All effective teachers know that providing descriptive feedback is a powerful way to increase student achievement. Feedback, a practice of 'assessment for learning', is defined as informing students whether they are on track in reaching a specific goal. It is important because it gives students a hint to their areas of strength and areas that need improvement (Quileste, 2016). It also serves to narrow the gap between current understanding or performance of a concept and mastery of the concept (the goal) (Government of Ontario, 2010). Thus, ensuring that students understand the learning goals and big ideas of each lesson or concept taught, is key. Success criteria are also vital in determining if one is following the right path to success, which is why it is important to present these criteria as often as possible.
According to Grant Wiggins (2012), "less teaching plus more feedback is the key to achieving greater learning". In other words, when students are given the opportunity to learn from self and others through activities and provided with lots of meaningful feedback (from different sources), students are more likely to be motivated and engaged in their learning.
So what is the best way to provide descriptive and meaningful feedback to students? Here are the steps to providing effective feedback to students (Government of Ontario, 2010):
1. Start by explaining what was done well. This positive feedback promotes student integrity, encourages them to keep going, and helps them determine their strengths.
2. Explain what could be improved. This constructive criticism can be accomplished by referring to the learning goals and success criteria. Limit your feedback to three (3) comments, as this has been found to be the optimal number.
3. Describe how improvement can be achieved. Give specific suggestions and examples to give the student a better understanding of what is expected.
4. Clarify understanding of the feedback. Ask if the feedback is understood and explain or expand on it, if necessary.
5. Follow up on the feedback given. This is to ensure that students understood the feedback, are using the feedback appropriately, and for teachers to verify improvement of student understanding.
To conclude, here are 5 important points to keep in mind when providing feedback to students (from L'Anson, 2014):
1. "Feedback is not advice, praise or evaluation. Feedback is information about how we are doing in our efforts to reach a goal". In other words, only give feedback about the task itself, not the strategies used to accomplish the task or about the student themselves.
2. "If students know that the classroom is a safe place to make mistakes, they are more likely to use feedback for learning". Feedback should always be positive, regardless of the level of student performance, thus increasing student motivation to learn and do well.
3. "The feedback students give teachers can be more powerful than the teachers give students". Feedback can also help teachers plan effective lessons as it gives them an indication as to how their teaching should be adjusted for increased learning.
4. "When we give a grade as part of our feedback, students routinely read only as far as the grade". Providing comments (feedback) instead is more encouraging and informative, thus increasing the chance for success.
5. "Effective feedback occurs during the learning, while there is still time to act on it". The goal of providing feedback is to give students a chance to improve, as they are learning a new concept or practicing a new skill (Government of Ontario, 2010).
7. "Students need to know their learning target - the specific skill they are supposed to learn". It is only when students are clear about their learning target (or goals), that they can self-assess their own work effectively (Government of Ontario, 2010)
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