1、Why active learning?We all learn when we are completely absorbed in what we are doing.Everyone experiences this,whether it is swimming laps in the pool,running,playing video games,cooking,or through some other fulfilling experience.This is often called being “in the zone”or in a state of“flow”.1 The

2、 same is true of students in school.Students learn more when they are actively engaged in their learning and when they“learn by doing”.2,3,4,5 Decades of research on active learning has produced a long list of positive outcomes.These benefits include:Increased motivation,interest,and creativity6 Inc

3、reased resilience due to stronger peer relationships7 Improved student attitude and self-esteem Improved performance and retention,particularly for students fromunderrepresented groups8 Increased level of perceived control in their learning.Higher education reflects this reality as well.A meta-analy

4、sis of 225 studies conducted by Freeman and colleagues(2014)found that college students in traditional lecture courses were 1.5 times more likely to fail than those who participated in courses that employed active learning strategies.They also found such strategies increased student performance on a

5、ssessments by about half a standard deviation.The results were consistent across subject areas.These compelling findings suggest that providing support to educators to effectively incorporate active learning strategies should be a priority.Many teachers would like to move away from direct instructio

6、n to incorporate more active learning,but they need support and guidance for this way of teaching to be effective and sustainable.Efective feedback requires active learningOne way to foster student engagement through active learning is by establishing effective feedback loops between students and te

7、achers.Effective feedback requires both teachers and students to actively participate in the feedback process,not just as receivers of feedback and information,but as contributors who work together and each own aspects of the process.The outcomes of this work together is feedback that helps both the

8、 student and the teacher move forward-by taking actions to improve skills and practices,work products,instruction,or lesson plans.9Feedback is much more than the information teachers give students about their work,skills,knowledge,and learning.Feedback and assessment go hand-in-handWhen implemented

9、effectively,feedback can increase student performance.10,11 For low-performing students,feedback can increase achievement as well as students motivation to learn.12,13 But,there would be no feedback without first evaluating evidence of student learning and assessing it against goals or standards.Bec

10、ause of this,it is useful to look at the various types of assessment and the feedback each generates.Assessment of/for/as learningThere are three categories of assessment framed around the purposes of assessment.These include14:1.Assessment of learning 2.Assessment for learning,and3.Assessment as le

11、arningSummative assessmentMost teachers,especially those teaching in public schools,have state or county-mandated assessments of learning in the form of tests.Those assessments are unavoidable and they do serve a valuable purpose,primarily ranking and reporting.There is also value in completing summ

12、ative assessments when students have wrapped up a project or unit.However,these assessments are not the only way,or even the most effective way,to help students learn and improve.Feedback based on summative assessments comes at the end-when students are done learning about a concept or skill and are

13、 asked to demonstrate what they know and can do.Feedback might come in the form of points,a grade,or comments on a completed work product.The feedback often comes too late in the process to help students or teachers take actions to improve.Data and the evidence of learning that is generated from ass

14、essments for and as learning are used to1.Identify students current understandings and capabilities and what they still need to work on to meet learning goals.2.Identify students that are in the most need of a teachers support.3.Identify feedback and actions to help students develop critical work pr

15、ocesses and skills(e.g.engaging,making an effort,planning well,etc.),as well as revise and improve the products they create.4.Refine upcoming lesson plans and activities.5.Reflect on student progress and growth.In contrast to summative feedback,formative feedback is generated as students are learnin

16、g and working,not after the fact.And most importantly,feedback can be used to immediately take actions to increase student engagement and improve student learning.How to make feedback efectiveWhen feedback is used by both teachers and students to move forward in better ways,it can increase student e

17、ngagement and achievement.18,19 However,some feedback is more effective than other feedback.Cultivating skills and developing knowledge requires effective feedback on two areas:1.the task at hand,and 2.the strategies and processes used to accomplish tasks.20,21 Characteristics of effective feedbackT

18、he characteristics of feedback provided to students influence how effective it is at helping students learn and improve.22,23,24,25 Students roles and responsibilitiesParticipating in the feedback process can empower and motivate students.Teachers need to provide effective feedback,but it is equally

19、 important for students to participate in the feedback process in meaningful ways.Feedback is a conversation;always better when it is a discussion.Student agency during the feedback process is essential for students to learn how to learn and to work in any environment or career.It positions students

20、 as owners of their learning.When students feel empowered,have autonomy to make choices,and develop metacognitive skills,they are motivated and capable of initiating actions toward their goals.27 It is through these experiences that students learn how to learn.28 And isnt that exactly what we all ho

21、pe students get out of their high school experience?The feedback cycle helps students to understand where they are going,where they are,and where they need to get to,and helps teachers improve their practices and instruction.29 Students need to be able to answer several questions as they complete co

22、urse work,or work towards accomplishing any goal they have:1.Where am I going?2.Where am I now?3.Where to next?(and,how will I get there?)These are questions that most people inherently ask themselves as they work to accomplish their goals,whether they realize it or not.Helping students to be aware

23、of this process and the questions they should be asking,enables them to think critically,take initiative,and work effectively with more independence over time.It sets them up for success in school and in life and career.Students are responsible for 5 actions during the feedback cycle.31 These includ

24、e:1.Determine learning goals.This might be as easy as looking at an objective the teacher wrote on the whiteboard,but it could also involve identifying a goal and writing in their notebooks for every class period or week or for specific activities and projects.2.Develop success criteria.This require

25、s students to reflect:What are my goals?What does it mean or look like to achieve those goals?How might I do that?For more substantial projects,students might co-create success criteria or a rubric with their teacher and peers.3.Elicit evidence of learning.Students complete the assessment activities

26、 and demonstrate their skills and knowledge.4.Interpret evidence.This can be done by students reviewing their goals,success criteria,and their work products,and reflecting on the extent to which their goals were achieved,successes they had,and challenges they faced.Students and teachers can discuss

27、their thoughts,feedback,and ideas for improving.5.Take responsive action.Students reflect on their self-evaluation and the feedback they received and identify what actions they will take next,and take them.RecommendationsThere is a lot that goes into generating and using effective feedback,but there

28、 are also small actions that can be taken to make instructional practices more effective.Below are evidence-based strategies that can help teachers in any classroom support active learning with effective feedback.Clarify and share intentions,learning goals,and sucess criteria This can be done in a f

29、ew ways:Write focus skills and learning objectives on the board each day.Think outside the box and frame these as a mission or daily challenge.Alternatively,give students options and let them identify the goal they will word towards that day.Ask students to rephrase learning goals in their own words

30、.This can be done daily,weekly,or for specific activities and projects.Create rubrics for projects and summative assessments.Even better-co-create rubrics with students so you can define success together.Use these to identify and share goals and success criteria,and then later use them for students

31、to reflect and for you to assess and provide feedback.Design effective classroom activities and tasks that generate evidence of student capabilities and understandingsPlan ahead.Take a Backwards Design32 approach to designing units,lessons,and assessments.Also try incorporating new formative assessm

32、ent strategies,such as:Ask probing questions.Incorporate reflection activities.Have students complete entry and exit tickets.Ask students to submit drafts or components of work products to get feedback frequently as they work towards creating a more extensive product.Provide feedback that students u

33、se to move forward in productive waysHelp students identify ways to improve and specific actions they can take to achieve their goals.Have students ask questions about their current level of understanding and capabilities and goals for moving forward.Identify when the work product needs to change ve

34、rsus the students process needs to change.Sometimes feedback about the student and their work processes is going to be more effective than specific feedback on a product.For example,students might need guidance to improve how they focus,plan and manage time,or document ideas.This is why we have iden

35、tified these as important Work Skills.Provide feedback on students efforts(also one of the Work Skills).This can influence how students attribute their success or failure,such as ability,luck,lack of effort,help from others,etc.When students attribute their effort it places them in control of their

36、learning rather than some external factor.33Consider“quick-and-quiet”feedback34-feedback provided as teachers roam the classroom and talk to students as they work.This is an opportunity to ask students questions,gauge their learning,and implement personalized instructional strategies as needed.Enabl

37、e students to support one another There are immense benefits to cooperative and collaborative learning.Enabling students to be resources for each other helps them to develop important skills(listening,communicating,patience,etc.)and learn to be resourceful as they solve problems.It also frees up tim

38、e for the teacher to focus on whats most important-instead of answering the same questions repeatedly!Here are a few ways you can do this:Have students complete activities and tasks in groups or with a peer.This can actually lead to better outcomes in knowledge development,critical thinking skills,s

39、ocial skills,and course satisfaction.35Build in time for students to review each others work and provide feedback.Include templates and prompts to help them do this well when working on individual assignments and group assignments.Have students ask a peer their questions before asking the teacher.Ac

40、tivate students as owners of their own learning Put a poster up of the feedback cycle diagram and discuss the process and students role in the feedback cycle.Reframe assessment as a conversation about student performance and learning,and one that students can lead and contribute to.Give students opt

41、ions and let them make choices and decisions.One way to do this is to provide choices as to how students demonstrate skills and knowledge.For example,students can choose to create a pamphlet or a video to explain a concept and practice specific skills,such as communicating and defending an opinion.A

42、sk students to reflect before you give them your feedback.Students can reflect on and share how they practiced specific skills,challenges they faced,insights that emerged,and potential steps forward.This allows students to start the feedback conversation and for teachers to gain more insights into s

