More on formative assessment and feedback from ASCD’s September 2012 edition of Educational Leadership journal:
‘Feedback for Learning’
‘Teachers don’t need to mark every mistake a student makes. Here re some smart ways to save time and give great feedback.
Ask any teacher what he or she needs more of, and it’s a good bet that time will top the list. Anything that promises to recoup a little bit of our workday time is sure to be a best seller.
One overlooked time-saver is in how we use feedback. Teachers know that feedback is important for teaching and learning. Unfortunately, most secondary teachers have far too many students to make it realistic to provide individual, face-to-face feedback, so they rely on written feedback to do the heavy lifting. In an attempt to provide students with information about their performance regularly, they grade papers until the wee hours, writing carefully constructed comments in the margin.
Too often, this type of feedback transfers the responsibility for learning back to students, who have little understanding of what they need to do next…’ READ ON…
Two videos are also attached to the article:
2. Algebra teacher Ben Teichman from Health Sciences High in San Diego answers Nancy Frey‘s questions about feedback
‘Feedback for Learning: Seven Keys to Effective Feedback’, Grant Wiggins in Educational Leadership (gilsoncollegelandt.wordpress.com)
Seven Keys to Effective Feedback (annmic.wordpress.com)
I meant to add the link below (from a 2011 Grant Wiggins blog post) as a related article on my last post on Grant’s articles about Feedback. All of his articles and posts are interesting to read together.
Grant explains the context for his post. He writes in response to an email query about a Formative and Summative assessment policy.
‘…In theory, I would define ‘formative’ assessment as “useful feedback with an opportunity to use that feedback” to perform optimally on later summative assessments…’
‘…what makes a formative assessment formative – is whether I have a chance to get and use feedback in a later version of the ‘same’ performance. It’s only formative if it is ongoing; it’s only summative if it is the final chance, the ‘summing up’ of student performance…’
Read the full post here:
From ASCD, Educational Leadership Journal: September 2012 | Volume 70 | Number 1 Feedback for Learning Pages 10-16
In his article ‘Feedback for Learning: Seven Keys to Effective Feedback’, Grant Wiggins writes:
‘…Advice, evaluation, grades—none of these provide the descriptive information that students need to reach their goals. What is true feedback—and how can it improve learning?
Who would dispute the idea that feedback is a good thing? Both common sense and research make it clear: Formative assessment, consisting of lots of feedback and opportunities to use that feedback, enhances performance and achievement.
Yet even John Hattie (2008), whose decades of research revealed that feedback was among the most powerful influences on achievement, acknowledges that he has “struggled to understand the concept” (p. 173). And many writings on the subject don’t even attempt to define the term. To improve formative assessment practices among both teachers and assessment designers, we need to look more closely at just what feedback is—and isn’t…’
What Is Feedback, Anyway?…’ Read on for the full article:
Then, on his blog ‘Granted, but…‘, Wiggins writes more on this subject and includes some tangible steps to providing and developing effective feedback, that teachers might use with their students, as well as links for his final draft for the EL article and a PowerPoint, which provide fuller thinking on the topic. Find that ‘On Feedback’ blog post here.