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Effective feedback in the classroom
Effective feedback in the classroom
Feedback as an important tool for education
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A problem that has impacted my effectiveness as a teacher is consistently giving students meaningful feedback. I see myself and other teachers struggle to give students regular and constructive feedback. Often times when I have time to give students feedback it is a simple “good job!”, “Way to go!”, “You Rocked it!”. This may encourage the student, but it does not help the student learn or show them what they need to improve on. Constructive feedback is giving students a clear picture of what they need to improve on to move forward.
This problem was recently brought to my attention in one of my classes at Jewell. I took my first graduate level class all about tracking student progress, providing students with meaningful feedback, and students tracking their own growth. This class served as reminder to keep up with good practices even when I feel like I’m out of time or overwhelmed. I learned that research suggests that providing students with constructive feedback will help students learn. I also learned the importance of students tracking their own growth and taking ownership of their learning progress. As a result of my graduate class I came up with a plan for students to track their own learning and growth. During the year students tracked their score on a 1-4 scale suggested by Marzano. One represents: even with help I am not getting it. Two represents: I am starting to get it with help, but need practice. Three represents: I get it and I can show you! Four Represents: I understand and can apply it! (I can teach others). Students tracked these scores in their data tracking folders.
After regularly expecting students track their progress I continue to struggle to give students constructive feedback. Teachers should be able to...
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...e type of feedback I give, how often I give feedback, and what the feedback I give my students consists of. This is something I am motivated to work on. I saw how positively my students responded to tracking their own data and I know that if I can add another form to feedback to their routine they will benefit greatly. I’m wondering what type of feedback will be the most effective. Will written or oral feedback be the most powerful? I can measure how effective my feedback is by the recording the number of students that have mastered a specific math concept after receiving oral feedback then again after receiving written feedback. To master a concept students would need to receive a three or a four on multiple formative assessments over the same concept. I believe the problem I have identified can be solved with consistent written and oral feedback in my classroom.
In conclusion I feel that using effective assessment methods throughout any course allows tutors to give feedback at the right time to allow the correct progress for the learners to achieve. I have experienced feedback many times as coach and more recently as a teacher and feel it has only helped me to improve and to keep wanting to improve so I can inspire others to achieve.
Also, continually seek feedback from my preceptor has been crucial. Learning from my previous experiences, I have realized that a balance of ongoing constructive, and appreciative feedback has a very positive impact on both my learning, and confidence level. Therefore, during my first meeting with my preceptor, I discussed how important her feedback is to me, which has ensured that throughout my preceptorship I have received detailed, and timely
I believe that teachers should be graded by their students. I think that this is a good idea because teachers are graded, yes that is true, but they aren't graded by the ones who are being taught, and the ones that know how the teacher teaches and what the teacher teaches. A lot of the people who don’t like this idea are the teachers themselves, but the only reason that they deny it should happen is because they are afraid. Yes afraid of what they will be judged on. Afraid that the student that they gave the most detentions too will expel them from their job. Afraid that the things that they graded harshly will grade them harshly. People think that if this idea comes to reality then the teacher will give a poor student a good grade just so
I try to get my work done on time and some lessons are easy for me. I appreciate having teachers that offer extra credit for those that complete their work early and could become bored. Making sure students stay motivated is something that all teachers should be aware of. The points mentioned in chapter nine are very interesting, especially in regard to what statements can be used to motivate students. Students that receive hollow feedback such as “excellent”, have no encouragement to improve. In one of my classes at MSU the teacher would praise students for speaking out even though their answers were incorrect. I did not like this and I think that teachers should provide meaningful feedback that encourages students to keep learning. Teachers should always encourage students that there is more they can do. In some cases positive feedback such as the example I used can hinder a student just as much as negative feedback. Having a balance of positive feedback and areas for improvement would work best for ELL students. Students deserve to know what they are doing right or really well at and things that they can
I believe that the most important thing in teaching and learning is to insure the future success of the students. That’s why I am committed to placing the needs of the learner at the centre of everything I do. My teaching goal is to link course performance with the development of general learning skills, general chemical science skills, and specific subject matter skills.
