Feedback model
Research has indicated that timely and effective feedback is second only to teaching of higher order thinking skills in its benefit to learning.
Today we had a presentation looking at Formative assessment (more on this) but one of the aspects of this presentation that I liked was a model for feedback. The model is ranked from weak feedback to strong feedback and the students will get the most benefit from strong feedback as part of their formative assessments.
Here is the model (Nyquist 2003)
What I like about this is its straight forward, simple and quite common sense (though the use of abbreviations does give it a superficial feeling of complexity).
- The weakest form of feedback is just knowledge of their results, where our students are told this is your marks.
- The next level is where not only do they get the results but also the correct answers. This could be analogous to handing back exam papers and reading out teh correct answers.
- Next is explaining why they answers are correct or incorrect. This is Knowledge of correct results and explanation. Again if we look at the analogy of handing back examination papers this is:
- here is your exam
- here are the correct answers
- here is why they are correct
4. At a stronger level is KCR+e (the last point) plus specific actions to reduce the gap between your exam answers and the correct answers. With the exam analogy it would be “revise the following topics, areas concepts with particular attention to……”
5. The final stage is as above with an activity to reinforce learning or correct inaccuracies.
However…..
While I like this model and I can see the benefits of it, and they are clear. The application maybe a different issue. I suspect that for the majority of teachers, the biggest constrain they will face is not willingness rather it is TIME.
I believe if we are going to implement (and we should) timely and effective, personalised and relevant feedback we must also address the pressing issues of time and its compounding factors of class size and curriculum. If you have a class of 25 students how much time do you have to provide timely and effective feedback. If you look at the average class being 50 minutes long, the time available to provide timely feedback is limited. here are some possible classrooms activities and timings with out feedback.
Classroom Activities
- Students arrive in class, and set up – 5 minutes
- Teacher introduces class focus and details objectives/outcomes – 5 minutes
- Administration (roll/roster etc) – 5 minutes
- Starts lessons, scaffolds topic/content etc 15 minutes
- Summaries and concludes, reflects on task, packs up 5 minutes
If the teacher is providing 1:1 feedback they have 15 minutes to talk to each student. That’s 30 seconds per student.
We have to consider what we are doing in the classroom. I do not believe that we can ignore providing feedback, its is one of the most effective tools we have in our teaching toolbox. So what can we look at changing to facilitate and enable this tool? What about…
- reducing curriculum content
- decreasing class size
- increasing class time (this is stealing from Peter to pay for Paul)
These would help but are going to be limited by financial considerations
Reading:
http://www.slideshare.net/harvey_mellar/dylan-wiliam-1374277
(this is not the presentation we saw but is almost identical)
July 17th, 2009 at 5:36 pm
Hi Andrew
This is a good and simple model to work with. I have a couple of thoughts:
1) Giving feedback is so important but it is not just the content of the feedback but also the way the feedback is given that is important. We have to be encouraging and able to put it into our student’s language so that they can understand, own and apply it. In my mind it is not feedback unless it is actually communicated to the student. So the question is this: What did my student understand from the feedback I gave them?
2) Time is indeed a challenge when giving feedback. Another way I have found most helpful is by giving digital feedback. This can be done outside the “live” situation once school has finished and can be left for students to review. This way I can give more detailed and thoughtful comments to my students. I do this through our ePortfolios. This does bring another challenge though and that is the time again I need to set aside to do this after school. :+)
Thanks for the post.
[Reply]
andrewch Reply:
July 18th, 2009 at 10:38 am
Hi Jamin
Nice to hear from you, hope your holidays have been relaxing.
I am struggling to disagree with you.
Your question What did my student understand from the feedback I gave them? is a very valid one and one that is not easily addressed, however! I suspect the proof is in the students actions/learning/processes after the feedback. If you ask your average student did you understand this they will say yes. If you ask them to demonstrate it (activity) you will have a much better perspective.
This does however lead on to the next part of your comment – TIME. This takes time, whether it is f2f or via a digital medium.
I suspect that our time constrains are largely due to curricula and assessment pressures.
How much good learning is missed because we have to tick the boxes of curriculum or assessment. I have too have taught the upto page 94 by Tuesday to be ready for the test…
Thanks
A
[Reply]
July 18th, 2009 at 9:38 am
Hi Andrew,
I seem to be repeating myself here. I posted a similar comment about feedback on another blog recently.
I would question (and many experts have [http://leading-learning.blogspot.com/2009/06/killing-of-creativity-by-technocrats.html]) Hattie’s conclusions on teacher feedback.
They are based on a direct teaching model rather than a learner centred one. I think the key to effective learning is to get students working together to improve each other and that would include assessment. If a teacher can get them effectively assessing and critiquing themselves and each other then we are really getting somewhere.
If we are going to develop self-managing students capable of directing their own learning, how can teacher feedback be the most important part (or second most important) of learning?
That’s not to say that teacher feedback isn’t important, it certainly is, but I really don’t believe it is the holy grail that Hattie suggests.
[Reply]
andrewch Reply:
July 18th, 2009 at 10:23 am
HI Darren,
thanks for the comment.
I have a couple of thoughts on this.
My first is that this (Feedback model) applies to a learner centered or teacher directed learning opportunities and experiences. The quality of the feedback the students recieve, whether it is from their peers, teacher or from self reflection needs to be as strong as possible. The feedback needs to be honest, accurate and timely. We know that activity reinforces understanding whether it is a theory session in a classroom, a practical slot in a lab or training for a sports team. It is one thing to say something, its a better thing to then do it.
My second point is this:
The teacher has (we hope) scaffolded and organised the learning activity to achieve key learning objectives. From this position the teacher is most qualified to provide feedback, however this does not discount the huge value to be gained from peer and self reflection. I love using peer feedback, but it does have to be managed. The teacher has the strategic overview of the course or class, students share this but in reality the teacher is either actively or subtly directing the learning process to reach certain end points. Again they are in a great position to provide feedback.
What we are talking about here is formative assessment. Assessment that is being used to support, direct and facilitate learning. This is assessment for learning (AfL). Feedback is a form of assessment that provides the students with direction and understanding, support and assistance.
I think we are actually both on the same page, but I suspect that I did not express myself clearly enough. For me feedback is not just from the teacher, it never has been and never will be. And given this I think it is as important as John Hattie and co say.
Cheers
A
[Reply]
July 25th, 2009 at 8:02 pm
Thanks for the reply Andrew,
It has taken me some time to get back to this, but I wanted to.
I agree with your first point on widening the feedback model. That would make more sense considering any formative assessment needs to fully involve the student(s) at all levels. Without this students will never take ownership of their learning.
On your second point, I’m not so sure, although I don’t want to appear to be difficult here
! I think we need to move beyond the teacher directing the learning as you talk about, but at the secondary level we are hamstrung by a national exam system that makes that difficult (I so envy primary teachers, although Anne Tolley would like to end the creative teaching going on there if the national standards are anything to go by).
And I also believe there are times when the teacher is not the best qualified person to give feedback. If students are to take ownership of their learning then the teacher sometimes needs to take a backseat and let students think for themselves, including assessment
Don’t get me wrong the model of feedback you have presented is still good teaching, but it has its limitations.
Anyway, just my thoughts, and certainly open to dispute.
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