43、tudent thinking before providing feedback.Students can also share self-assessments when rubrics are used.Make feedback detective work.36 Do not tell the student what to do.No one likes to be told what to do!Instead,ask a lot of questions.Students can respond to questions and make decisions about wha

44、t to do next or what might be a more effective approach to what they are working on.Williams(2016)provides several examples of how to do this.Encourage students to respond to and discuss feedback.Here are a few different ways to do that:a.Have students document a summary of feedback that was discuss

45、ed.b.Ask students to respond to feedback with either a question or a goal.c.Use feedback sentence starters to help students effectively respond to the feedback they receive.For examplei.When you saidI wondered ifii.Im not sure what you meant when you saidiii.Ill consider changingbecauseiv.Ill consid

46、er doing.next time,because.d.Create spaces and time to discuss key takeaways and actions students can take to improve.One option is to meet 1:1 with each student as students work individually or in groups on a project or assignment.Let students lead the conversation!All this sets up students to work

47、 more independently,self-regulate(monitor progress,reflect,identify their own actions to improve,etc.).Help students take-in feedback and respond to feedback by modeling a growth mindsetMany students take feedback personally and are even afraid of feedback(some adults are,too!).Discuss the importanc

48、e of growth mindset and ways of thinking that embrace a growth mindset.Share your areas of weakness,goals,what actions youre taking to improve to model growth mindset and ways of responding to feedback and setbacks.This will help students think differently about feedback and it will help you build t

49、rusting relationships with students,which will go a long way in helping them to take in and respond to feedback.Tools,resources,and support for teachersOnline toolsOpportunity Education offers online tools to help teachers support active,skills-forward learning with effective feedback.Teachers can p

50、rovide two types of feedback,fast feedback and assignment feedback:Fast feedback.Teachers quickly provide feedback for every student in the class on one criterion or skill,such as engagement during class every day.Assignment feedback.Teachers provide multi-dimensional feedback to individual students

51、 based on completed assignments,including work products,presentations,class activities,and more.The tools support both formative and summative assessments.Specific capabilities supported with the tools help teachers and students generate and use feedback effectively in a variety of ways.These includ

52、e:Formative assessmentAssessment for learning and assessment as learning,both formative assessments,are central to learning and developing skills and capabilities in any context.They can be used weekly,or even daily,to gauge where students are and help them,and teachers,take relevant and appropriate

53、 actions.Formative assessment can generate effective feedback when applying these five strategies16,17:Clarifying and sharing intentions,learning goals,and success criteria.Designing effective classroom activities and tasks that generate evidence of student capabilities and understandings.Providing

54、feedback that students use to shape their thinking and actions as they move forward-hence the name“formative feedback”.Enabling students to support one another.Activating students as owners of their own learning.Formative assessments might involve creating sketches,mind maps,or summaries,drafting an

55、d revising essays,group discussions and activities,collaborative projects with feedback on milestones along the way,problem-sets,quizzes,homework assignments,exit tickets,reflections,or self-evaluations-all of which help students to learn and make student thinking and learning more visible to teache

56、rs.Assessment of learning is often referred to as summative assessment.Assessment for learning and assessment as learning are both types of formative assessment.These assessment practices generate evidence of learning and make student thinking visible to teachers,but the ways in which they do that a

57、nd the type of feedback that emerges is very different.The following table captures the distinction between assessment of/for/as learning.Resources and support for teachersOpportunity Education is also developing many opportunities for teachers to discover new strategies,practice and further develop

58、 skills,and establish effective feedback routines in their classroom.These include:Free lesson planning resources,such as feedback templatesFree professional learning resources,such as Grab and Go Professional Learning sessions focused on effective feedback as a strategy to engage studentsA self-pac

59、ed course with activities and resourcesA cohort-based course that includes support and feedback from OE professional learning specialists and the option to earn graduate-level credit that can count towards continuing education requirements.Take it one step at a timeWhile it might seem like the stars

60、 need to all align in order to make feedback effective,that is not the case.Just remember:nothing is ever perfect(including the feedback and support we give to others)and all we can do is take steps to move forward and improve,just like our students.So pick a new strategy or tool to try and take it

61、one step at a time.Reach out to the Opportunity Education team if youd like to learn more about generating and using effective feedback and the resources and tools we provide teachers to make this possible.Contact us at teachersopportunityeducation.org Moving Forward with Efective Feedback 2023 Oppo

62、rtunity Education Foundation,Inc.Moving Forward with Efective FeedbackWhy active learning?We all learn when we are completely absorbed in what we are doing.Everyone experiences this,whether it is swimming laps in the pool,running,playing video games,cooking,or through some other fulfilling experienc

63、e.This is often called being “in the zone”or in a state of“flow”.1 The same is true of students in school.Students learn more when they are actively engaged in their learning and when they“learn by doing”.2,3,4,5 Decades of research on active learning has produced a long list of positive outcomes.Th

64、ese benefits include:Increased motivation,interest,and creativity6 Increased resilience due to stronger peer relationships7 Improved student attitude and self-esteem Improved performance and retention,particularly for students fromunderrepresented groups8 Increased level of perceived control in thei

65、r learning.Higher education reflects this reality as well.A meta-analysis of 225 studies conducted by Freeman and colleagues(2014)found that college students in traditional lecture courses were 1.5 times more likely to fail than those who participated in courses that employed active learning strateg

66、ies.They also found such strategies increased student performance on assessments by about half a standard deviation.The results were consistent across subject areas.These compelling findings suggest that providing support to educators to effectively incorporate active learning strategies should be a

67、 priority.Many teachers would like to move away from direct instruction to incorporate more active learning,but they need support and guidance for this way of teaching to be effective and sustainable.Efective feedback requires active learningOne way to foster student engagement through active learni

68、ng is by establishing effective feedback loops between students and teachers.Effective feedback requires both teachers and students to actively participate in the feedback process,not just as receivers of feedback and information,but as contributors who work together and each own aspects of the proc

69、ess.The outcomes of this work together is feedback that helps both the student and the teacher move forward-by taking actions to improve skills and practices,work products,instruction,or lesson plans.9Feedback is much more than the information teachers give students about their work,skills,knowledge

70、,and learning.Feedback and assessment go hand-in-handWhen implemented effectively,feedback can increase student performance.10,11 For low-performing students,feedback can increase achievement as well as students motivation to learn.12,13 But,there would be no feedback without first evaluating eviden

71、ce of student learning and assessing it against goals or standards.Because of this,it is useful to look at the various types of assessment and the feedback each generates.Assessment of/for/as learningThere are three categories of assessment framed around the purposes of assessment.These include14:1.

72、Assessment of learning 2.Assessment for learning,and3.Assessment as learningSummative assessmentMost teachers,especially those teaching in public schools,have state or county-mandated assessments of learning in the form of tests.Those assessments are unavoidable and they do serve a valuable purpose,

73、primarily ranking and reporting.There is also value in completing summative assessments when students have wrapped up a project or unit.However,these assessments are not the only way,or even the most effective way,to help students learn and improve.Feedback based on summative assessments comes at th

74、e end-when students are done learning about a concept or skill and are asked to demonstrate what they know and can do.Feedback might come in the form of points,a grade,or comments on a completed work product.The feedback often comes too late in the process to help students or teachers take actions t

75、o improve.Data and the evidence of learning that is generated from assessments for and as learning are used to1.Identify students current understandings and capabilities and what they still need to work on to meet learning goals.2.Identify students that are in the most need of a teachers support.3.I

76、dentify feedback and actions to help students develop critical work processes and skills(e.g.engaging,making an effort,planning well,etc.),as well as revise and improve the products they create.4.Refine upcoming lesson plans and activities.5.Reflect on student progress and growth.In contrast to summ

77、ative feedback,formative feedback is generated as students are learning and working,not after the fact.And most importantly,feedback can be used to immediately take actions to increase student engagement and improve student learning.How to make feedback efectiveWhen feedback is used by both teachers

78、 and students to move forward in better ways,it can increase student engagement and achievement.18,19 However,some feedback is more effective than other feedback.Cultivating skills and developing knowledge requires effective feedback on two areas:1.the task at hand,and 2.the strategies and processes

79、 used to accomplish tasks.20,21 Characteristics of effective feedbackThe characteristics of feedback provided to students influence how effective it is at helping students learn and improve.22,23,24,25 Students roles and responsibilitiesParticipating in the feedback process can empower and motivate

80、students.Teachers need to provide effective feedback,but it is equally important for students to participate in the feedback process in meaningful ways.Feedback is a conversation;always better when it is a discussion.Student agency during the feedback process is essential for students to learn how t

81、o learn and to work in any environment or career.It positions students as owners of their learning.When students feel empowered,have autonomy to make choices,and develop metacognitive skills,they are motivated and capable of initiating actions toward their goals.27 It is through these experiences th

82、at students learn how to learn.28 And isnt that exactly what we all hope students get out of their high school experience?The feedback cycle helps students to understand where they are going,where they are,and where they need to get to,and helps teachers improve their practices and instruction.29 St

83、udents need to be able to answer several questions as they complete course work,or work towards accomplishing any goal they have:1.Where am I going?2.Where am I now?3.Where to next?(and,how will I get there?)These are questions that most people inherently ask themselves as they work to accomplish th

