1. Student feedback should be educative in nature.
Providing
feedback means giving students an explanation of what they are doing correctly
AND incorrectly. However, the focus of the feedback should be based essentially
on what the students is doing right. It is most productive to a student’s
learning when they are provided with an explanation and example as to what is
accurate and inaccurate about their work.
2. Student feedback should be given in a timely manner.
When
student feedback is given immediately after showing proof of learning, the
student responds positively and remembers the experience about what is being
learned in a confident manner. If we wait too long to give feedback, the moment
is lost and the student might not connect the feedback with the action.
3. Be sensitive to the individual needs of the student.
It is
vital that we take into consideration each individual when giving student
feedback. Our classrooms are full of diverse learners. Some students need to be
nudged to achieve at a higher level and other needs to be handled very gently
so as not to discourage learning and damage self-esteem. A balance between not
wanting to hurt a student’s feelings and providing proper encouragement is
essential.
4. Ask the 4 questions.
Studies of
effective teaching and learning (Dinham, 2002, 2007a; 2007b) have shown that
learners want to know where they stand in regards to their work. Providing
answers to the following four questions on a regular basis will help provide
quality student feedback.
These four
questions are also helpful when providing feedback to parents:
·
What
can the student do?
·
What can’t
the student do?
·
How does
the student’s work compare with that of others?
·
How can
the student do better?
5. Student feedback should reference a skill or specific knowledge.
This is
when rubrics become a useful tool. A rubric is an instrument to communicate
expectations for an assignment. Effective rubrics provide students with very
specific information about their performance, comparative to an established
range of standards. For younger students, try highlighting rubric items
that the student is meeting or try using a sticker chart.
6. Give feedback to keep students “on target” for achievement.
Regular ‘check-ins’ with
students lets them know where they stand in the classroom and with you. Utilize
the ‘4 questions’ to guide your feedback.
7. Host a one-on-one conference.
Providing
a one-on-one meeting with a student is one of the most effective means of providing
feedback. The student will look forward to having the attention and allows the
opportunity to ask necessary questions. A one-on-one conference should be
generally optimistic, as this will encourage the student to look forward to the
next meeting.
As with
all aspects of teaching, this strategy requires good time management. Try
meeting with a student while the other students are working independently. Time
the meetings so that they last no longer than 10 minutes.
8. Student feedback can be given verbally, non-verbally or in
written form.
Be sure to keep your frowns
in check. It is imperative that we examine our non-verbal cues. Facial
expressions and gestures are also means of delivering feedback. This means that
when you hand back that English paper, it is best not to scowl.
9. Concentrate on one ability.
It makes a
far greater impact on the student when only one skill is critiqued versus the
entire paper being the focus of everything that is wrong. For example, when I
taught Writer’s Workshop at the elementary level, I would let students know
that for that day I was going to be checking on the indentation of paragraphs
within their writing. When I conferenced with a student, that was my focus
instead of all the other aspects of their writing. The next day would feature a
new focus.
10. Alternate due dates for your students/classes.
Utilize
this strategy when grading papers or tests. This strategy allows you the
necessary time to provide quality, written feedback. This can also include
using a rotation chart for students to conference with at a deeper more
meaningful level. Students will also know when it is their turn to meet with
you and are more likely to bring questions of their own to the conference.
11. Educate students on how to give feedback to each other.
Model for
students what appropriate feedback looks like and sounds like. As an elementary
teacher, we call this ‘peer conferencing’. Train students to give each other
constructive feedback in a way that is positive and helpful. Encourage students
to use post-it notes to record the given feedback.
12. Ask another adult to give student feedback.
The
principal at the school I taught at would often volunteer to grade history
tests or read student’s writing pieces. You can imagine how the student’s
quality of work increased tenfold! If the principal is too busy (and most are),
invite a ‘guest’ teacher or student teacher to critique work.
13. Have the student take notes.
During a conference over a
test, paper or a general ‘check in’, have the student do the writing while you
do the talking. The student can use a notebook to jot down notes as you provide
the verbal feedback.
14. Use a notebook to keep track of student progress.
Keep a
section of a notebook for each student. Write daily or weekly, dated comments
about each student as necessary. Keep track of good questions the student asks,
behavior issues, areas for improvement, test scores etc. Of course this
requires a lot of essential time management but when it is time to conference
with a student or parent, you are ready to go.
15. Return tests, papers or comment cards at the beginning of class.
Returning papers and tests
at the beginning of class, rather than at the end, allows students to ask
necessary questions and to hold a relevant discussion.
16. Use Post-It notes.
Sometimes
seeing a comment written out is more effective than just hearing it aloud.
During independent work time, try writing feedback comments on a post-it note.
Place the note on the student’s desk the feedback is meant for. One of my
former students had a difficult time staying on task but he would get
frustrated and embarrassed when I called him out on his inattentive behaviors
in front of the class.
He would
then shut down and refused to do any work because he was mad that I humiliated
him. I resorted to using post-it notes to point out when he was on task or not.
Although it was not the most effective use of my time, it really worked for
him.
17. Give genuine praise.
Students
are quick to figure out which teachers use meaningless praise to win approval.
If you are constantly telling your students “Good Job” or “Nice Work” then,
over time, these words become meaningless. Make a big deal out of a student’s
A+ on that vocabulary test. If you are thrilled with a student’s recent on-task
behaviors, go above and beyond with the encouragement and praise.
Make a
phone call home to let mom or dad know how thrilled you are with the student’s
behavior. Comments and suggestions within genuine student feedback should also
be ‘focused, practical and based on an assessment of what the student can do
and is capable of achieving’ (Dinham).
18. “I noticed….”
Make an
effort to notice a student’s behavior or effort at a task. For example; “I
noticed when you regrouped correctly in the hundreds column, you got the
problem right.” “I noticed you arrived on time to class this entire week.”
Acknowledging a student and the efforts they are making goes a long way to
positively influence academic performance.
19. Provide a model or
example.
Communicate
with your students the purpose for an assessment and/or student feedback.
Demonstrate to students what you are looking for by giving them an example of
what an A+ paper looks like. Provide a contrast of what a C- paper looks like.
This is especially important at the upper learning levels.
20. Invite students to give
YOU feedback.
Remember
when you finished a class in college and you were given the chance to ‘grade’
the professor? How nice was it to finally tell the professor that the reading
material was so incredibly boring without worrying about it affecting your
grade? Why not let students give you feedback on how you are doing as a
teacher?
Make it so
that they can do it anonymously. What did they like about your class? What
didn’t they like? If they were teaching the class, what would they do
differently? What did they learn the most from you as a teacher? If we are open
to it, we will quickly learn a few things about ourselves as educators.
Remember that feedback goes both ways and as teachers it is wise to never stop
improving and honing our skills as teachers.
Retrieved by
article in :
http://www.opencolleges.edu.au/informed/features/giving-student-feedback/
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