View Content #21732

by Stephanie Knight, CASLS Language Technology Specialist

“Information becomes feedback if, and only if, I am trying to cause something and the information tells me whether I am on track or need to change course” (Wiggins, 2012).

As many teachers can likely attest, it is not uncommon to spend hours grading only to have students stagnate in their errors. This situation can pass if teachers write copious information in the columns of essays or mark speaking rubrics. It can pass if teachers engage the learners in peer review. It can pass if learners self-evaluate. Essentially, the hours devoted to giving feedback are hours devoted to the simple compiling of information if the information that students receive does not effect change.

So how do we ensure that the information that we compile becomes feedback? Last week, we discussed Brown (2005). In this study, Brown trained learners in peer review according to the model of text marking that many teachers undergo in assessment training. Essentially, it found that in marking various exemplar texts, learners were generally able to transfer their skills from peer review to self-evaluation. Though Brown never mentions this result specifically, the true lesson embedded within the experience with regards to feedback is that learners can only effectuate change within themselves if they understand expectations.

Helping learners to understand expectations takes times. Brown’s approach of having them work with exemplar texts is a good start, however it is only one step. Learners need to set short and long term goals as well. In this vein, it is useful to consider Wiggins' (2012) seven characteristics of effective feedback. These are worthwhile to consider in training learners to engage in self-reflection.

Goal-referenced: Have learners consider the goal (to persuade, to amuse, to inform) of a presentational text that they created and decide whether or not they achieved that goal.

Tangible and transparent: When learners decide whether or not they achieved the goal at hand, they need to be able to find specific examples from their work to support their evaluations. If these examples cannot be found, learners should revisit their evaluation of achieving their goals.

Actionable: When learners self-evaluate, they need to consider what their next steps toward improvement should be.

Timely: Just as effective feedback is given on a timely basis, learners should engage in self-reflection as soon as possible after producing a text. This self-reflection may occur without any other feedback or may occur in response to teacher or peer review.

Ongoing: Provide learners with the opportunity to make immediate adjustments in light of their feedback. This step may require allowing for second drafts and the like.

Consistent: The more consistently learners engage in valuable self-reflection, the more likely it is to inspire enduring change.

Progress toward a goal: Learners need to have long-term goals that they are working towards. When self-reflecting, they should consider whether or not their current work is helping them to progress or not.

As we train learners in self-reflection, we empower them to become autonomous learners. This empowerment allows them to flourish.

Resources

Brown, A. (2005). Self-assessment of writing in independent language learning programs: The value of annotated samples. Assessing Writing. 10. 174-191.

Wiggins, G. (2012). Seven keys to effective feedback. Educational Leadership.70 (1). Retrieved from http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/Seven-Keys-to-Effective-Feedback.aspx.