84、eir goals,whether they realize it or not.Helping students to be aware of this process and the questions they should be asking,enables them to think critically,take initiative,and work effectively with more independence over time.It sets them up for success in school and in life and career.Students a

85、re responsible for 5 actions during the feedback cycle.31 These include:1.Determine learning goals.This might be as easy as looking at an objective the teacher wrote on the whiteboard,but it could also involve identifying a goal and writing in their notebooks for every class period or week or for sp

86、ecific activities and projects.2.Develop success criteria.This requires students to reflect:What are my goals?What does it mean or look like to achieve those goals?How might I do that?For more substantial projects,students might co-create success criteria or a rubric with their teacher and peers.3.E

87、licit evidence of learning.Students complete the assessment activities and demonstrate their skills and knowledge.4.Interpret evidence.This can be done by students reviewing their goals,success criteria,and their work products,and reflecting on the extent to which their goals were achieved,successes

88、 they had,and challenges they faced.Students and teachers can discuss their thoughts,feedback,and ideas for improving.5.Take responsive action.Students reflect on their self-evaluation and the feedback they received and identify what actions they will take next,and take them.RecommendationsThere is

89、a lot that goes into generating and using effective feedback,but there are also small actions that can be taken to make instructional practices more effective.Below are evidence-based strategies that can help teachers in any classroom support active learning with effective feedback.Clarify and share

90、 intentions,learning goals,and sucess criteria This can be done in a few ways:Write focus skills and learning objectives on the board each day.Think outside the box and frame these as a mission or daily challenge.Alternatively,give students options and let them identify the goal they will word towar

91、ds that day.Ask students to rephrase learning goals in their own words.This can be done daily,weekly,or for specific activities and projects.Create rubrics for projects and summative assessments.Even better-co-create rubrics with students so you can define success together.Use these to identify and

92、share goals and success criteria,and then later use them for students to reflect and for you to assess and provide feedback.Design effective classroom activities and tasks that generate evidence of student capabilities and understandingsPlan ahead.Take a Backwards Design32 approach to designing unit

93、s,lessons,and assessments.Also try incorporating new formative assessment strategies,such as:Ask probing questions.Incorporate reflection activities.Have students complete entry and exit tickets.Ask students to submit drafts or components of work products to get feedback frequently as they work towa

94、rds creating a more extensive product.Provide feedback that students use to move forward in productive waysHelp students identify ways to improve and specific actions they can take to achieve their goals.Have students ask questions about their current level of understanding and capabilities and goal

95、s for moving forward.Identify when the work product needs to change versus the students process needs to change.Sometimes feedback about the student and their work processes is going to be more effective than specific feedback on a product.For example,students might need guidance to improve how they

96、 focus,plan and manage time,or document ideas.This is why we have identified these as important Work Skills.Provide feedback on students efforts(also one of the Work Skills).This can influence how students attribute their success or failure,such as ability,luck,lack of effort,help from others,etc.Wh

97、en students attribute their effort it places them in control of their learning rather than some external factor.33Consider“quick-and-quiet”feedback34-feedback provided as teachers roam the classroom and talk to students as they work.This is an opportunity to ask students questions,gauge their learni

98、ng,and implement personalized instructional strategies as needed.Enable students to support one another There are immense benefits to cooperative and collaborative learning.Enabling students to be resources for each other helps them to develop important skills(listening,communicating,patience,etc.)a

99、nd learn to be resourceful as they solve problems.It also frees up time for the teacher to focus on whats most important-instead of answering the same questions repeatedly!Here are a few ways you can do this:Have students complete activities and tasks in groups or with a peer.This can actually lead

100、to better outcomes in knowledge development,critical thinking skills,social skills,and course satisfaction.35Build in time for students to review each others work and provide feedback.Include templates and prompts to help them do this well when working on individual assignments and group assignments

101、.Have students ask a peer their questions before asking the teacher.Activate students as owners of their own learning Put a poster up of the feedback cycle diagram and discuss the process and students role in the feedback cycle.Reframe assessment as a conversation about student performance and learn

102、ing,and one that students can lead and contribute to.Give students options and let them make choices and decisions.One way to do this is to provide choices as to how students demonstrate skills and knowledge.For example,students can choose to create a pamphlet or a video to explain a concept and pra

103、ctice specific skills,such as communicating and defending an opinion.Ask students to reflect before you give them your feedback.Students can reflect on and share how they practiced specific skills,challenges they faced,insights that emerged,and potential steps forward.This allows students to start t

104、he feedback conversation and for teachers to gain more insights into student thinking before providing feedback.Students can also share self-assessments when rubrics are used.Make feedback detective work.36 Do not tell the student what to do.No one likes to be told what to do!Instead,ask a lot of qu

105、estions.Students can respond to questions and make decisions about what to do next or what might be a more effective approach to what they are working on.Williams(2016)provides several examples of how to do this.Encourage students to respond to and discuss feedback.Here are a few different ways to d

106、o that:a.Have students document a summary of feedback that was discussed.b.Ask students to respond to feedback with either a question or a goal.c.Use feedback sentence starters to help students effectively respond to the feedback they receive.For examplei.When you saidI wondered ifii.Im not sure wha

107、t you meant when you saidiii.Ill consider changingbecauseiv.Ill consider doing.next time,because.d.Create spaces and time to discuss key takeaways and actions students can take to improve.One option is to meet 1:1 with each student as students work individually or in groups on a project or assignmen

108、t.Let students lead the conversation!All this sets up students to work more independently,self-regulate(monitor progress,reflect,identify their own actions to improve,etc.).Help students take-in feedback and respond to feedback by modeling a growth mindsetMany students take feedback personally and a

109、re even afraid of feedback(some adults are,too!).Discuss the importance of growth mindset and ways of thinking that embrace a growth mindset.Share your areas of weakness,goals,what actions youre taking to improve to model growth mindset and ways of responding to feedback and setbacks.This will help

110、students think differently about feedback and it will help you build trusting relationships with students,which will go a long way in helping them to take in and respond to feedback.Tools,resources,and support for teachersOnline toolsOpportunity Education offers online tools to help teachers support

111、 active,skills-forward learning with effective feedback.Teachers can provide two types of feedback,fast feedback and assignment feedback:Fast feedback.Teachers quickly provide feedback for every student in the class on one criterion or skill,such as engagement during class every day.Assignment feedb

112、ack.Teachers provide multi-dimensional feedback to individual students based on completed assignments,including work products,presentations,class activities,and more.The tools support both formative and summative assessments.Specific capabilities supported with the tools help teachers and students g

113、enerate and use feedback effectively in a variety of ways.These include:Formative assessmentAssessment for learning and assessment as learning,both formative assessments,are central to learning and developing skills and capabilities in any context.They can be used weekly,or even daily,to gauge where

114、 students are and help them,and teachers,take relevant and appropriate actions.Formative assessment can generate effective feedback when applying these five strategies16,17:Clarifying and sharing intentions,learning goals,and success criteria.Designing effective classroom activities and tasks that g

115、enerate evidence of student capabilities and understandings.Providing feedback that students use to shape their thinking and actions as they move forward-hence the name“formative feedback”.Enabling students to support one another.Activating students as owners of their own learning.Formative assessme

116、nts might involve creating sketches,mind maps,or summaries,drafting and revising essays,group discussions and activities,collaborative projects with feedback on milestones along the way,problem-sets,quizzes,homework assignments,exit tickets,reflections,or self-evaluations-all of which help students

117、to learn and make student thinking and learning more visible to teachers.Assessment of learning is often referred to as summative assessment.Assessment for learning and assessment as learning are both types of formative assessment.These assessment practices generate evidence of learning and make stu

118、dent thinking visible to teachers,but the ways in which they do that and the type of feedback that emerges is very different.The following table captures the distinction between assessment of/for/as learning.Resources and support for teachersOpportunity Education is also developing many opportunitie

119、s for teachers to discover new strategies,practice and further develop skills,and establish effective feedback routines in their classroom.These include:Free lesson planning resources,such as feedback templatesFree professional learning resources,such as Grab and Go Professional Learning sessions fo

120、cused on effective feedback as a strategy to engage studentsA self-paced course with activities and resourcesA cohort-based course that includes support and feedback from OE professional learning specialists and the option to earn graduate-level credit that can count towards continuing education req

121、uirements.Take it one step at a timeWhile it might seem like the stars need to all align in order to make feedback effective,that is not the case.Just remember:nothing is ever perfect(including the feedback and support we give to others)and all we can do is take steps to move forward and improve,jus

122、t like our students.So pick a new strategy or tool to try and take it one step at a time.Reach out to the Opportunity Education team if youd like to learn more about generating and using effective feedback and the resources and tools we provide teachers to make this possible.Contact us at teachersop

123、portunityeducation.org Written by Jolene Zywica,PhD with contributions from Shannon CareyAmy CooperRachel JerezRay RavagliaWhy active learning?We all learn when we are completely absorbed in what we are doing.Everyone experiences this,whether it is swimming laps in the pool,running,playing video gam

124、es,cooking,or through some other fulfilling experience.This is often called being “in the zone”or in a state of“flow”.1 The same is true of students in school.Students learn more when they are actively engaged in their learning and when they“learn by doing”.2,3,4,5 Decades of research on active lear

125、ning has produced a long list of positive outcomes.These benefits include:Increased motivation,interest,and creativity6 Increased resilience due to stronger peer relationships7 Improved student attitude and self-esteem Improved performance and retention,particularly for students fromunderrepresented

