Feedback is equally vital in schooling and performs a variety of functions including recognising, correcting, encouraging, challenging and improving student performance. (Dinham, 2008) Feedback provides teachers and students with information about past and current learning experiences and should inform future teaching and learning opportunities. feedback from others enables students to assume greater ownership and control For learning — of their learning. When an effective feedback culture is established students become engaged learners and identify processes and actions to apply in future learning. Feedback from or to students helps make learning visible (Hattie, 2009) and therefore accessible to all, and when it is an integral part of the classroom the synergy between teaching and learning is powerful. It is important to note that when teachers involve families as partners in the feedback cycle they are able to provide additional informed support for student learning. For teaching teachers use feedback from students or peers to inform and shape future — instruction. Teachers must utilise three interrelated components if positive impacts are to occur in student achievement (Fisher and Frey, 2009). These include: feed up (clarifying the goal) feed back (responding to student work) feed forward (modifying teaching). Feedback is formative in nature, not limited to an end point process, and is blended with reflection, goal setting and other evaluation processes (Stiggins et. al, 2003). Key ideas Good feedback: connects students with their own and others’ learning provides teachers with information to modify and inform future teaching and learning is a teacher’s best intervention strategy to refine teaching should incorporate feed up (clarifying the goal with students), feed back (responding to student work and their progress) and feed forward (planning adjustments to future instruction using data from feed back) requires a clearly articulated purpose and goal (for students and teacher) can improve learning and teaching outcomes when a clear purpose and audience is identified enables students to identify what they know, what they understand, where they made errors, where they have misconceptions and when they are engaged/disengaged in learning.
Feedback is equally vital in schooling and performs a variety of functions including recognising, correcting, encouraging, challenging and improving student performance. (Dinham, 2008) Feedback provides teachers and students with information about past and current learning experiences and should inform future teaching and learning opportunities. For learning — feedback from others enables students to assume greater ownership and control of their learning. When an effective feedback culture is established students become engaged learners and identify processes and actions to apply in future learning. Feedback from or to students helps make learning visible (Hattie, 2009) and therefore accessible to all, and when it is an integral part of the classroom the synergy between teaching and learning is powerful. It is important to note that when teachers involve families as partners in the feedback cycle they are able to provide additional informed support for student learning. For teaching — teachers use feedback from students or peers to inform and shape future instruction. Teachers must utilise three interrelated components if positive impacts are to occur in student achievement (Fisher and Frey, 2009). These include: feed up (clarifying the goal) feed back (responding to student work) feed forward (modifying teaching). Feedback is formative in nature, not limited to an end point process, and is blended with reflection, goal setting and other evaluation processes (Stiggins et. al, 2003). Key ideas Good feedback: connects students with their own and others’ learning provides teachers with information to modify and inform future teaching and learning is a teacher’s best intervention strategy to refine teaching should incorporate feed up (clarifying the goal with students), feed back (responding to student work and their progress) and feed forward (planning adjustments to future instruction using data from feed back) requires a clearly articulated purpose and goal (for students and teacher) can improve learning and teaching outcomes when a clear purpose and audience is identified enables students to identify what they know, what they understand, where they made errors, where they have misconceptions and when they are engaged/disengaged in learning.
as_feedback_provide.docx