Giving Learners Feedback

One important distinction to make when giving learner feedback is that of formative vs. summative evaluation. Formative evaluation is a way of giving students feedback along the way. It is the answer to the questions, “How am I doing so far?” and “How can I improve?” Summative evaluation includes those kinds of evaluation that summarize a student’s overall performance. For example, the final grade for a course.

In this module, we'll look at some:

• General “Dos and Don’ts” for formative learner feedback.
• And, some specific techniques for giving feedback on work that students have produced when the primary focus is on oral skills, and on writing skills.

#1 Viewing Points: General “Dos and Don'ts"

Some general guidelines for feedback are to….

1. Understand why the error has happened (for example, it was a guess; it was a careless mistake; or, it actually showed an error in the student’s understanding of the rules or use of the language).
2. When it is an actual language error, analyze what kind of error it is (for example, a vocabulary, grammar, pronunciation, or a pragmatic error).
3. Choose a feedback technique that fits both the error type and the context in which it occurred. Ask yourself, “What are the important errors in this context (did the error prevent us from understanding)?” and, “What errors are worth overlooking in the interest of fluency, continuity, overall communication, and so on?”
4. Whenever possible, use feedback mechanisms so that students can self‐edit and self‐correct. Or, edit with a peer or in groups.
5. Above all, encourage rather than discourage. Use positive feedback over negative. Students are more likely to engage with the language when they feel motivated, confident, and successful.

Video segment #1. Observe the following video segments as 2 different teachers describe their approaches and techniques for dealing with feedback.

What techniques did the teachers use?

What is the relationship between classroom atmosphere or tone, and student performance?

Summary

In both cases, the teachers have created a classroom atmosphere where it is okay to make mistakes. Making mistakes and using a trial‐and‐error process for learning counts as a positive student behavior. Students help each other, correct each other, and even design activities for each other.

#2 Viewing Points:Feedback on Oral Production

There are many reasons for students to engage in speaking tasks: from a simple, almost formulaic level (for example, greeting others, asking directions, shopping, or telling or retelling a story) on up to a more complex level (stating a point of view, synthesizing information and reporting on it, debating, performing in a play, and so on).

Video segment #2. Observe the following video segments as the teacher offers some on‐the‐spot feedback. In what ways are the feedback techniques a good match for the activity and the situation?

Summary

Here we saw examples of students helping retell a story about a canoe ride and catching a fish with a million dollars in it. The teacher used a blend of correction, reformulation and asking‐for‐clarification techniques. She, and the other students, also used gestures to help the speaker continue.

On‐the‐spot correction techniques are useful for giving feedback while a student is performing. Examples include:

1. Using gestures or silent mouthing.
2. Offering a quick correction.
3. Reformulating.
4. And, asking for clarification or for repetition.

Delayed correction techniques avoid interruptions and allow students to speak or write with fluency and cohesion. In this case, observers note errors and give individual, group, or whole‐class feedback afterwards. The feedback can be oral or written. Teachers can also record or videotape students. Students can then self‐reflect, get feedback from others, and/or receive feedback from the teacher.

#3 Viewing Points: Feedback on Written Production

As with oral production, there are many purposes for writing (for example, stating a point of view, telling or retelling a story, synthesizing information and reporting on something, applying for a job, making a request, planning for the future, writing a letter, and so on).

A teacher can support the writing process and help with effective feedback by:

• Providing models.
• By making available student self‐edit checklists and resources.
• By focusing first on fluency and overall comprehension instead of mechanical mistakes.
• And, by allowing time and making resources available for students to self‐correct and to receive formative feedback and peer feedback along the way.

Module Focus: Summary

The focus in Module 05 has been on providing appropriate learner feedback in the classroom. Some questions to ask ourselves in order to provide students with helpful feedback include the following.

1. Is the mistake or error really wrong? Or, could it be my imagination? I can always ask for clarification or a repetition.
2. Is this a mistake that several students are making? Should I pull back and redirect the group or the whole class instead of the individuals?
3. Does the mistake or error affect communication? Are we concentrating on accuracy at the moment? Would on‐the‐spot or delayed feedback or even ignoring it altogether be more appropriate?
4. From a cultural perspective, is it likely to offend or irritate someone?
5. Is it the first time the student has spoken for a long time? Could the student react badly to my correction? What is the most supportive way to offer feedback?

Anticipating mistakes and errors that students are likely to make, diagnosing them when they happen, and then providing a feedback technique that’s a good match and that encourages students to keep going—this is what defines effective learner feedback.

to download the checklist, click the following link: giving feedback checklist

This information is taken from "Shaping the Way We Teach English" module 5.