Assessing Listening & Skills

Giving Feedback and Support

GROUP 2: (PISMP/ TESL 2 /SEM3) Anwar radhi bin Abdullah Hong yin yin Farid syazwan bin nordin Lee li wen Noor intan shafiqah bt kamaruzzaman Syed ali bin syed Abdullah thani

Feedback:
1
Feedback is information a student receives after they have completed a piece of work.

Feedback provides information to students and teachers about learning.

It helps to reduce the gap between the students current level of understanding and/or performance and a desired goal.

Support

1 2

to agree with and give encouragement to someone because you want them to succeed

emotional or practical help to someone

Why feedback and support?

Students like to know how they are doing and what you think of their performance in class. Instead of only giving them a report card at the end of the year, giving each student frequent written and verbal feedback encourages effort and positive habits.

How to give feedback and support?

1) Give feedback with a positive approach. - Monitor your facial expressions, body language and tone of voice. - Always give more compliments than criticism. For example, "You pronounced those hard words really well."

2) Point out errors and give the correct forms. Techniques: 1. Ask a student to repeat or explain something you don't understand. 2. To correct a mistake indirectly, repeat the utterance without the errors. 3. Repeat the student's exact statement as a question so she sees the mistake: "I goed?" 4. Ask for the correct form more directly: "Do you know the irregular past of this verb?
***Mix and match your techniques, but don't correct so much that you impede the flow of conversation.

3) Use a scoring chart or rubric.

- Record points or grades on a chart divided into topics such as pronunciation, fluency, grammar, vocabulary and content. - Always write specific comments, many of them positive. For example, "Good pronunciation."

Rubric

4) Search for specific aspects to praise or critique. - Avoid general statements. - For example, during oral presentation, avoid giving a generic "great job!" if she clearly did not take it seriously. - If you tell her, sympathetically, "Haley, I think you can do much better than that. I look forward to your next presentation," she actually might strive for more the next opportunity.

5) Don't compare the student with other students. This can build jealousy. Example: "Jane is always punctual"
6) Give feedback on a students behaviour not about the students themselves. Give accurate descriptions of behaviour not comments about the student's qualities and worth as an individual. Example: "You have been late for work a lot in the last month" rather than :"You're lazy"!

BENEFITS OF GIVING FEEDBACK

Corrects errors Develops understanding through explanation Generates more learning by suggesting further specific study tasks Promotes the development of generic skills Encourages reflection and awareness of learning processes involved Encourages students to continue studying

Feedback Strategies
Feedback Strategies Can Vary In Timing In These Ways Recommendations for Good Feedback

I. II.

When given How often

Provide immediate feedback for knowledge of facts (right/wrong). Delay feedback slightly for more comprehensive reviews of student thinking and processing. Never delay feedback beyond when it would make a difference to students. Provide feedback as often as is practical, for all major assignments. Prioritizepick the most important points. Choose points that relate to major learning goals. Consider the student's developmental level.

Amount

I. II.

How many point made How much about each point

Feedback Strategies
Feedback In These Ways Strategies Can Vary In Mode I. II. III. Oral Written Visual/ Demonstration Recommendations for Good Feedback

Select the best mode for the message. Would a comment in passing the student's desk suffice? Is a conference needed? Interactive feedback (talking with the student) is best when possible. Give written feedback on written work or on assignment cover sheets. Use demonstration if "how to do something" is an issue or if the student needs an example. Individual feedback says, "The teacher values my learning." Group/class feedback works if most of the class missed the same concept on an assignment, which presents an opportunity for reteaching .

Audience

I. II.

Individual Group/Class

Feedback Content
Feedback In These Ways Content Can Vary In
Focus I. II. On the work itself On the process the student used to do the work III. On the student's self-regulation IV. On the student personally I. To criteria for good work (criterionreferenced) To other students (norm-referenced) To student's own past performance (self-referenced)

Recommendations for Good Feedback

When possible, describe both the work and the processand their relationship. Comment on the student's self-regulation if the comment will foster self-efficacy. Avoid personal comments.

Comparison

II. III.

Use criterion-referenced feedback for giving information about the work itself. Use norm-referenced feedback for giving information about student processes or effort. Use self-referenced feedback for unsuccessful learners who need to see the progress they are making, not how far they are from the goal.

Feedback Content
Feedback Content Can Vary In Function In These Ways Recommendations for Good Feedback

I. II.

Description Describe. Evaluation/judgment Don't judge.

Valence

I. II.

Positive Negative

Use positive comments that describe what is well done. Accompany negative descriptions of the work with positive suggestions for improvement.

Clarity

I. II.

Clear to the student Use vocabulary and concepts the Unclear student will understand.

Tailor the amount and content of feedback to the student's developmental level.

Feedback Content
Feedback In These Ways Content Can Vary In I. Nitpicky Specificity II. Just right III. Overly general Recommendations for Good Feedback

Tone

I. II.

Implications What the student will "hear"

Tailor the degree of specificity to the student and the task. Make feedback specific enough so that students know what to do but not so specific that it's done for them. Identify errors or types of errors, but avoid correcting every one (e.g., copyediting or supplying right answers), which doesn't leave students anything to do. Choose words that communicate respect for the student and the work. Choose words that position the student as the agent. Choose words that cause students to think or wonder.

Adjusting Feedback for Different Types of Learners

Different students will have different needs.
Types of Learners

Struggling Students

Sucessful Students

Helping Struggling Students

Focus on the process. Few points, small steps.

Focusing your descriptive comments, both about strengths and about areas for improvement, on the process of doing the work will be especially important for these learners.

Select the very next thing the student should be working on and forget the rest for the time being. Make sure you focus on a "next step" in terms of the student's progress on a learning progression and don't skip or assume some steps in between.

Helping Struggling Students

Use simple vocabulary.

Check for understanding.

Keep your word choice simple and your sentences short. If your feedback needs to contain words students can't read, use oral feedback.

If a student doesn't grasp the main idea(s) in your feedback, it won't be able to support improvement.

Helping Successful Students

1 Describing excellent work is harder for some teachers than identifying strengths and weaknesses in poor work. Make the effort to characterize the work a good student has done, naming areas of particular strength as appropriate to the learning target. Suggest next steps that could be taken, even if they are for enrichment or expansion beyond the requirements of your current learning target and assignments Without taking next steps, students will not grow

Reference
http://www.veanea.org/raw/print.html?content= /raw/1185.htm http://www.reading.ac.uk/internal/engageinfeed back/Whyisfeedbackimportant/efbWhatIsFeedback.aspx http://www.ascd.org/publications/books/108019 /chapters/Types-of-Feedback-and-TheirPurposes.aspx http://www.ascd.org/publications/books/108019 /chapters/Feedback@-An-Overview.aspx