Five Ideas to Simplify Giving Feedback
The one key idea that
sticks with me about giving students feedback is that they need feedback before
the summative assessment. Spending time
giving feedback on summatives might not be the best use of our limited resources
– just highlight errors and move on.
It’s on the work leading up to summatives that feedback is
critical. How can you assist students in
identifying and correcting their errors before the “big” test!??
Break
the day’s skill down into steps; Use those steps as “success criteria.” In class consider using whiteboards; ask
students to show just the next step.
Tour the room giving quick, individual feedback on just that step.
Partner Find and Fix
After
students complete work, invite them to check their work against the key to
determine how many errors there are.
Students give their work to their partners and tell them … there are “#”
incorrect solutions. Can you find my
errors? Partners find and fix each
other’s errors and discuss the mistakes they made.
Find and Fix
Collect
student work. Review the work without
marking it. Write a note like this:
“Five of these are incorrect. Find your
errors and fix them.” Ask students to
submit a short reflection on their errors and their perception of understanding
after correcting them. (Teacher
note: keep a spreadsheet open while you
review work. Note in the spreadsheet the problems missed for each student. Address the most commonly missed problems in
class).
Highlight the Errors
Collect
student work. As you review the work,
highlight errors with a highlighter. Enter grades but don’t reveal them. Return the work, discuss your favorite
mistakes in class, and invite students to review their errors. Tell students their scores will be revealed
in ____ hours (24, 48, 72). Invite
students who wish to make corrections to meet you outside of class before
grades are revealed.
Mark Less, Mark Better
Decide
what parts of the lesson sequence in a unit need the most feedback. Design the
assessment for those parts. Collect and
mark with descriptive feedback. Consider using statements like these:
· Your solution is correct but the work shown isn’t
clear. How can you communicate your
processes more clearly so that others can see your thinking?
· You are on the right track with the procedure you’ve
chosen but you have computational errors.
What are some ways you can check your work for accuracy?
· Your solution doesn’t make sense within the context of the
parameters given in the problem. How
might you determine if your solutions are reasonable?
If you like these statements create a classroom chart –
give each statement a code. Simply write
codes on student work. Refer students to
the chart.
On other assignments simply grade them. Prioritize the work that needs detailed
feedback.
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Which
of these five feedback methods might work for you? If not one of these five, what feedback
method do you use?
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