Setting Objectives and Providing Feedback

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Setting Objectives and Providing Feedback

• Chapter 8
• Submitted by Glenda Matthews

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Research and Theoryon Goal Setting

• Goal Setting, or establishing a direction for
  learning, includes both long and short term
  goals.
• The text provides three generalizations from
  research on goal setting.
• Marzano, Pgs.
  93-94

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Three Generalizations onGoal Setting

• 1. Instructional goals narrow what students
  focus on.
• Students may focus on the goal to the exclusion
  of other information. This may cause a negative
  effect size.
• 2. Instructional goals should not be too
  specific.
• Behavioral objectives may be too specific to
  accommodate an individual learning process.
• 3. Students should be encouraged to personalize
  the teachers goals.
• Students should be encouraged to adapt classroom
  learning goals to their personal needs,
  interests, and desires.
• 
  Marzano, Pg. 94-95

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Classroom Practice in Goal Setting

• Specific but Flexible Goals
• It is important for teachers to set goals, but it
  is also important for students to personalize the
  goals.
• Contracts
• Using contracts provides students with control
  over their learning.
• Marzano, Pg. 95

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Research and Theory onProviding Feedback

• Feedback is one of the most generalizable
  strategies a teacher can use.
• After analyzing almost 8,000 studies, John Hattie
  (1992) stated
• The most powerful single modification that
  enhances achievement is feedback. The simplest
  prescription for improving education must be
  dollops of feedback.
• 
  Marzano, Pg. 12

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Four generalizations guiding the use of feedback

• 1. Feedback should be corrective.
• The best feedback provides students with an
  explanation of what they are doing that is
  correct and what they are doing that is not
  correct.
• Working on a task until students achieve success
  enhances achievement.
• Simply telling students that their answer is
  right or wrong has a negative effect.
• Telling students the correct answer has a
  moderate effect size.

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Four generalizations guiding the use of feedback

• 2. Feedback should be timely
• Feedback given immediately after a test like
  situation is best.
• Giving tests one day after a learning situation
  seems to be optimal.
• 3. Feedback should be specific to criterion.
• The best feedback is criterion-referenced rather
  than norm-referenced. (It references a specific
  level of skill or knowledge.)

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Four generalizations guiding the use of feedback

• 4. Students can effectively provide some of
  their own feedback.
• Students might track or chart their accuracy,
  fluency, or both.
• Marzano,
  Pgs. 96-99

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Classroom Practice in Providing Feedback

• Criterion-Referenced Feedback
• Rubrics are powerful for providing feedback.
• Rubrics can be used for content that is
  informational or process oriented.
• Feedback for Specific Types of Knowledge and
  Skill
• Feedback can be more specific when given for
  parts of assignments. Students might be given
  separate grades for content and presentation.
• Student led feedback is also desirable

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Summary

• Although common practice in most K-12
  classrooms, setting objectives and providing
  feedback are frequently underused in terms of
  their flexibility and power.
• Marzano, Pg.
  102