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I suggest that you begin the professional conversation about feedback by asking eight questions. Discussion paper prepared for the Interim Committee of the NSW Institute of Teachers available at: http://www.nswteachers.nsw.edu.au/library/Rowe.html. Drawn from various disciplines, the teachers we studied gave timely, frequent, high-quality, focused, constructive feedback to their students. My advice to any teacher, department or school seeking to improve student achievement is to start with feedback, that thing which we know has the largest or near largest effect size in respect of student learning.
Current Directions in Psychological Science. (1998). Dinham, S. (2007c). What evidence will we need. A study of highly successful senior secondary teachers in public schools in New South Wales by Paul Ayres, Wayne Sawyer and me demonstrated the importance of feedback in influencing student achievement.
Broadly, how effective is our feedback? NSW Quality Teaching Awards: Research, rigour and transparency. How can we provide our students with improved feedback? Many teachers become defensive when a principal offers negative feedback, particularly if the feedback comes as the result of hearsay or a random one-time visit to the teachers’ classroom. 30 (1): 141-165. The first week has … For more on this, see Leadership for exceptional educational outcomes and ‘The secondary Head of Department and the achievement of exceptional student outcomes.’. Australian Journal of Education. My involvement with the successful senior teaching study and a number of other studies into effective teaching and learning has shown me that learners consistently want answers to four questions about their work: Effective teachers provide answers to all four questions on a regular basis, but they especially answer ‘How can I do better?’ because this is the key to remediation and improving performance. Identify the links between assessment and feedback. Conduct an audit. What are our present approaches – formal and informal – to student feedback? Feedback also keeps students on track and is an aid to classroom management. If performance flaws are not detected and corrected, these can become ingrained and will be much harder to eradicate later. Effective teaching in the context of a Grade 12 high-stakes external examination in New South Wales, Australia.
Then, you react by guiding pupils to progress and make connections from your comments.
Ayres, P., Dinham, S. & Sawyer, W. (2004). Broadly, is feedback to students and parents consistent? Teneriffe, Qld. Getting to scale with successful educational practices, in S.H. In some cases this took place during class time while the rest of the class was working; in other cases, a special time was scheduled.
Leadership for exceptional educational outcomes. More rarely, supervisors receive feedback from their staff. (2007). If feedback is to be effective it needs to be frequent, constructive and instructive.
7: 67-72. Feedback interventions: Towards the understanding of a double-edge sword. Teachers can also receive feedback on their performance from peers or supervisors. What is feedback? In what ways do you ensure that the criteria used for assessing student work is clear, understood by the student and used to frame personalised feedback? Dinham, S. & Rowe, K. (2007). 51(3): 263-275.
Teachers in our 2000 study of successful senior secondary teaching communicated the purposes of assessment and feedback to their students. © 2020 Australian Council for Educational Research — ACER, official partner of UNESCO, Great teachers give great feedback, Stephen Dinham writes. Every student wants to do better. Are our assessment methods and criteria clear, valid and reliable?
Do our students understand what is meant by feedback? Likewise, ticking boxes on marking sheets without accompanying comment is ineffective and impersonal. Look at learning or mastery in fields as diverse as sports, the arts, languages, the sciences or recreational activities and it’s easy to see how important feedback is to learning and accomplishment. While students were working individually or in groups, teachers were observed to be moving through the class, quickly monitoring, assessing, suggesting, explaining, questioning, listening and commending. When asked to provide evidence and guidance on enhancing the quality of teaching and student performance, I’m usually equivocal about advocating quick fixes because I know how long it can take to turn a school around, as I’ve already said in How schools get moving and keep improving. Fuhrman &J.A. In these ways, teachers were able to monitor and maintain student performance and progress.
In the context of teaching and learning, feedback can be defined as any form of response by a teacher to a student’s performance, attitude or behaviour, at least where attitude or behaviour impinges upon performance.
They frequently consulted with students and provided written and verbal feedback on these notes, often during class time. The research evidence is clear: great teachers give great feedback, and every teacher is capable of giving more effective feedback.
There’s also scope for peer, that is, student-student feedback and for students to provide feedback to a teacher on that teacher’s performance. Feedback can be written or spoken and may even be gestural, indicating approval, encouragement or criticism. Feedback is equally vital in schooling and performs a variety of functions including recognising, correcting, encouraging, challenging and improving student performance.
Feedback such as ‘concentrate more,’ ‘get help with your spelling,’ improving,’ ‘poor punctuation,’ ‘some good ideas,’ ‘did you write this?’ and ‘satisfactory’ provides little reassurance or guidance.
Oftentimes, a student only gets to speak with a teacher one-to-one when he or she is in trouble, which may be why a constructive one-to-one interview has so positive an effect. It’s not a substitute or remedy for poor teaching.
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