126、 groups8 Increased level of perceived control in their learning.Higher education reflects this reality as well.A meta-analysis of 225 studies conducted by Freeman and colleagues(2014)found that college students in traditional lecture courses were 1.5 times more likely to fail than those who particip

127、ated in courses that employed active learning strategies.They also found such strategies increased student performance on assessments by about half a standard deviation.The results were consistent across subject areas.These compelling findings suggest that providing support to educators to effective

128、ly incorporate active learning strategies should be a priority.Many teachers would like to move away from direct instruction to incorporate more active learning,but they need support and guidance for this way of teaching to be effective and sustainable.Efective feedback requires active learningOne w

129、ay to foster student engagement through active learning is by establishing effective feedback loops between students and teachers.Effective feedback requires both teachers and students to actively participate in the feedback process,not just as receivers of feedback and information,but as contributo

130、rs who work together and each own aspects of the process.The outcomes of this work together is feedback that helps both the student and the teacher move forward-by taking actions to improve skills and practices,work products,instruction,or lesson plans.9Feedback is much more than the information tea

131、chers give students about their work,skills,knowledge,and learning.Feedback and assessment go hand-in-handWhen implemented effectively,feedback can increase student performance.10,11 For low-performing students,feedback can increase achievement as well as students motivation to learn.12,13 But,there

132、 would be no feedback without first evaluating evidence of student learning and assessing it against goals or standards.Because of this,it is useful to look at the various types of assessment and the feedback each generates.Assessment of/for/as learningThere are three categories of assessment framed

133、 around the purposes of assessment.These include14:1.Assessment of learning 2.Assessment for learning,and3.Assessment as learningSummative assessmentMost teachers,especially those teaching in public schools,have state or county-mandated assessments of learning in the form of tests.Those assessments

134、are unavoidable and they do serve a valuable purpose,primarily ranking and reporting.There is also value in completing summative assessments when students have wrapped up a project or unit.However,these assessments are not the only way,or even the most effective way,to help students learn and improv

135、e.Feedback based on summative assessments comes at the end-when students are done learning about a concept or skill and are asked to demonstrate what they know and can do.Feedback might come in the form of points,a grade,or comments on a completed work product.The feedback often comes too late in th

136、e process to help students or teachers take actions to improve.Data and the evidence of learning that is generated from assessments for and as learning are used to1.Identify students current understandings and capabilities and what they still need to work on to meet learning goals.2.Identify student

137、s that are in the most need of a teachers support.3.Identify feedback and actions to help students develop critical work processes and skills(e.g.engaging,making an effort,planning well,etc.),as well as revise and improve the products they create.4.Refine upcoming lesson plans and activities.5.Refle

138、ct on student progress and growth.In contrast to summative feedback,formative feedback is generated as students are learning and working,not after the fact.And most importantly,feedback can be used to immediately take actions to increase student engagement and improve student learning.How to make fe

139、edback efectiveWhen feedback is used by both teachers and students to move forward in better ways,it can increase student engagement and achievement.18,19 However,some feedback is more effective than other feedback.Cultivating skills and developing knowledge requires effective feedback on two areas:

140、1.the task at hand,and 2.the strategies and processes used to accomplish tasks.20,21 Characteristics of effective feedbackThe characteristics of feedback provided to students influence how effective it is at helping students learn and improve.22,23,24,25 Students roles and responsibilitiesParticipat

141、ing in the feedback process can empower and motivate students.Teachers need to provide effective feedback,but it is equally important for students to participate in the feedback process in meaningful ways.Feedback is a conversation;always better when it is a discussion.Student agency during the feed

142、back process is essential for students to learn how to learn and to work in any environment or career.It positions students as owners of their learning.When students feel empowered,have autonomy to make choices,and develop metacognitive skills,they are motivated and capable of initiating actions tow

143、ard their goals.27 It is through these experiences that students learn how to learn.28 And isnt that exactly what we all hope students get out of their high school experience?The feedback cycle helps students to understand where they are going,where they are,and where they need to get to,and helps t

144、eachers improve their practices and instruction.29 Students need to be able to answer several questions as they complete course work,or work towards accomplishing any goal they have:1.Where am I going?2.Where am I now?3.Where to next?(and,how will I get there?)These are questions that most people in

145、herently ask themselves as they work to accomplish their goals,whether they realize it or not.Helping students to be aware of this process and the questions they should be asking,enables them to think critically,take initiative,and work effectively with more independence over time.It sets them up fo

146、r success in school and in life and career.Students are responsible for 5 actions during the feedback cycle.31 These include:1.Determine learning goals.This might be as easy as looking at an objective the teacher wrote on the whiteboard,but it could also involve identifying a goal and writing in the

147、ir notebooks for every class period or week or for specific activities and projects.2.Develop success criteria.This requires students to reflect:What are my goals?What does it mean or look like to achieve those goals?How might I do that?For more substantial projects,students might co-create success

148、criteria or a rubric with their teacher and peers.3.Elicit evidence of learning.Students complete the assessment activities and demonstrate their skills and knowledge.4.Interpret evidence.This can be done by students reviewing their goals,success criteria,and their work products,and reflecting on th

149、e extent to which their goals were achieved,successes they had,and challenges they faced.Students and teachers can discuss their thoughts,feedback,and ideas for improving.5.Take responsive action.Students reflect on their self-evaluation and the feedback they received and identify what actions they

150、will take next,and take them.RecommendationsThere is a lot that goes into generating and using effective feedback,but there are also small actions that can be taken to make instructional practices more effective.Below are evidence-based strategies that can help teachers in any classroom support acti

151、ve learning with effective feedback.Clarify and share intentions,learning goals,and sucess criteria This can be done in a few ways:Write focus skills and learning objectives on the board each day.Think outside the box and frame these as a mission or daily challenge.Alternatively,give students option

152、s and let them identify the goal they will word towards that day.Ask students to rephrase learning goals in their own words.This can be done daily,weekly,or for specific activities and projects.Create rubrics for projects and summative assessments.Even better-co-create rubrics with students so you c

153、an define success together.Use these to identify and share goals and success criteria,and then later use them for students to reflect and for you to assess and provide feedback.Design effective classroom activities and tasks that generate evidence of student capabilities and understandingsPlan ahead

154、.Take a Backwards Design32 approach to designing units,lessons,and assessments.Also try incorporating new formative assessment strategies,such as:Ask probing questions.Incorporate reflection activities.Have students complete entry and exit tickets.Ask students to submit drafts or components of work

155、products to get feedback frequently as they work towards creating a more extensive product.Provide feedback that students use to move forward in productive waysHelp students identify ways to improve and specific actions they can take to achieve their goals.Have students ask questions about their cur

156、rent level of understanding and capabilities and goals for moving forward.Identify when the work product needs to change versus the students process needs to change.Sometimes feedback about the student and their work processes is going to be more effective than specific feedback on a product.For exa

157、mple,students might need guidance to improve how they focus,plan and manage time,or document ideas.This is why we have identified these as important Work Skills.Provide feedback on students efforts(also one of the Work Skills).This can influence how students attribute their success or failure,such a

158、s ability,luck,lack of effort,help from others,etc.When students attribute their effort it places them in control of their learning rather than some external factor.33Consider“quick-and-quiet”feedback34-feedback provided as teachers roam the classroom and talk to students as they work.This is an opp

159、ortunity to ask students questions,gauge their learning,and implement personalized instructional strategies as needed.Enable students to support one another There are immense benefits to cooperative and collaborative learning.Enabling students to be resources for each other helps them to develop imp

160、ortant skills(listening,communicating,patience,etc.)and learn to be resourceful as they solve problems.It also frees up time for the teacher to focus on whats most important-instead of answering the same questions repeatedly!Here are a few ways you can do this:Have students complete activities and t

161、asks in groups or with a peer.This can actually lead to better outcomes in knowledge development,critical thinking skills,social skills,and course satisfaction.35Build in time for students to review each others work and provide feedback.Include templates and prompts to help them do this well when wo

162、rking on individual assignments and group assignments.Have students ask a peer their questions before asking the teacher.Activate students as owners of their own learning Put a poster up of the feedback cycle diagram and discuss the process and students role in the feedback cycle.Reframe assessment

163、as a conversation about student performance and learning,and one that students can lead and contribute to.Give students options and let them make choices and decisions.One way to do this is to provide choices as to how students demonstrate skills and knowledge.For example,students can choose to crea

164、te a pamphlet or a video to explain a concept and practice specific skills,such as communicating and defending an opinion.Ask students to reflect before you give them your feedback.Students can reflect on and share how they practiced specific skills,challenges they faced,insights that emerged,and po

165、tential steps forward.This allows students to start the feedback conversation and for teachers to gain more insights into student thinking before providing feedback.Students can also share self-assessments when rubrics are used.Make feedback detective work.36 Do not tell the student what to do.No on

166、e likes to be told what to do!Instead,ask a lot of questions.Students can respond to questions and make decisions about what to do next or what might be a more effective approach to what they are working on.Williams(2016)provides several examples of how to do this.Encourage students to respond to an

167、d discuss feedback.Here are a few different ways to do that:a.Have students document a summary of feedback that was discussed.b.Ask students to respond to feedback with either a question or a goal.c.Use feedback sentence starters to help students effectively respond to the feedback they receive.For

