Student Involvement in the Feedback Process
Workshop prepared for
MASCD, MAC, and Oakland Schools
February 2, 2016
Susan M. Brookhart, Ph.D.
Consultant, Brookhart Enterprises, LLC
2502 Gold Rush Avenue • Helena, Montana • Ph: 406-442-8257 or 406-431-7746
email: [email protected]
Session Summary
Effective feedback gives students information they can use to further their learning. Effective
feedback “feeds students forward” in the formative learning cycle, and that can only happen if
students are clear about the learning target they are aiming for. Effective feedback supports
student motivation and self-regulation of learning, as well. Feedback can come from teachers or
peers or from the students themselves. Students should be involved in all of these types of
feedback, even when the feedback comes from the teacher.
Session Outcomes
Participants will be able to
 Define feedback and explain why feedback with student involvement is important for
learning
 Develop a repertoire of teacher, self, and peer feedback strategies that involve students
 Recognize the characteristics of effective feedback in both oral and written feedback
examples
 Differentiate feedback for different learners
Session Agenda
8:30- 8:45 a.m. – Welcome, Introductions, Clarify the Day’s Learning Outcomes
8:45 – 10:00 a.m. – Success Criteria, Three Lenses on Feedback, and
Feedback Analysis Activities
10:00- 10:15 a.m. – Break
10:15 – 11:45 a.m. – Feedback Continued , and Effective Teacher Feedback Activity
11:45 – 12:30 p.m. – Lunch
12:30 – 1:00 p.m. – Processing Activity – New Learning about Teacher Feedback
1:00 – 1:30 p.m. – Student Self-Assessment
1:30 – 2:15 p.m. – Student Self-Assessment – Activity
2:15 – 2:30 p.m. – Break
2:30 – 2:50 p.m. – Peer Assessment
2:50 – 3:15 p.m. – Peer Assessment – Activity
3:15 – 3:45 p.m. – Processing and Summing-Up – Student Involvement in the Feedback Process
Feedback Analysis Guide
Evaluate this feedback example.
Micro view
 Is it descriptive?
What evidence for further learning
does this feedback example
provide?
Snapshot view
What did the student learn from it?
 Is it timely?
 Does it contain the right amount
of information?
 Does it compare the work to
criteria?
 Does it focus on the work?
 Does it focus on the process?
 Is it positive?
 Is it clear (to the student)?
What did the teacher learn from it?
 Is it specific (but not too specific)?
 Does its tone imply the student is
an active learner?
What next step(s) should the teacher and student take to use this
feedback for learning?
Long view
© 2015 Susan M. Brookhart – page 2
Analysis of Feedback Video Clip
What the teacher learned
What the student learned
High school example
Elementary example
© 2015 Susan M. Brookhart – page 3
Analyze 5th Grade Math Oral Feedback Example
Evaluate this feedback example.
Micro view
 Is it descriptive?
What evidence for further learning
does this feedback example
provide?
Snapshot view
What did the student learn from it?
 Is it timely?
 Does it contain the right amount
of information?
 Does it compare the work to
criteria?
 Does it focus on the work?
 Does it focus on the process?
 Is it positive?
 Is it clear (to the student)?
What did the teacher learn from it?
 Is it specific (but not too specific)?
 Does its tone imply the student is
an active learner?
What next step(s) should the teacher and student take to use this
feedback for learning?
Long view
© 2015 Susan M. Brookhart – page 4
Analyze 8th Grade Algebra Feedback Example
Evaluate this feedback example.
Micro view
 Is it descriptive?
What evidence for further learning
does this feedback example
provide?
Snapshot view
What did the student learn from it?
 Is it timely?
 Does it contain the right amount
of information?
 Does it compare the work to
criteria?
 Does it focus on the work?
 Does it focus on the process?
 Is it positive?
 Is it clear (to the student)?
What did the teacher learn from it?
 Is it specific (but not too specific)?
 Does its tone imply the student is
an active learner?
What next step(s) should the teacher and student take to use this
feedback for learning?
Long view
© 2015 Susan M. Brookhart – page 5
Elementary Example – Can you improve this feedback?
____________________________________________________________________
Context: Fourth graders were learning about persuasive writing, specifically about making a
persuasive argument using reasons and communicating it to readers. On this day, students
were learning to write persuasively about their opinions.
The learning target: I can write a persuasive paragraph explaining why I think dogs or cats are
better pets.
The performance of understanding: Take a position about the better pet (dogs or cats). Write a
clear, organized paragraph explaining your reasons and persuading your reader that your
position is reasonable.
The look-fors:
 I state my position at the beginning and repeat it at the end.
 I give good reasons to support my position.
 My paragraph is organized.
___________________________________________________
© 2015 Susan M. Brookhart – page 6
Secondary Example – Can you improve this feedback?
____________________________________________________________________
Context: Eleventh graders were learning about literary analysis, specifically to analyze short
stories based on how the author uses symbolism.
The learning target: Day 1, Identify literary devices in William Faulkner’s “A Rose for Emily”;
Day 2: Explain the literary devices; Day 3: Explain the title and how it relates to the story.
The performance of understanding (Day 3): Respond to a writing prompt: Why is this story
called “A Rose for Emily” when there was no rose showcased in the story?
The look-fors:
 Explain the symbolism of a rose.
 Use specific examples from the text to relate the symbolism of a rose to the story.
© 2015 Susan M. Brookhart – page 7
Analyze 5th Grade Writing Peer Assessment Example
Evaluate this feedback example.
Micro view
 Is it descriptive?
 Is it timely?
What evidence for further learning
does this feedback example
provide?
Snapshot view
What did the student writer learn
from it?
 Does it contain the right amount
of information?
 Does it compare the work to
criteria?
 Does it focus on the work?
What did the peer assessor learn
 Does it focus on the process?
from it?
 Is it positive?
 Is it clear (to the student)?
 Is it specific (but not too specific)?
 Does its tone imply the student is
an active learner?
What next step(s) should the student writer take to use this feedback
for learning?
Long view
How did the teacher prepare the peer assessors to get these results?
© 2015 Susan M. Brookhart – page 8
Examples of Student Work on the “Big Discount” Prompt
Student #1
© 2015 Susan M. Brookhart – page 9
Examples of Student Work on the “Big Discount” Prompt
Student #2
© 2015 Susan M. Brookhart – page 10
Examples of Student Work on the “Big Discount” Prompt
Student #3
Source for “Big Discount” student work: NAEP released items, Question ID: 2011-12W18 #1
W020801, available: http://nces.ed.gov/nationsreportcard/nqt
© 2015 Susan M. Brookhart – page 11