Feedforward Writing With Integrity 2013 Poynter Institute Erin Goergen Teri Trede Floyd Butz IV What is Feedback Feedback is an objective description of a students performance intended to guide future performance ID: 491161
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Moving From Feedback to FeedforwardWriting With Integrity 2013Poynter Institute
Erin Goergen, Teri Trede, Floyd Butz IVSlide2
What is Feedback? “Feedback is an objective description of a student’s performance intended to guide future performance.”~W. Fred MiserSlide3
Why Do We Give Feedback?“Effective feedback, however, shows where we are in relationship to the objectives
and
what we need to do to get there.
“It helps our students see the assignments and tasks we give them as opportunities to learn and grow rather than as assaults on their self-concept.
“And, effective feedback allows us to tap into a powerful means of not only helping students learn, but helping them get better at learning.”
~ Robyn R. JacksonSlide4
Effective, Formative Feedback is:Timely
Constructive/Corrective
Specific
Focused on the product, not on the student
Understood by the studentSlide5
Feedback TypesMotivational FeedbackFeel good
Encourage and support
Little guidance on how to improve
Example: “I like how you completed the assignment”
Evaluative Feedback
Measure achievement with a grade
Summarize achievements
Little guidance on how to improve
Example: “Your score is 73%Slide6
Feedback TypesDescriptive Feedback
Specific improvement steps given
Specific guidance on how to improve
Example:
“You reported on the size of plants in each treatment. Now you need to divide that number by the total number of seeds to
get the
growth
rate.”
Effective Descriptive Feedback
Internalized feedback
Intended
to
increase independent thinking
Example:
“I agree with your interpretation of the data; however, I am not convinced that the response is due to your treatment. How
could you clarify the connection?”Slide7
Motivational
Evaluative
Descriptive
Effective
Feedback is primarily
motivational
Feedback is primarily
evaluative
Feedback primarily
tells
the student how to correct their reasoning.
Feedback
asks
the student what to do to move their reasoning to the next level.
Purpose: to encourage and support the learner
Purpose: to measure student achievement with a score or a grade
Purpose: to improve learning by indicating to the student what needs to be improved
Purpose: to improve learning, by moving student reasoning to the next levelSummativeFormative
Feedback TypesSlide8
What About “Good Job?”Supportive, but
non-specific.
Does not improve
the learner’s skills and performance
.
Example: Surgery
students tying knots were given compliments vs. specific
feedback.
Compliment group was more
satisfied.
Feedback group
had improved performance.
Boehler
M, Rogers DA et al.
Medical
Education
2006; 40:746-749Slide9
Effective Feedback Can Also Be Provided By Students! Students
can keep
track of their
own performance
Use self
assessments
Teach
students how to give feedback
Use
peer
feedback
Schartel S. A., Giving feedback- An integral part of education. Best Practices & Research clinical Anesthesiology. 2012 (26): 77-87.Slide10
Student Buy inHow do we work with students so they can see the value in feedback?Is it clear?Does it relate to goals and standards the students don’t understand?Is feedback given too late?
Is feedback applicable to their studies?
...does it
feed forward?Slide11
What Would You Do?Your laboratory students are required to turn in lab reports after each new lab. One of your students turns in their lab report promptly, and consistently every week. However, each week the same errors are repeated. What feedback would you provide to this student?Slide12
Moving From Feedback to Feedforward
(Beaumont et al 2008)Slide13
ReferencesBeaumont, C., O'Doherty, M., & Shannon, L. F
.
(2008
).
Staff and student perceptions of feedback quality in the context of widening participation
. York: Higher Education Academy.
Boehler, M., & Rogers, D. A. (2006).
Medical Education, 40,
746-749.
Miser, W. F. (
n.d.
).
Giving effective feedback
.
Retrieved from
http
://
www.r-scope.ca/websitepublisher/downloads/Giving%20Effective%20Feedback.pdfSchartel, S. A. (2012). Giving feedback - an integral part of education. Best Practices & Research Clinical Anesthesiology, 26, 77-87.