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Highest Common Factors.: The Simplest Prescription For Improving Education Must Be Dollops of Feedback John Hattie
Highest Common Factors.: The Simplest Prescription For Improving Education Must Be Dollops of Feedback John Hattie
Also, before you ask for a resubmission, why not throw in a written-
response question at the end, asking them how they incorporated your
feedback? That encourages them to not only look at your feedback again but
also compare their work against the success criteria and steps outlined in the
feedback to reach them.
Don't just point out what's wrong; give short, helpful tips and specific examples
for improvement, or as Wiliams calls it, a recipe for future action' or a series of
activities that get learners from the current state to the goal state.
“Ask a student to tell you what they think you you are trying to say to
them”
— Professor John Hattie
It is not an evaluation of good and bad but an exploration of what helps and hinders learning and why.
In all, feedback gives everyone the chance to slow down, to breathe, to make sense of where they’ve
been, how they got there, where they should go next, and the best ways to get there together – a
decision made with students, rather than for them. (Rodgers, 2006, p. 219)
The descriptive feedback should be specific and constructive, focused on individual improvement and
progress, recognizable to students’ effort, open to opportunities for improvement, and encourages
students to view mistakes as a part of learning. When students receive this type of feedback, they will
know why they have made the mistakes they have made and will be able to improve their learning
(Tunstall & Gibbs, 1996).
Feedback in the form of words can be very motivational. After a score of 7 out of 10 has been put on a
small assignment, there is not much more that can be said. If however, teachers indicate one or two
strengths and one or two weaknesses, they have the basis for discussions with individual students to
help them improve their work. The basic principle at work here is that words open up communication,
whereas numbers close it down – prematurely at that. (O’Conner, 2002, p. 116)
For Student 1, Robert wrote, "This is correct, but explain why you divided—what are you looking to find?
Your explanations are improving—continue to include every piece of data in the explanation." He noticed
and named one strategy (including data in the explanation) that the student had been working on and did
successfully, and gave one suggestion for improvement (provide a rationale for using division). Both of
these would help the student make his reasoning more transparent to a reader, and would also help with
the state test expectations for explaining reasoning.
For Student 2, this teacher wrote next to d = rt, "Good use of the formula!" Next to the explanation, he
wrote, "62 __ ? Please refer to the question to display the units! Good explanation!" He noticed and
named one specific strength (use of the formula) and made one general comment (good explanation) and
one specific suggestion for improvement (specify the units).
According to Marzano, Pickering, and Pollock, feedback needs to the “corrective” in nature, timely,
specific to criterion, and student involved.