’re using but is prettier, so anyone looking for a way to apply a formalised verbal feedback policy should take a look at the impressive resources he’s producing.

Stop writing feedback comments…..and see what happens! We are constantly trying out new ideas to ease workload and marking/feedback is always one area that my colleagues are keen to swop and share ideas on.

Stop writing feedback comments…..and see what happens!

I know that others have the same concerns and that our huge blogs of shared practice are by far the most read, borrowed from and commented upon that we have published externally. Action Research Plan 2 - From Marking to Feedback.