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Lesson 13 in Asessment in Learning 1

This document discusses descriptive feedback and its importance in education. Descriptive feedback focuses on the qualities of a student's work and provides advice on improvement without social comparisons. It is most effective when focused on specific tasks, given while the work is relevant, and allows students to learn from mistakes. Descriptive feedback encourages all students by supporting the belief that their work can improve. Effective feedback involves input from teachers, students, and peers in a collaborative learning process.

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Dexther Jalit
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38 views

Lesson 13 in Asessment in Learning 1

This document discusses descriptive feedback and its importance in education. Descriptive feedback focuses on the qualities of a student's work and provides advice on improvement without social comparisons. It is most effective when focused on specific tasks, given while the work is relevant, and allows students to learn from mistakes. Descriptive feedback encourages all students by supporting the belief that their work can improve. Effective feedback involves input from teachers, students, and peers in a collaborative learning process.

Uploaded by

Dexther Jalit
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Lesson 13. Descriptive Feedback

Introduction
What did you usually receive from your teachers when
they returned your test papers or outputs of your task
performances? Aside from the grades reflected on your output,
did they include written feedback? If they included what kind of
feedback? Research shows that when students oftentimes only
received output containing only with grades or marks, such
enhances ego rather than task involvement. Opps, what are these? Okay, let us now dive
into the details of this lesson for clear gains of insights.

Learning Outcomes.
At the end of this lesson, you are expected to:
 Explain the principles of descriptive feedback
 Suggest feedback strategies that work in the classroom
 Appreciate the importance of giving effective descriptive
feedback to students.

Let’s get started.


Task 1. Think of something you have learned successfully. It could be from a formal
school setting or from sport, hobby or nay other aspect of your life.
1. What did you learn?
________________________________________________________________
________________________________________________________________
2. When did you learn it?
________________________________________________________________
________________________________________________________________
3. Why did you learn it?
________________________________________________________________
________________________________________________________________
4. How did you learn it?
2

________________________________________________________________
________________________________________________________________
5. What kind of help did you get?
________________________________________________________________
________________________________________________________________
6. What kind of feedback did you receive?
________________________________________________________________
________________________________________________________________
After completing Task 1, you are requested to read the following introduction notes about
descriptive feedback. Try to associate your learning experience to these principles.

Black & William, 2002; Davies, 2003 as cited by Brown & Aldridge, n.d., concluded
that feedback to any pupil should be about the particular qualities of his/her work, with
advice on what he/she can do to improve, and should avoid comparisons with other
pupils. Moreover, they highlighted that it is the nature, rather than the amount, that is
critical when giving students feedback. Davies further emphasized that feedback
should be teacher-student, student-student, and student-teacher. When teachers see
themselves as sole source of feedback, students will not receive as much as they
need to learn.

Let’s think about it.


1. In your own words, define descriptive feedback.
________________________________________________________________
________________________________________________________________
2. Did you profit the feedback you received? Why?
________________________________________________________________
________________________________________________________________
3. What were the focus of the feedback you received?
________________________________________________________________
________________________________________________________________
4. Did the feedback help you improve learning performance? How?
________________________________________________________________
________________________________________________________________

Let’s explore.
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In Black and William’s review of research on


formative assessment, they concluded that a culture of
success along with a belief that all can achieve one of the
most powerful ways to assist all students to be successful.
In particular, students who were typically low achievers
produce higher gains when they had a clear
understanding of what was achievable and what they
could do to improve their work. When messages were
clear about their work, and not based on comparisons, competition, or ability, students
profited from feedback.
Feedback is most effective when it focuses on the tasks, is specific in its nature as
to what the learner had done well and what they need to work next, and is given while the
task is still relevant. It opens opportunity for mistakes to be viewed as learning
opportunities when time is provided for students to take action. Suggestions should act
as a form of scaffolding to ensure the students does not receive more help than necessary
to complete the task. The quality of dialogue in providing feedback is an important
considerations and when provided over a number of attempts is more effective than when
given sporadically or in isolation.
Feedback can encourage all students to believe they have
the ability to improve their work if they are not compared
with others and they are allowed to build on their previous
performance. Feedback that supports learning involves
choice for the learner in deciding what and how to receive
that feedback. It can come from the teacher to a student,
student to a student, or student to a teacher. Classrooms
where an effective feedback loop during and after the learning occurs, are classrooms
that build a culture of success for all students.
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Let’s do it.
Suggest one feedback strategy to each type.
Descriptive Feedback Sample strategy (Describe them below.)

Deep Feedback

Impression Feedback

Self or Peer Feedback

Closure
“Thank you” and “Congratulations” are priceless phrases I could
say to you for the job well done. You are done this course. I hope all the
things you learned are relevant and serve as useful preparation for your
future teaching endeavours. Remember, future children are waiting for
you. God bless us all.
Prepared by: Genesesly R. Tahoy
Reference: Brown & Aldridge, 2004; Descriptive Feedback and Some Strategies (1/3,
1/3, 1/3 Feedback); Qualifications and Curriculum Authority

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