I always help students identifying their learning and progress and give them feedback. Students need to be aware of their achievement and progress. I adapt practice and plan further learning, this will make the assessment meaningful and effective as it will answer to the learner needs. 6.3 Use types and methods of assessment, including peer and self-assessment, to: - Involve learners in assessment - Meet the individual needs of learners - Enable learner's to produce assessment evidence that valid. Reliable.
e done well then advise learner on how they can improve, because good news about learners' work highly motivates them (Reed, 2006). Constructive feedback and engaging learners through assessment (Sherman, 1996) Works Cited Black, Paul. (2003). The Nature and Value of Formative Assessment for Learning. Improving Schools.
Teachers use a range of formative assessment tools and teaching approaches to gather evidence for the purposes of: monitoring and measuring student learning; providing students with feedback; and providing feedback to inform teaching and modifying instructional strategies to enhance students’ knowledge and performance in mathematics (ACARA, 2015; DEECD, 2009; McMillan, 2011; Taylor-Cox, & Oberdorf, 2013). Regular use of formative assessment improves student learning as instruction can be adjusted based on students’ progress and teachers are able to modify instructions to cater to students’ individual needs (Black & Wiliam, 2010; Taylor-Cox, & Oberdorf, 2013). Various forms of informal and formal formative assessment methods are conducted as learning takes place, continuously through teacher observations, questioning through individual interactions, group discussions and open-ended tasks (McMillan,
The importance of constructive feedback allows for many positive opportunities. One important element is that feedback provides a foundation for positive student and teacher relationships. By providing appropriate feedback, the students understand the teacher is genuinely concerned about them and their education. This component also enhances a student’s self-efficacy and provides an avenue for motivation.
According to University of Reading (2012), “Feedback can improve a student's confidence, self-awareness and enthusiasm for learning.” Feedback is important because it helps student understand their progress whilst achieving goals. Goal can be anything for instance to pass with good grades, to learn and understand the topic etc. Feedback helps to identify your strengths and weaknesses. For example, imagine yourself learning to play basketball, you have a coach who is guiding you and providing constant feedback on your progress versus you teaching yourself; big difference in terms of monitoring and feedback isn't it?
As teachers, we have to monitor the progress our students make each day, week, quarter and year. Classroom assessments are one of the most crucial educational tools for teachers. When assessments are properly developed and interpreted, they can help teachers better understand their students learning progress and needs, by providing the resources to collect evidence that indicates what information their students know and what skills they can perform. Assessments help teachers to not only identify and monitor learners’ strengths, weaknesses, learning and progress but also help them to better plan and conduct instruction. For these reasons, ongoing classroom assessment is the glue that binds teaching and learning together and allows educators to monitor their efficacy and student learning.
In verbal communication, feedback is important because it gives a better understanding of the message that was being encoded. In other words, if a professor asks you a question during the lecture and you respond with, “I don’t know,” or you do not respond at all, then the professor can only assume that you were not paying attention during class, or you do not understand the question—giving feedback, that maybe the professor needs to repeat the question, or phrase it in a way that you do understand. The issue occurred because the message was not conveyed properly, or you did not decode the message
We need to continuously assess and evaluate our students so we can set appropriate goals for each student and individual instructions. Each child learns different, so as a teacher we need to have different styles of teaching for positive reinforcement.
Assessing student understanding is important but as a teacher you need to provide feedbacks to the students. During my lesson, I allowed the student to ask questions and tried to answer each individual’s answer right away. Since my students are not able to read or write I had to provide feedbacks by verbally.
As I reflect on my past assessment process, I realized how much my assessments have changed over the years. In my early years, I used tests for informational recall as my assessments. I felt these were appropriate guidelines in which I needed to follow in order to substantiate a student’s grade. Every assignment or tests was given a point value and then based on the amount of points, a grade was given. Every student’s assessment was exactly the same, and the assessments did not contain any subjectivity. I felt confident in giving the grade based on a valid point system. However reflecting back, I see that I did not include any performance-based assessments or individual learning styles in my early assessment. I also did not take into consideration the individual needs of my students. My assessment approach was awful. I am embarrassed that I use to assess students in this manner.