Assessment

Associate Professor Gavin T L Brown

Commonwealth Education Trust
Foundations of Teaching for
Learning
Course 6:
Week 2 : Feedback
Lecture 1: Feedback Effectiveness:
framework and prompts
Curriculum Map: Assessment

Validity

Quality

Reliability

Test-like,
Formal, teacher-
Curriculum

centric
Assessment Format
Interactive,
informal,
student-centric

Improvement
(Formative)
Purpose
Evaluative
(Summative)
Model of Feedback—Hattie & Timperley
(2007)

Purpose
Reduce Discrepancy
CurrentGoal

Student Teacher
Increased effort; Appropriate goals
Change goals Effective feedback

3 Questions—
4 Levels
Where going?
Task; Process;
Where Now?
Self-Regulation; Self
What Next?
 Giving effective Feedback
Positive Effect
 Task
—what you need to do to improve on this task
 Process
—what you need to do to improve on the whole process
 Self-Regulation
—what you need to do to monitor and control yourself

Negative Effect
 Self
Praise does not work!!!
Good work, well done, etc. do not close the gap
Likewise, blame & shame does not inform!
 Feedback process: Increasing demand

Retrospective
(looking back) view
Success
criteria
Self-regulation level –
conditional/meta-cognitive
feedback as knowledge
information feedback
to close the
learning loop Process level – procedural
knowledge
feedback
Task level – declarative
knowledge
feedback
Current level
of
understanding Prospective (looking ahead) &
Introspective (looking within) view
 Feedback as scaffolding
Exemplars
Rubrics
Procedural checklists
Probing questions
Graphic organizers
Previewing
Rehearsals
Incomplete examples
Cued directions
Mnemonics
Symbols

Most explicit Least explicit

 Question prompts to generate feedback
Feedback level Question prompts
Task-level  Does this answer meet the success criteria?
 Is this answer correct/incorrect?
 How can the student elaborate on the answer?
 What did the learner do well?
 Where did the learner go wrong?
 What is the correct answer?
 What other information is needed to meet the criteria?
Process-level  What is wrong and why?
 What strategies did the learner use?
 What is the explanation for the correct answer?
 What other questions can the learner ask about the task?
 What are the relationships with other parts of the task?
 What other information is provided in the hand-out?
 What is the learner’s understanding of the concepts/knowledge related to
the task?
 Question prompts to generate feedback
Feedback level Question prompts
Self-regulation level  How can the learner monitor his/her own work done?
 How can the learner carry out self-checking?
 How can the learner evaluate the information provided?
 How can the learner reflect on his/her own learning?
 What did the learner do to ...?
 What happened when the learner ...?
 How can the learner account for...?
 What justification can be given for ...?
 What further doubts does the learner have regarding this task?
 How does this compare to...?
 What do all these information have in common?
 What learning goals have been achieved?
 How have the learner’s ideas changed?
 Key ideas on feedback

 It is not the presence or absence of feedback that makes a

difference, but its nature and quality

 Feedback can have a positive or negative influence on learning

 Feedback needs to be congruent with our views of learning if it

is to be valid

 Feedback is an integral part of learning

 Effective feedback involves the active engagement of learners

in their own learning
Foundations of Teaching for
Learning
Course 6:
Week 2 : Feedback
Lecture 1: Feedback Effectiveness:
framework and prompts
 Assessment

Associate Professor Gavin T L Brown

Commonwealth Education Trust