Descriptive and Corrective
Feedback
Miami Jackson Senior High
December 12, 2011
How can we provide students with feedback on their
work that will start them on an “upward spiral?”
Feedback FOR Learning has 3 major components:
• Accurate Information
• Descriptive Feedback
• Student Involvement
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What is descriptive feedback?
Feedback…..
• Focuses on providing information to
the student with the goal of
improving what is being addressed.
• Allows the student to adjust and
revise their thinking.
• It is conversational, less formal and
is not judgmental or evaluative.
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Effective Descriptive Feedback
• Should be specific to how to
improve performance
• Should be timely
• Should be relevant to the
student and their goals
• Should be clear and concise
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Feedback CONTENT can be
EFFECTIVE or INEFFECTIVE:
• Ineffective Descriptive Feedback
– Irrelevant
– General
– Delayed
– Overwhelming
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Utilizing Descriptive Feedback in Science:
•
•
•
•
•
•
•
Science notebooks
Homework assignments
Science Projects (Ongoing)
Reports
Research Papers
Performance Task Items
Presentations
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Effective vs. Ineffective?
you be the judge
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Descriptive Feedback Sample 1:
“I love the chart that starts with trees and ends up at
the recycling plant (instead of back at more trees).
It follows the relevant section of your report and
illustrates the complete cycle so clearly! How did you
come up with that idea? “
Focus
Clarity
Specificity
Tone
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Descriptive Feedback Sample 2:
“Your report was the shortest one in the class. You
didn’t put enough in it. “
Focus
Clarity
Specificity
Tone
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Effective Descriptive Feedback addresses
both cognitive and motivational factors.
• Cognitive factors:
Corrective feedback gives
specific information students
can use. It focuses on their
strengths and ways to improve.
• Motivational factors:
Once the students feel they
understand what to do and
why, a sense of control is
developed.
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Effectiveness of providing feedback
Category
Average Effect
Size
% Gain
# of Studies
Identifying Similarities & Differences
1.61
45
31
Summarizing & Note-Taking
1.00
34
179
Reinforcing Effort & Providing Recognition
.80
29
21
Homework & Practice
.77
28
134
Nonlinguistic Representation
.75
27
246
Cooperative Learning
.73
27
122
Providing Feedback
.61
23
408
Generating & Testing Hypotheses
.61
23
63
Cues, Questions, & Advance Organizers
.59
22
1251
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How will you know if your feedback was
effective?
• Your students learn; their work
improves.
• Your students become more
motivated; they believe they can
learn, want to learn and take
more control over their own
learning.
• Your classroom becomes a place
where feedback is valued and
viewed as productive.
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So, how can we give descriptive feedback
that is informational as well as
motivational?
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Descriptive Feedback Strategies
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Descriptive Feedback
Strategy #1
Model both giving and using feedback:
• Use think-aloud activities so students see how revisions
are made and why
• Create a classroom environment where feedback is
expected and “mistakes” are recognized as opportunities
for learning
• Provide feedback PRIOR to providing the grade
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Descriptive Feedback
Strategy #2
Be clear about the learning target and the
criteria for good work:
• Explain to the student why an assignment is given;
set a relevant purpose for the work
• Make directions clear
• Utilize student friendly rubrics
• Have students develop their own rubrics or
translate yours into student friendly language if
appropriate
• Design lessons that incorporate using the rubrics as
students work
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Descriptive Feedback
Strategy #3
• Teach students self and peer assessment skills.
• Teach students to use tools to help determine and track
their own data and feedback
• Develop self-regulation skills necessary for using
any feedback
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Students can use tools to help determine and track their
own data and feedback.
HOW CLOSE AM I TO MY TARGET?
SUBJECT:
100%
Date:
Date:
80%
80%
100%
100%
Date:
80%
100%
80%
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100%
Date:
80%
Date:
100%
Date:
80%
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Descriptive Feedback
Strategy #4
Design lessons in which students use feedback on
previous work to produce better work:
• Provide opportunities to redo assignments
• Give new but similar assignments for the same learning
targets
• Give opportunities for students to make the
connections between the feedback they received and
the improvement of their work
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Descriptive Feedback Starter Stems
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PDCA Inst ruct ional Cycle
PLAN
• Data Disaggregation
• Calendar Development
ACT
DO
• Direct Instructional
Focus
CHECK
• Tutorials
• Assessment
• Enrichment
• Maintenance
APPLICATION
• Monitoring
Let’s review some student work:
PDCA
Inst ruct
ional Cycle
• Review the item sample,
sample
answer,
student response and provide feedback .
PLAN
DO
• Compare your feedback to that of the State.
• Data Disaggregation
• Calendar Development
ACT
• Direct Instructional
Focus
CHECK
• Tutorials
• Assessment
• Enrichment
• M aintenance
• M onitoring
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Activity:
• Look at the
student sample.
• What type of
corrective
feedback would
you give this
student so that
they can improve
their response.
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The State’s Descriptive Feedback
Did your Descriptive feedback
address these weaknesses?
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Finding/Creating Rubrics:
http://rubistar.4teachers.org
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