168、examplei.When you saidI wondered ifii.Im not sure what you meant when you saidiii.Ill consider changingbecauseiv.Ill consider doing.next time,because.d.Create spaces and time to discuss key takeaways and actions students can take to improve.One option is to meet 1:1 with each student as students wor

169、k individually or in groups on a project or assignment.Let students lead the conversation!All this sets up students to work more independently,self-regulate(monitor progress,reflect,identify their own actions to improve,etc.).Help students take-in feedback and respond to feedback by modeling a growt

170、h mindsetMany students take feedback personally and are even afraid of feedback(some adults are,too!).Discuss the importance of growth mindset and ways of thinking that embrace a growth mindset.Share your areas of weakness,goals,what actions youre taking to improve to model growth mindset and ways o

171、f responding to feedback and setbacks.This will help students think differently about feedback and it will help you build trusting relationships with students,which will go a long way in helping them to take in and respond to feedback.Tools,resources,and support for teachersOnline toolsOpportunity E

172、ducation offers online tools to help teachers support active,skills-forward learning with effective feedback.Teachers can provide two types of feedback,fast feedback and assignment feedback:Fast feedback.Teachers quickly provide feedback for every student in the class on one criterion or skill,such

173、as engagement during class every day.Assignment feedback.Teachers provide multi-dimensional feedback to individual students based on completed assignments,including work products,presentations,class activities,and more.The tools support both formative and summative assessments.Specific capabilities

174、supported with the tools help teachers and students generate and use feedback effectively in a variety of ways.These include:Formative assessmentAssessment for learning and assessment as learning,both formative assessments,are central to learning and developing skills and capabilities in any context

175、.They can be used weekly,or even daily,to gauge where students are and help them,and teachers,take relevant and appropriate actions.Formative assessment can generate effective feedback when applying these five strategies16,17:Clarifying and sharing intentions,learning goals,and success criteria.Desi

176、gning effective classroom activities and tasks that generate evidence of student capabilities and understandings.Providing feedback that students use to shape their thinking and actions as they move forward-hence the name“formative feedback”.Enabling students to support one another.Activating studen

177、ts as owners of their own learning.Formative assessments might involve creating sketches,mind maps,or summaries,drafting and revising essays,group discussions and activities,collaborative projects with feedback on milestones along the way,problem-sets,quizzes,homework assignments,exit tickets,reflec

178、tions,or self-evaluations-all of which help students to learn and make student thinking and learning more visible to teachers.Assessment of learning is often referred to as summative assessment.Assessment for learning and assessment as learning are both types of formative assessment.These assessment

179、 practices generate evidence of learning and make student thinking visible to teachers,but the ways in which they do that and the type of feedback that emerges is very different.The following table captures the distinction between assessment of/for/as learning.Resources and support for teachersOppor

180、tunity Education is also developing many opportunities for teachers to discover new strategies,practice and further develop skills,and establish effective feedback routines in their classroom.These include:Free lesson planning resources,such as feedback templatesFree professional learning resources,

181、such as Grab and Go Professional Learning sessions focused on effective feedback as a strategy to engage studentsA self-paced course with activities and resourcesA cohort-based course that includes support and feedback from OE professional learning specialists and the option to earn graduate-level c

182、redit that can count towards continuing education requirements.Take it one step at a timeWhile it might seem like the stars need to all align in order to make feedback effective,that is not the case.Just remember:nothing is ever perfect(including the feedback and support we give to others)and all we

183、 can do is take steps to move forward and improve,just like our students.So pick a new strategy or tool to try and take it one step at a time.Reach out to the Opportunity Education team if youd like to learn more about generating and using effective feedback and the resources and tools we provide te

184、achers to make this possible.Contact us at teachersopportunityeducation.org About Opportunity EducationOpportunity Education(OE)is dedicated to advancing the adoption of active,student-driven and skill-focused learning in secondary schools worldwide.This charitable foundation has invested$100M in ed

185、ucation innovation,product development,and school support worldwide,reaching 1,500 teachers and 1M students.Opportunity Education is headquartered in Omaha,NE,with US and international teams.Our MissionWe support teachers with practical tools and resources so they can focus on what matters most:enga

186、ging their students in active,skills-forward learning.Our tools and resources help teachers enable skills-forward,active learning in their classrooms,while using existing systems or curricula.Our professional learning services help teachers use these tools effectively to improve student performance.

187、Why active learning?We all learn when we are completely absorbed in what we are doing.Everyone experiences this,whether it is swimming laps in the pool,running,playing video games,cooking,or through some other fulfilling experience.This is often called being “in the zone”or in a state of“flow”.1 The

188、 same is true of students in school.Students learn more when they are actively engaged in their learning and when they“learn by doing”.2,3,4,5 Decades of research on active learning has produced a long list of positive outcomes.These benefits include:Increased motivation,interest,and creativity6 Inc

189、reased resilience due to stronger peer relationships7 Improved student attitude and self-esteem Improved performance and retention,particularly for students fromunderrepresented groups8 Increased level of perceived control in their learning.Higher education reflects this reality as well.A meta-analy

190、sis of 225 studies conducted by Freeman and colleagues(2014)found that college students in traditional lecture courses were 1.5 times more likely to fail than those who participated in courses that employed active learning strategies.They also found such strategies increased student performance on a

191、ssessments by about half a standard deviation.The results were consistent across subject areas.These compelling findings suggest that providing support to educators to effectively incorporate active learning strategies should be a priority.Many teachers would like to move away from direct instructio

192、n to incorporate more active learning,but they need support and guidance for this way of teaching to be effective and sustainable.Efective feedback requires active learningOne way to foster student engagement through active learning is by establishing effective feedback loops between students and te

193、achers.Effective feedback requires both teachers and students to actively participate in the feedback process,not just as receivers of feedback and information,but as contributors who work together and each own aspects of the process.The outcomes of this work together is feedback that helps both the

194、 student and the teacher move forward-by taking actions to improve skills and practices,work products,instruction,or lesson plans.9Feedback is much more than the information teachers give students about their work,skills,knowledge,and learning.Feedback and assessment go hand-in-handWhen implemented

195、effectively,feedback can increase student performance.10,11 For low-performing students,feedback can increase achievement as well as students motivation to learn.12,13 But,there would be no feedback without first evaluating evidence of student learning and assessing it against goals or standards.Bec

196、ause of this,it is useful to look at the various types of assessment and the feedback each generates.Assessment of/for/as learningThere are three categories of assessment framed around the purposes of assessment.These include14:1.Assessment of learning 2.Assessment for learning,and3.Assessment as le

197、arningSummative assessmentMost teachers,especially those teaching in public schools,have state or county-mandated assessments of learning in the form of tests.Those assessments are unavoidable and they do serve a valuable purpose,primarily ranking and reporting.There is also value in completing summ

198、ative assessments when students have wrapped up a project or unit.However,these assessments are not the only way,or even the most effective way,to help students learn and improve.Feedback based on summative assessments comes at the end-when students are done learning about a concept or skill and are

199、 asked to demonstrate what they know and can do.Feedback might come in the form of points,a grade,or comments on a completed work product.The feedback often comes too late in the process to help students or teachers take actions to improve.Data and the evidence of learning that is generated from ass

200、essments for and as learning are used to1.Identify students current understandings and capabilities and what they still need to work on to meet learning goals.2.Identify students that are in the most need of a teachers support.3.Identify feedback and actions to help students develop critical work pr

201、ocesses and skills(e.g.engaging,making an effort,planning well,etc.),as well as revise and improve the products they create.4.Refine upcoming lesson plans and activities.5.Reflect on student progress and growth.In contrast to summative feedback,formative feedback is generated as students are learnin

202、g and working,not after the fact.And most importantly,feedback can be used to immediately take actions to increase student engagement and improve student learning.How to make feedback efectiveWhen feedback is used by both teachers and students to move forward in better ways,it can increase student e

203、ngagement and achievement.18,19 However,some feedback is more effective than other feedback.Cultivating skills and developing knowledge requires effective feedback on two areas:1.the task at hand,and 2.the strategies and processes used to accomplish tasks.20,21 Characteristics of effective feedbackT

204、he characteristics of feedback provided to students influence how effective it is at helping students learn and improve.22,23,24,25 Students roles and responsibilitiesParticipating in the feedback process can empower and motivate students.Teachers need to provide effective feedback,but it is equally

205、 important for students to participate in the feedback process in meaningful ways.Feedback is a conversation;always better when it is a discussion.Student agency during the feedback process is essential for students to learn how to learn and to work in any environment or career.It positions students

206、 as owners of their learning.When students feel empowered,have autonomy to make choices,and develop metacognitive skills,they are motivated and capable of initiating actions toward their goals.27 It is through these experiences that students learn how to learn.28 And isnt that exactly what we all ho

207、pe students get out of their high school experience?The feedback cycle helps students to understand where they are going,where they are,and where they need to get to,and helps teachers improve their practices and instruction.29 Students need to be able to answer several questions as they complete co

208、urse work,or work towards accomplishing any goal they have:1.Where am I going?2.Where am I now?3.Where to next?(and,how will I get there?)These are questions that most people inherently ask themselves as they work to accomplish their goals,whether they realize it or not.Helping students to be aware

