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Types of Feedback and Their Purposes

Types of Feedback and Their Purposes
by Susan M. Brookhart The purpose of giving immediate or only slightly delayed feedback is to help students hear it and use it. Feedback needs to come while students are still mindful of the topic, assignment, or performance in question. It needs to come while they still think of the learning goal as a learning goal—that is, something they are still striving for, not something they already did. It especially needs to come while they still have some reason to work on the learning target. Figure 2.1. Good timing: Returning tests and assignments promptly. You may want to provide prompt feedback but feel too busy or overwhelmed to do so. Bad timing: Delaying the return of tests and assignments. Amount Probably the hardest decision to make about feedback is the amount to provide. The topic in general and your learning target or targets in particular Typical developmental learning progressions for those topics or targets Your individual students Try to see things from the student's-eye view.

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Teacher Evaluation: What's Fair? What's Effective?:The Potential of Peer Review November 2012 | Volume 70 | Number 3 Teacher Evaluation: What's Fair? What's Effective? Pages 20-25 Susan Moore Johnson and Sarah E. Fiarman Does peer review have the potential to be used widely and to improve teacher evaluation? Coaching Teachers: What You Need to Know Published Online: February 16, 2011 By Elena Aguilar Last spring, a major study suggested that putting literacy coaches in schools can help boost students’ reading skills by as much as 32 percent over three years. This four-year, nationwide research project affirmed what many of us who have been coached—or who are coaches—know: Instructional coaching works. Or rather, it can work if the conditions are right. Six years ago, I began coaching at the school where I was then teaching.

A Report Card for the Teacher: 5 Tips for Getting Feedback From Students - WeAreTeachers I don’t know where I would be as a teacher—as a person—without having honest, specific (often painfully brutal) feedback from great mentors. Yet, perhaps even more powerful than feedback from my mentors has been the feedback I’ve received over the years from my students. I’ll be honest—I amstill nervous every time I ask for feedback from the very people I hope to motivate, challenge, and inspire. Maybe it’s because my most common nightmares involve realizing that I’m teaching a terrible lesson—and that I’m suddenly naked (please tell me I’m not the only one who has those nightmares . . .). But, no matter how badly I want to pee my pants every time I ask students for feedback, it has been worth the fear every time.

Let's make formative assessing a top priority In our undergraduate courses we all learned about summative and formative assessing. We've also all been to conferences or events that have emphasized the importance of many small assessments to drive our instruction rather than waiting until the end when it may be too late. Though I think this has all been with good intention, we may have been missing the most important part of formative assessing and feedback. See, when we focus on this more timely and frequent feedback to change and adjust our instruction, we are focusing on the teacher side of things. The true beauty and value of more frequent and timely assessments is not just to help guide and drive our instruction, it's to provide frequent and timely feedback for our students so they can take more ownership and control over their learning.

Improve Feedback with Voice Comments in Google Docs As a former teacher of writing, I understand (and greatly value) the importance of feedback in the writing process. With the emphasis that the Common Core Standards place on students using evidence from sources and engaging in rich and rigorous evidence-based conversations about text, we, as educators, need to find more ways to provide frequent, meaningful feedback to students as they gain increasing independence in writing tasks. Despite the vast availability of technology to produce works of writing electronically, the method of providing feedback still remains quite similar – written comments that the student must read and interpret to make necessary adjustments.

Powered by Solution Tree Professional learning community (PLC) An ongoing process in which educators work collaboratively in recurring cycles of collective inquiry and action research to achieve better results for the students they serve. Professional learning communities operate under the assumption that the key to improved learning for students is continuous job-embedded learning for educators. Read what advocates say about the impact of PLCs. What Are Professional Learning Communities?

Student Feedback Helps Teachers Grow Early in my teaching career, I took a Spanish-teaching class at the University of Arizona. In order to fill out an application for employment, I had to have one of my professors give me a letter of recommendation. I learned a few things from making this request: First, if I want a good recommendation, I need to provide a template -- something I have already written so they can just sign it -- and, second, be prepared to answer a few hard questions. In this case, my college professor asked me a question that I found to be the hardest question I have ever had to answer. Because the course wasn't over, he hadn't yet submitted final grades.

20 Useful Web Design Feedback Solutions Designers create designs which will be used by lots of people, so to measure how well a content page performs with users, they need to get an outside perspective to spot issues and validate design choices. One of the most critical parts of a project is getting critiques and advice on how to improve designs. Thanks to the web’s ability to connect us to people from all over the world, getting feedback for a web design has never been easier. Online annotation tools for collaboration and getting feedback for web design and development projects. They are very useful for commenting, review and debugging with client and as well as with the team members. There’s always a feedback stage in the web design process which requires intensive interaction.

Improving Written Feedback This week I gave a seminar at TeachMeet Clevedon. I am going to post more fully on my topic of teachers getting better by undertaking ‘deliberate practice‘ sometime soon. One smaller aspect of my presentation was how teachers can improve written feedback, both to improve learning and to marginally reduce the time taken to give written feedback. With the gift of more time we can free ourselves to pursue becoming a better teacher more deliberately: with reflection, planning and deliberate practice. Of course, written feedback is so crucial that it can improve teaching and learning significantly, therefore it deserves our attention in its own right. The following list of tips is a synthesis of my experience and that of my English department (see our policy for feedback here).

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