OTL101 POST 4 – Offering Feedback
- Are there any gaps between your practice of offering feedback to students and what Hattie recommends?
In teaching a 4/4 teaching load it is often difficult to provide immediate feedback to students however, I attempt to provide such feedback in a timely fashion. In the process of grading I follow much of what Hattie and and Tiperley (2013) and Shute (2008) recommend. Of interest is that Hattie finds that feedback can have positive and negative effect and that 70% of what goes on in the classroom is unseen by teachers! Also of interest is that “feedback is among the top ten influences in student achievement, but that the effect can be either positive or negative, leading to the conclusion that it is important to understand how to ensure the effect is positive” (Hattie and Tiperley (2013:4). Importantly, Hattie suggests that teachers provide constructive criticism and advice through social interaction and praise. However, this feedback needs to be focused on 1) Goals: Where am I going?; 2) How am I going? What is the progress toward obtaining goals?; and 3) Where to next? How may I complete my goals?
I really don’t see any gaps between my practice of offering feedback to students and what Hattie recommends, I usually focus on the assignment at hand and always use a rubric that guides my grading. This is helpful to the students so that they can know before handing in the assignment how they will be graded. Using a rubric is helpful in providing concrete feedback and is a useful when meeting with students to discuss any discrepancies in grading. I always attempt to provide constructive criticism and focus on the assignment not the student. I attempt to focus on the task at hand and provide feedback on how improvement can assist student completion of the course. For example, I always ask students to submit an essay proposal including an outline and bibliography for grading and feedback before students work on their essay and submit the final product. This allows students to see where they may improve and what my expectations are before working on the final submission.
- In what ways can you improve the effectiveness of the feedback that you provide for your students?
I think that I can improve the effectiveness of feedback I provide to my students by following Shute’s (2008) guidelines. In looking at Shute’s (2008) guidelines, I agree that it is important to focus on the task, not the learner. I agree that it is important to providing feedback in manageable units focusing on the how, what, why. I also agree that it is important to provide specific, clear, feedback that is as simple as possible, reduce uncertainty between performance and goals, give unbiased objective feedback, promote learning with goal oriented feedback and provide immediate feedback after learners attempt a solution. All of these recommendations can enhance feedback effectiveness.
October 7, 2018