209、of this process and the questions they should be asking,enables them to think critically,take initiative,and work effectively with more independence over time.It sets them up for success in school and in life and career.Students are responsible for 5 actions during the feedback cycle.31 These includ

210、e:1.Determine learning goals.This might be as easy as looking at an objective the teacher wrote on the whiteboard,but it could also involve identifying a goal and writing in their notebooks for every class period or week or for specific activities and projects.2.Develop success criteria.This require

211、s students to reflect:What are my goals?What does it mean or look like to achieve those goals?How might I do that?For more substantial projects,students might co-create success criteria or a rubric with their teacher and peers.3.Elicit evidence of learning.Students complete the assessment activities

212、 and demonstrate their skills and knowledge.4.Interpret evidence.This can be done by students reviewing their goals,success criteria,and their work products,and reflecting on the extent to which their goals were achieved,successes they had,and challenges they faced.Students and teachers can discuss

213、their thoughts,feedback,and ideas for improving.5.Take responsive action.Students reflect on their self-evaluation and the feedback they received and identify what actions they will take next,and take them.RecommendationsThere is a lot that goes into generating and using effective feedback,but there

214、 are also small actions that can be taken to make instructional practices more effective.Below are evidence-based strategies that can help teachers in any classroom support active learning with effective feedback.Clarify and share intentions,learning goals,and sucess criteria This can be done in a f

215、ew ways:Write focus skills and learning objectives on the board each day.Think outside the box and frame these as a mission or daily challenge.Alternatively,give students options and let them identify the goal they will word towards that day.Ask students to rephrase learning goals in their own words

216、.This can be done daily,weekly,or for specific activities and projects.Create rubrics for projects and summative assessments.Even better-co-create rubrics with students so you can define success together.Use these to identify and share goals and success criteria,and then later use them for students

217、to reflect and for you to assess and provide feedback.Design effective classroom activities and tasks that generate evidence of student capabilities and understandingsPlan ahead.Take a Backwards Design32 approach to designing units,lessons,and assessments.Also try incorporating new formative assessm

218、ent strategies,such as:Ask probing questions.Incorporate reflection activities.Have students complete entry and exit tickets.Ask students to submit drafts or components of work products to get feedback frequently as they work towards creating a more extensive product.Provide feedback that students u

219、se to move forward in productive waysHelp students identify ways to improve and specific actions they can take to achieve their goals.Have students ask questions about their current level of understanding and capabilities and goals for moving forward.Identify when the work product needs to change ve

220、rsus the students process needs to change.Sometimes feedback about the student and their work processes is going to be more effective than specific feedback on a product.For example,students might need guidance to improve how they focus,plan and manage time,or document ideas.This is why we have iden

221、tified these as important Work Skills.Provide feedback on students efforts(also one of the Work Skills).This can influence how students attribute their success or failure,such as ability,luck,lack of effort,help from others,etc.When students attribute their effort it places them in control of their

222、learning rather than some external factor.33Consider“quick-and-quiet”feedback34-feedback provided as teachers roam the classroom and talk to students as they work.This is an opportunity to ask students questions,gauge their learning,and implement personalized instructional strategies as needed.Enabl

223、e students to support one another There are immense benefits to cooperative and collaborative learning.Enabling students to be resources for each other helps them to develop important skills(listening,communicating,patience,etc.)and learn to be resourceful as they solve problems.It also frees up tim

224、e for the teacher to focus on whats most important-instead of answering the same questions repeatedly!Here are a few ways you can do this:Have students complete activities and tasks in groups or with a peer.This can actually lead to better outcomes in knowledge development,critical thinking skills,s

225、ocial skills,and course satisfaction.35Build in time for students to review each others work and provide feedback.Include templates and prompts to help them do this well when working on individual assignments and group assignments.Have students ask a peer their questions before asking the teacher.Ac

226、tivate students as owners of their own learning Put a poster up of the feedback cycle diagram and discuss the process and students role in the feedback cycle.Reframe assessment as a conversation about student performance and learning,and one that students can lead and contribute to.Give students opt

227、ions and let them make choices and decisions.One way to do this is to provide choices as to how students demonstrate skills and knowledge.For example,students can choose to create a pamphlet or a video to explain a concept and practice specific skills,such as communicating and defending an opinion.A

228、sk students to reflect before you give them your feedback.Students can reflect on and share how they practiced specific skills,challenges they faced,insights that emerged,and potential steps forward.This allows students to start the feedback conversation and for teachers to gain more insights into s

229、tudent thinking before providing feedback.Students can also share self-assessments when rubrics are used.Make feedback detective work.36 Do not tell the student what to do.No one likes to be told what to do!Instead,ask a lot of questions.Students can respond to questions and make decisions about wha

230、t to do next or what might be a more effective approach to what they are working on.Williams(2016)provides several examples of how to do this.Encourage students to respond to and discuss feedback.Here are a few different ways to do that:a.Have students document a summary of feedback that was discuss

231、ed.b.Ask students to respond to feedback with either a question or a goal.c.Use feedback sentence starters to help students effectively respond to the feedback they receive.For examplei.When you saidI wondered ifii.Im not sure what you meant when you saidiii.Ill consider changingbecauseiv.Ill consid

232、er doing.next time,because.d.Create spaces and time to discuss key takeaways and actions students can take to improve.One option is to meet 1:1 with each student as students work individually or in groups on a project or assignment.Let students lead the conversation!All this sets up students to work

233、 more independently,self-regulate(monitor progress,reflect,identify their own actions to improve,etc.).Help students take-in feedback and respond to feedback by modeling a growth mindsetMany students take feedback personally and are even afraid of feedback(some adults are,too!).Discuss the importanc

234、e of growth mindset and ways of thinking that embrace a growth mindset.Share your areas of weakness,goals,what actions youre taking to improve to model growth mindset and ways of responding to feedback and setbacks.This will help students think differently about feedback and it will help you build t

235、rusting relationships with students,which will go a long way in helping them to take in and respond to feedback.Tools,resources,and support for teachersOnline toolsOpportunity Education offers online tools to help teachers support active,skills-forward learning with effective feedback.Teachers can p

236、rovide two types of feedback,fast feedback and assignment feedback:Fast feedback.Teachers quickly provide feedback for every student in the class on one criterion or skill,such as engagement during class every day.Assignment feedback.Teachers provide multi-dimensional feedback to individual students

237、 based on completed assignments,including work products,presentations,class activities,and more.The tools support both formative and summative assessments.Specific capabilities supported with the tools help teachers and students generate and use feedback effectively in a variety of ways.These includ

238、e:Formative assessmentAssessment for learning and assessment as learning,both formative assessments,are central to learning and developing skills and capabilities in any context.They can be used weekly,or even daily,to gauge where students are and help them,and teachers,take relevant and appropriate

239、 actions.Formative assessment can generate effective feedback when applying these five strategies16,17:Clarifying and sharing intentions,learning goals,and success criteria.Designing effective classroom activities and tasks that generate evidence of student capabilities and understandings.Providing

240、feedback that students use to shape their thinking and actions as they move forward-hence the name“formative feedback”.Enabling students to support one another.Activating students as owners of their own learning.Formative assessments might involve creating sketches,mind maps,or summaries,drafting an

241、d revising essays,group discussions and activities,collaborative projects with feedback on milestones along the way,problem-sets,quizzes,homework assignments,exit tickets,reflections,or self-evaluations-all of which help students to learn and make student thinking and learning more visible to teache

242、rs.Assessment of learning is often referred to as summative assessment.Assessment for learning and assessment as learning are both types of formative assessment.These assessment practices generate evidence of learning and make student thinking visible to teachers,but the ways in which they do that a

243、nd the type of feedback that emerges is very different.The following table captures the distinction between assessment of/for/as learning.Resources and support for teachersOpportunity Education is also developing many opportunities for teachers to discover new strategies,practice and further develop

244、 skills,and establish effective feedback routines in their classroom.These include:Free lesson planning resources,such as feedback templatesFree professional learning resources,such as Grab and Go Professional Learning sessions focused on effective feedback as a strategy to engage studentsA self-pac

245、ed course with activities and resourcesA cohort-based course that includes support and feedback from OE professional learning specialists and the option to earn graduate-level credit that can count towards continuing education requirements.Take it one step at a timeWhile it might seem like the stars

246、 need to all align in order to make feedback effective,that is not the case.Just remember:nothing is ever perfect(including the feedback and support we give to others)and all we can do is take steps to move forward and improve,just like our students.So pick a new strategy or tool to try and take it

247、one step at a time.Reach out to the Opportunity Education team if youd like to learn more about generating and using effective feedback and the resources and tools we provide teachers to make this possible.Contact us at teachersopportunityeducation.org Table of ContentsSummary 1Why active learning?2

248、Effective feedback requires active learning 3Feedback and assessment go hand-in-hand 4Assessment of/for/as learning 4Summative assessment 6Formative assessment 7How to make feedback effective 9Characteristics of effective feedback 9Students roles and responsibilities 10Recommendations 12Tools,resour

249、ces,and support for teachers 17Online tools 17Resources and support for teachers 20Take it one step at a time 20Citations 21Why active learning?We all learn when we are completely absorbed in what we are doing.Everyone experiences this,whether it is swimming laps in the pool,running,playing video ga

250、mes,cooking,or through some other fulfilling experience.This is often called being “in the zone”or in a state of“flow”.1 The same is true of students in school.Students learn more when they are actively engaged in their learning and when they“learn by doing”.2,3,4,5 Decades of research on active lea

