Feedback

Feedback involves opening what Black and Williams (2018) call a “guided learning dialogue” with learners. It allows students to understand how they can address gaps in their knowledge and identify skills they have yet to develop, which is of great importance to middle years learners (Dowden, 2017). Black and Williams (2009) argue that feedback is essential for purposeful learning. Formative assessment provides a basis for feedback as it demonstrates to the teacher what the learner can achieve and allows the teacher to gather information about the students’ learning. This is partly why the research of Wyatt-Smith et. al. (2005) shows that formative assessment is the most effective form of assessment in improving student outcomes, because it provides opportunity for feedback and the critical self-reflection in the learner that results from that feedback.

Feedback from peers and mentors noted that there are multiple opportunities for feedback included in my unit plan including the “musical arts activity”, “four corners debate” and throughout the process of brainstorming and drafting the persuasive essay summative assessment. Not indicated in the unit plan is how that feedback will be presented to the students, which is an important omission. According to Churchill (2021, p. 419) feedback can range from a motivator of learning and contributor to improving student outcomes to having “either no effect or debilitating effects on learning”. In order to be effective, Churchill (2021, p. 420) argues that feedback must be “structured and informed analysis” of students’ work or their actions. The other side to effective feedback is that students must be receptive to it, a factor which teachers cannot fully control, but we can create a safe and engaging learning environment which Churchill (2021) argues is important in laying the basis for students being more receptive to feedback. In order to ensure it is structured, informed and effective, my unit plans should include detail on how the feedback will be structured and delivered to students.

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References

Ash, S. L., & Clayton, H. (2009). Generating, deepening, and documenting learning: The power of critical reflection in Applied Learning. Journal of applied learning in higher education, 1, 25-48. https://www.missouriwestern.edu/appliedlearning/wp-content/uploads/sites/116/2018/11/JALHE-1.pdf Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation & Accountability, 21(1), 5-31. https://doi.org/10.1007/s11092-008-9068-5 Black, P., & Wiliam, D. (2018). Classroom assessment and pedagogy. Assessment in Education: Principles, Policy & Practice, 25(6), 551-575. https://doi.org/10.1080/0969594X.2018.1441807 Chadbourne, R. & Pendergast, D. (2005). 'The philosophy of middle schooling'. In D. Prendergast & N. Bahr (Eds). Teaching Middle Years. (pp.21-47). Crows Nest. Allen & Unwin. Churchill, R. (2021). Teaching : Making a difference, 5th edition. John Wiley & Sons, Incorporated. Dewey, J. (1916...
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