Question

What are the four feedback levels in the Hattie text and how do they each apply to formative assessment?

Answer 1

Giving students feedback in the classroom during the learning process has been proven to increase learning & improve student outcomes & gives the direction to reach the target .    Feedback sends a message to the student that the instructor cares about the learning taking place & the students are more engaged & involved in classrooms.

instructors typically collect information about student progress through various formative assessment strategies Formative assessment is done in the classroom during the learning process allows to collect data regarding where the students are reaching their goals .    Thus the feedback is individualized, relevant, & appropriate for where the student currently standing in their learning.

There are several variables that are taken into considerations by instructors when preparing to give students feedback. These strategic impact the effectiveness of the feedback. Some of the most important variables include the following:

TIME: Students require time to move towards their goal. As the students are engaged in their subject matter because they become more meaning ful & relevent

AMOUNT : Feed back should be be correct have correct issues & misconceptions.

Takes time & experience to learn to gauge the appropriate amount of feedback for each student. It will vary by student and lesson content.

Students are not overwhelmed by feedback that tries to correct everything so prioritization by the instruction is important.

MODE :

Feedback can be given in several modes. It can be oral, written, visual, or done through demonstration.

Use written modes when the student needs to be able to refer to the feedback later.

Use oral when there is too much information for the student to read out.

Interactive feedback in person is best because it allows the student to ask questions.

Use visuals / demonstrations for visual learners and how-to types of material.

AUDIENCE :

Give feedback given to individuals when needed for their own performance , Individual feedback makes students feel valued and is motivating.

Feedback to groups is appropriate when most of the class is missing a concept needs reinforcement.

CONTENTS :

Feedback content may vary in focus, function, clarity, specificity, and tone.

Feedback must be descriptive & specific enough to be valuable to the student and provide them direction.

,Feedback should not be "overly nitpicky" and correct every single error.

Feedback should always be delivered in a nonjudgmental & positive way.,Instructors should choose words that convey support and respect.

Best feedback is criterion referenced - References a specific concept or skill and tells the student where they stand in relation to mastery of that concept or skill. It does compare them other students. Rubrics are often an effective way to let students know where they stand in regards to mastery of content.

According to John Hattie Visible Learning and Teaching occurs when teachers see learning through the eyes of students and help them become their own teachers Who.enhances the role for teachers as they become evaluators of their own teaching. A widely used adjective in education, evidence-based refers to any concept or strategy that is derived from or informed by objective evidence—most commonly, educational research or metrics of school, teacher, and student performance

.Evidence based practice (EBP) is 'the integration of best research evidence with clinical expertise and patient values' which when applied by practitioners will ultimately lead to improved patient outcome. In the original model there are three fundamental components of evidence based practice.