251、rning has produced a long list of positive outcomes.These benefits include:Increased motivation,interest,and creativity6 Increased resilience due to stronger peer relationships7 Improved student attitude and self-esteem Improved performance and retention,particularly for students fromunderrepresente

252、d groups8 Increased level of perceived control in their learning.Higher education reflects this reality as well.A meta-analysis of 225 studies conducted by Freeman and colleagues(2014)found that college students in traditional lecture courses were 1.5 times more likely to fail than those who partici

253、pated in courses that employed active learning strategies.They also found such strategies increased student performance on assessments by about half a standard deviation.The results were consistent across subject areas.These compelling findings suggest that providing support to educators to effectiv

254、ely incorporate active learning strategies should be a priority.Many teachers would like to move away from direct instruction to incorporate more active learning,but they need support and guidance for this way of teaching to be effective and sustainable.Efective feedback requires active learningOne

255、way to foster student engagement through active learning is by establishing effective feedback loops between students and teachers.Effective feedback requires both teachers and students to actively participate in the feedback process,not just as receivers of feedback and information,but as contribut

256、ors who work together and each own aspects of the process.The outcomes of this work together is feedback that helps both the student and the teacher move forward-by taking actions to improve skills and practices,work products,instruction,or lesson plans.9Feedback is much more than the information te

257、achers give students about their work,skills,knowledge,and learning.Feedback and assessment go hand-in-handWhen implemented effectively,feedback can increase student performance.10,11 For low-performing students,feedback can increase achievement as well as students motivation to learn.12,13 But,ther

258、e would be no feedback without first evaluating evidence of student learning and assessing it against goals or standards.Because of this,it is useful to look at the various types of assessment and the feedback each generates.Assessment of/for/as learningThere are three categories of assessment frame

259、d around the purposes of assessment.These include14:1.Assessment of learning 2.Assessment for learning,and3.Assessment as learningSummative assessmentMost teachers,especially those teaching in public schools,have state or county-mandated assessments of learning in the form of tests.Those assessments

260、 are unavoidable and they do serve a valuable purpose,primarily ranking and reporting.There is also value in completing summative assessments when students have wrapped up a project or unit.However,these assessments are not the only way,or even the most effective way,to help students learn and impro

261、ve.Feedback based on summative assessments comes at the end-when students are done learning about a concept or skill and are asked to demonstrate what they know and can do.Feedback might come in the form of points,a grade,or comments on a completed work product.The feedback often comes too late in t

262、he process to help students or teachers take actions to improve.Data and the evidence of learning that is generated from assessments for and as learning are used to1.Identify students current understandings and capabilities and what they still need to work on to meet learning goals.2.Identify studen

263、ts that are in the most need of a teachers support.3.Identify feedback and actions to help students develop critical work processes and skills(e.g.engaging,making an effort,planning well,etc.),as well as revise and improve the products they create.4.Refine upcoming lesson plans and activities.5.Refl

264、ect on student progress and growth.In contrast to summative feedback,formative feedback is generated as students are learning and working,not after the fact.And most importantly,feedback can be used to immediately take actions to increase student engagement and improve student learning.How to make f

265、eedback efectiveWhen feedback is used by both teachers and students to move forward in better ways,it can increase student engagement and achievement.18,19 However,some feedback is more effective than other feedback.Cultivating skills and developing knowledge requires effective feedback on two areas

266、:1.the task at hand,and 2.the strategies and processes used to accomplish tasks.20,21 Characteristics of effective feedbackThe characteristics of feedback provided to students influence how effective it is at helping students learn and improve.22,23,24,25 Students roles and responsibilitiesParticipa

267、ting in the feedback process can empower and motivate students.Teachers need to provide effective feedback,but it is equally important for students to participate in the feedback process in meaningful ways.Feedback is a conversation;always better when it is a discussion.Student agency during the fee

268、dback process is essential for students to learn how to learn and to work in any environment or career.It positions students as owners of their learning.When students feel empowered,have autonomy to make choices,and develop metacognitive skills,they are motivated and capable of initiating actions to

269、ward their goals.27 It is through these experiences that students learn how to learn.28 And isnt that exactly what we all hope students get out of their high school experience?The feedback cycle helps students to understand where they are going,where they are,and where they need to get to,and helps

270、teachers improve their practices and instruction.29 Students need to be able to answer several questions as they complete course work,or work towards accomplishing any goal they have:1.Where am I going?2.Where am I now?3.Where to next?(and,how will I get there?)These are questions that most people i

271、nherently ask themselves as they work to accomplish their goals,whether they realize it or not.Helping students to be aware of this process and the questions they should be asking,enables them to think critically,take initiative,and work effectively with more independence over time.It sets them up f

272、or success in school and in life and career.Students are responsible for 5 actions during the feedback cycle.31 These include:1.Determine learning goals.This might be as easy as looking at an objective the teacher wrote on the whiteboard,but it could also involve identifying a goal and writing in th

273、eir notebooks for every class period or week or for specific activities and projects.2.Develop success criteria.This requires students to reflect:What are my goals?What does it mean or look like to achieve those goals?How might I do that?For more substantial projects,students might co-create success

274、 criteria or a rubric with their teacher and peers.3.Elicit evidence of learning.Students complete the assessment activities and demonstrate their skills and knowledge.4.Interpret evidence.This can be done by students reviewing their goals,success criteria,and their work products,and reflecting on t

275、he extent to which their goals were achieved,successes they had,and challenges they faced.Students and teachers can discuss their thoughts,feedback,and ideas for improving.5.Take responsive action.Students reflect on their self-evaluation and the feedback they received and identify what actions they

276、 will take next,and take them.RecommendationsThere is a lot that goes into generating and using effective feedback,but there are also small actions that can be taken to make instructional practices more effective.Below are evidence-based strategies that can help teachers in any classroom support act

277、ive learning with effective feedback.Clarify and share intentions,learning goals,and sucess criteria This can be done in a few ways:Write focus skills and learning objectives on the board each day.Think outside the box and frame these as a mission or daily challenge.Alternatively,give students optio

278、ns and let them identify the goal they will word towards that day.Ask students to rephrase learning goals in their own words.This can be done daily,weekly,or for specific activities and projects.Create rubrics for projects and summative assessments.Even better-co-create rubrics with students so you

279、can define success together.Use these to identify and share goals and success criteria,and then later use them for students to reflect and for you to assess and provide feedback.Design effective classroom activities and tasks that generate evidence of student capabilities and understandingsPlan ahea

280、d.Take a Backwards Design32 approach to designing units,lessons,and assessments.Also try incorporating new formative assessment strategies,such as:Ask probing questions.Incorporate reflection activities.Have students complete entry and exit tickets.Ask students to submit drafts or components of work

281、 products to get feedback frequently as they work towards creating a more extensive product.Provide feedback that students use to move forward in productive waysHelp students identify ways to improve and specific actions they can take to achieve their goals.Have students ask questions about their cu

282、rrent level of understanding and capabilities and goals for moving forward.Identify when the work product needs to change versus the students process needs to change.Sometimes feedback about the student and their work processes is going to be more effective than specific feedback on a product.For ex

283、ample,students might need guidance to improve how they focus,plan and manage time,or document ideas.This is why we have identified these as important Work Skills.Provide feedback on students efforts(also one of the Work Skills).This can influence how students attribute their success or failure,such

284、as ability,luck,lack of effort,help from others,etc.When students attribute their effort it places them in control of their learning rather than some external factor.33Consider“quick-and-quiet”feedback34-feedback provided as teachers roam the classroom and talk to students as they work.This is an op

285、portunity to ask students questions,gauge their learning,and implement personalized instructional strategies as needed.Enable students to support one another There are immense benefits to cooperative and collaborative learning.Enabling students to be resources for each other helps them to develop im

286、portant skills(listening,communicating,patience,etc.)and learn to be resourceful as they solve problems.It also frees up time for the teacher to focus on whats most important-instead of answering the same questions repeatedly!Here are a few ways you can do this:Have students complete activities and

287、tasks in groups or with a peer.This can actually lead to better outcomes in knowledge development,critical thinking skills,social skills,and course satisfaction.35Build in time for students to review each others work and provide feedback.Include templates and prompts to help them do this well when w

288、orking on individual assignments and group assignments.Have students ask a peer their questions before asking the teacher.Activate students as owners of their own learning Put a poster up of the feedback cycle diagram and discuss the process and students role in the feedback cycle.Reframe assessment

289、 as a conversation about student performance and learning,and one that students can lead and contribute to.Give students options and let them make choices and decisions.One way to do this is to provide choices as to how students demonstrate skills and knowledge.For example,students can choose to cre

290、ate a pamphlet or a video to explain a concept and practice specific skills,such as communicating and defending an opinion.Ask students to reflect before you give them your feedback.Students can reflect on and share how they practiced specific skills,challenges they faced,insights that emerged,and p

291、otential steps forward.This allows students to start the feedback conversation and for teachers to gain more insights into student thinking before providing feedback.Students can also share self-assessments when rubrics are used.Make feedback detective work.36 Do not tell the student what to do.No o

292、ne likes to be told what to do!Instead,ask a lot of questions.Students can respond to questions and make decisions about what to do next or what might be a more effective approach to what they are working on.Williams(2016)provides several examples of how to do this.Encourage students to respond to a

