Feedback with Impact Time effective strategies to make

Feedback with Impact Time effective strategies to make sure that feedback always leads to learning C Ellison S Fullbrook

• • • Regular marking (two weeks? ) as agreed by department Formal assessments levelled Substantial work marked with formative feedback Formative – Summative Time to engage with feedback / dialogue evident School Policy

• Work may be assessed in any of the following ways: • Verbal – which is recorded by pupils then verified by the teacher when marking • Self-assessment • Peer assessment • Teacher comment, e. g. what went well, even better if. (Directly from the policy) Range of Strategies

• Dylan William – Inside the Black Box (1998) • 250 journals • Based on empirical data spanning age groups, subjects and nationalities • Importance of formative assessment • Assessing without levels • Teaching informed by assessment • Use of peer and self-assessment Importance of Feedback

The Research

• Complete the short questionnaire • Be honest… you won’t be sharing this with anyone Think about your own marking…

No evidence was found showing that only awarding a grade, with no formative comment, leads to pupil progress. A study conducted by King’s College, London, in English schools found that both high - and low-attaining pupils were less likely to act on feedback if grades were awarded alongside comments.

If a student is judged to have made a mistake, a number of studies from higher education and EFL recommend that it should be marked as incorrect, but that the correct answer should not be provided. One study of undergraduates even found that providing the correct answer to mistakes was no more effective than not marking the work at all.

No strong evidence suggests that simple acknowledgement marking (sometimes known as ‘tick and flick’) contributes to progress. Likewise, it does not appear to be beneficial to provide generic praise or praise that is not perceived as being genuine. Tick and flick?

Some studies have looked at when pupils should be provided with feedback over the course of longer projects or pieces of work. There is promising evidence suggesting that pupils who receive mid-project written feedback are more likely to act on it and view it as helpful.

Wider evidence on effective feedback – including studies of verbal and peer feedback in schools, as well as studies from related fields such as psychology – consistently finds that the specificity of feedback is a key determinant of its impact on performance, while feedback that is imprecise may be viewed by pupils as useless or frustrating…Consistent with evidence about specificity, it is likely that short-term targets are more effective than longer-term goals.

• If it doesn’t have impact, stop doing it! • Marking should always lead to learning. • Teacher feedback is sometimes most effective but only when considered and targeted carefully. • Use a full range of strategies to fit the learning need. The Message

Possible ideas

The 5 minute flick • Go through students’ books • Choose a piece of students’ work and share with the class • As a class, find the misconceptions and weaknesses and improve together • Students then improve their own work based on the group activity Gallery critique • Peer assessment with post it notes • Students move around the room and give “kind, specific and helpful” tips (Berger, “An Ethic of Excellence”) Live marking • While students are working through activities, mark books by giving feedback one to one through discussion https: //www. theguardian. com/teacher-network/teacher-blog/2014/apr/16/how-to-marking-techniques-teacherfeedback-students

Instant feedback encouraging independence to look for own mistakes DIRT – when they respond to the DOT

• Padlet. com • Shared writing / shared task • Share/Export/Embed tab Save as PDF • Mark group task • Pupils write down feedback or make improvements directly Group Marking

• Think about marking whilst planning the task • Plan to use a range of strategies to reflect learning needs • Where do pupils most need the input from you? • Where will peer/self assessment be sufficient? Planning for Marking

• Series of lessons looking at an exam style response on a given topic: • Activity to establish success criteria (examples, modelling, examiner report, discussion) – provides framework for assessment • Pupils produce first response • Teacher assesses • Codebreaker feedback • Shared writing • “In this piece of writing I will…” • Second attempt with verbal feedback whilst writing (dot round? ) • Peer / self assessment Example

• Think about your lessons over the next week or two • Choose one series of lessons and plan your marking across these to maximise impact Activity