293、nd discuss feedback.Here are a few different ways to do that:a.Have students document a summary of feedback that was discussed.b.Ask students to respond to feedback with either a question or a goal.c.Use feedback sentence starters to help students effectively respond to the feedback they receive.For

294、 examplei.When you saidI wondered ifii.Im not sure what you meant when you saidiii.Ill consider changingbecauseiv.Ill consider doing.next time,because.d.Create spaces and time to discuss key takeaways and actions students can take to improve.One option is to meet 1:1 with each student as students wo

295、rk individually or in groups on a project or assignment.Let students lead the conversation!All this sets up students to work more independently,self-regulate(monitor progress,reflect,identify their own actions to improve,etc.).Help students take-in feedback and respond to feedback by modeling a grow

296、th mindsetMany students take feedback personally and are even afraid of feedback(some adults are,too!).Discuss the importance of growth mindset and ways of thinking that embrace a growth mindset.Share your areas of weakness,goals,what actions youre taking to improve to model growth mindset and ways

297、of responding to feedback and setbacks.This will help students think differently about feedback and it will help you build trusting relationships with students,which will go a long way in helping them to take in and respond to feedback.Tools,resources,and support for teachersOnline toolsOpportunity

298、Education offers online tools to help teachers support active,skills-forward learning with effective feedback.Teachers can provide two types of feedback,fast feedback and assignment feedback:Fast feedback.Teachers quickly provide feedback for every student in the class on one criterion or skill,such

299、 as engagement during class every day.Assignment feedback.Teachers provide multi-dimensional feedback to individual students based on completed assignments,including work products,presentations,class activities,and more.The tools support both formative and summative assessments.Specific capabilities

300、 supported with the tools help teachers and students generate and use feedback effectively in a variety of ways.These include:Formative assessmentAssessment for learning and assessment as learning,both formative assessments,are central to learning and developing skills and capabilities in any contex

301、t.They can be used weekly,or even daily,to gauge where students are and help them,and teachers,take relevant and appropriate actions.Formative assessment can generate effective feedback when applying these five strategies16,17:Clarifying and sharing intentions,learning goals,and success criteria.Des

302、igning effective classroom activities and tasks that generate evidence of student capabilities and understandings.Providing feedback that students use to shape their thinking and actions as they move forward-hence the name“formative feedback”.Enabling students to support one another.Activating stude

303、nts as owners of their own learning.Formative assessments might involve creating sketches,mind maps,or summaries,drafting and revising essays,group discussions and activities,collaborative projects with feedback on milestones along the way,problem-sets,quizzes,homework assignments,exit tickets,refle

304、ctions,or self-evaluations-all of which help students to learn and make student thinking and learning more visible to teachers.Assessment of learning is often referred to as summative assessment.Assessment for learning and assessment as learning are both types of formative assessment.These assessmen

305、t practices generate evidence of learning and make student thinking visible to teachers,but the ways in which they do that and the type of feedback that emerges is very different.The following table captures the distinction between assessment of/for/as learning.Resources and support for teachersOppo

306、rtunity Education is also developing many opportunities for teachers to discover new strategies,practice and further develop skills,and establish effective feedback routines in their classroom.These include:Free lesson planning resources,such as feedback templatesFree professional learning resources

307、,such as Grab and Go Professional Learning sessions focused on effective feedback as a strategy to engage studentsA self-paced course with activities and resourcesA cohort-based course that includes support and feedback from OE professional learning specialists and the option to earn graduate-level

308、credit that can count towards continuing education requirements.Take it one step at a timeWhile it might seem like the stars need to all align in order to make feedback effective,that is not the case.Just remember:nothing is ever perfect(including the feedback and support we give to others)and all w

309、e can do is take steps to move forward and improve,just like our students.So pick a new strategy or tool to try and take it one step at a time.Reach out to the Opportunity Education team if youd like to learn more about generating and using effective feedback and the resources and tools we provide t

310、eachers to make this possible.Contact us at teachersopportunityeducation.org SummaryAs teachers,we all know that students learn more when theyre actively engaged in their learning.While there are many different ways to make learning more active,one strategy we are focused on is establishing effectiv

311、e feedback loops between students and teachers.Effective feedback helps students identify goals,evaluate and synthesize ideas,discuss their work constructively with others,and take actions to improve.Weve found that teachers who employ these strategies have more engaged and lively classrooms.And,as

312、a result,students develop self-regulation and critical thinking skills and practice a growth mindset.We have put together the following white paper on effective feedback loops.This paper summarizes the latest research,identifies best practices and provides tools and resources to help teachers engage

313、 their students with effective feedback strategies.These strategies are highly effective,and with resources and support from Opportunity Education they can be easy to implement.Moving Forward with Efective Feedback|1Why active learning?We all learn when we are completely absorbed in what we are doin

314、g.Everyone experiences this,whether it is swimming laps in the pool,running,playing video games,cooking,or through some other fulfilling experience.This is often called being “in the zone”or in a state of“flow”.1 The same is true of students in school.Students learn more when they are actively engag

315、ed in their learning and when they“learn by doing”.2,3,4,5 Decades of research on active learning has produced a long list of positive outcomes.These benefits include:Increased motivation,interest,and creativity6 Increased resilience due to stronger peer relationships7 Improved student attitude and

316、self-esteem Improved performance and retention,particularly for students fromunderrepresented groups8 Increased level of perceived control in their learning.Higher education reflects this reality as well.A meta-analysis of 225 studies conducted by Freeman and colleagues(2014)found that college stude

317、nts in traditional lecture courses were 1.5 times more likely to fail than those who participated in courses that employed active learning strategies.They also found such strategies increased student performance on assessments by about half a standard deviation.The results were consistent across sub

318、ject areas.These compelling findings suggest that providing support to educators to effectively incorporate active learning strategies should be a priority.Many teachers would like to move away from direct instruction to incorporate more active learning,but they need support and guidance for this wa

319、y of teaching to be effective and sustainable.Efective feedback requires active learningOne way to foster student engagement through active learning is by establishing effective feedback loops between students and teachers.Effective feedback requires both teachers and students to actively participat

320、e in the feedback process,not just as receivers of feedback and information,but as contributors who work together and each own aspects of the process.The outcomes of this work together is feedback that helps both the student and the teacher move forward-by taking actions to improve skills and practi

321、ces,work products,instruction,or lesson plans.9Feedback is much more than the information teachers give students about their work,skills,knowledge,and learning.Feedback and assessment go hand-in-handWhen implemented effectively,feedback can increase student performance.10,11 For low-performing stude

322、nts,feedback can increase achievement as well as students motivation to learn.12,13 But,there would be no feedback without first evaluating evidence of student learning and assessing it against goals or standards.Because of this,it is useful to look at the various types of assessment and the feedbac

323、k each generates.Assessment of/for/as learningThere are three categories of assessment framed around the purposes of assessment.These include14:1.Assessment of learning 2.Assessment for learning,and3.Assessment as learningSummative assessmentMost teachers,especially those teaching in public schools,

324、have state or county-mandated assessments of learning in the form of tests.Those assessments are unavoidable and they do serve a valuable purpose,primarily ranking and reporting.There is also value in completing summative assessments when students have wrapped up a project or unit.However,these asse

325、ssments are not the only way,or even the most effective way,to help students learn and improve.Feedback based on summative assessments comes at the end-when students are done learning about a concept or skill and are asked to demonstrate what they know and can do.Feedback might come in the form of p

326、oints,a grade,or comments on a completed work product.The feedback often comes too late in the process to help students or teachers take actions to improve.Data and the evidence of learning that is generated from assessments for and as learning are used to1.Identify students current understandings a

327、nd capabilities and what they still need to work on to meet learning goals.2.Identify students that are in the most need of a teachers support.3.Identify feedback and actions to help students develop critical work processes and skills(e.g.engaging,making an effort,planning well,etc.),as well as revi

328、se and improve the products they create.4.Refine upcoming lesson plans and activities.5.Reflect on student progress and growth.In contrast to summative feedback,formative feedback is generated as students are learning and working,not after the fact.And most importantly,feedback can be used to immedi

329、ately take actions to increase student engagement and improve student learning.How to make feedback efectiveWhen feedback is used by both teachers and students to move forward in better ways,it can increase student engagement and achievement.18,19 However,some feedback is more effective than other f

330、eedback.Cultivating skills and developing knowledge requires effective feedback on two areas:1.the task at hand,and 2.the strategies and processes used to accomplish tasks.20,21 Characteristics of effective feedbackThe characteristics of feedback provided to students influence how effective it is at

331、 helping students learn and improve.22,23,24,25 Students roles and responsibilitiesParticipating in the feedback process can empower and motivate students.Teachers need to provide effective feedback,but it is equally important for students to participate in the feedback process in meaningful ways.Fe

332、edback is a conversation;always better when it is a discussion.Student agency during the feedback process is essential for students to learn how to learn and to work in any environment or career.It positions students as owners of their learning.When students feel empowered,have autonomy to make choi

333、ces,and develop metacognitive skills,they are motivated and capable of initiating actions toward their goals.27 It is through these experiences that students learn how to learn.28 And isnt that exactly what we all hope students get out of their high school experience?The feedback cycle helps students to understand where they are going,where they are,and where they need to get to,and helps teachers