Feedback For Learning

Teachers may be surrounded by feedback and involved in it every day, but the notion is poorly analysed and poorly used. Feedback for Learning provides an important collection of contributions to the highly topical theme of feedback to support learning. The book spans three major areas which affect all teachers: *young people's learning *teachers' learning *organisational learning. The authors critically examine the assumption that feedback necessarily has positive learning outcomes and describe models and practices which are more likely to result in effective learning at the individual, group and organisational level.

Feedback is arguably the most critical and powerful aspect of teaching and learning. Yet, there remains a paradox: why is feedback so powerful and why is it so variable? It is this paradox which Visible Learning: Feedback aims to unravel and resolve. Combining research excellence, theory and vast teaching expertise, this book covers the principles and practicalities of feedback, including: the variability of feedback, the importance of surface, deep and transfer contexts, student to teacher feedback, peer to peer feedback, the power of within lesson feedback and manageable post-lesson feedback. With numerous case-studies, examples and engaging anecdotes woven throughout, the authors also shed light on what creates an effective feedback culture and provide the teaching and learning structures which give the best possible framework for feedback. Visible Learning: Feedback brings together two internationally known educators and merges Hattie’s world-famous research expertise with Clarke’s vast experience of classroom practice and application, making this book an essential resource for teachers in any setting, phase or country.

This book asks how we might conceptualise, design for and evaluate the impact of feedback in higher education. Ultimately, the purpose of feedback is to improve what students can do: therefore, effective feedback must have impact. Students need to be actively engaged in seeking, sense-making and acting upon any information provided to them in order to develop and improve. Feedback can thus be understood as not just the giving of information, but as a complex process integral to teaching and learning in which both teachers and students have an important role to play. The editors challenge us to ask two fundamental questions: when does feedback make a difference, and how can we recognise that impact? This volume draws together leading international researchers across diverse disciplines, offering promising directions for both research and practice.

Despite feedback‘s demonstratively positive effects on student performance, research on the specific components of successful feedback practice is in short supply. In Using Feedback to Improve Learning, Ruiz-Primo and Brookhart offer critical characteristics of feedback strategies to affirm classroom feedback’s positive effect on student learning. The book provides pre- and in-service teachers as well as educational researchers with empirically supported techniques for using feedback as a part of formative assessment in the classroom.

"Educators will find a wealth of classroom examples and success stories that bring this proven practice to life. In addition to boosting achievement, Feedback helps students develop a lifelong learning skill that they will use in everything they do." -- Back Cover.

Packed with practical teaching strategies, Making Every Lesson Count bridges the gap between research findings and classroom practice. Shaun Allison and Andy Tharby examine the evidence behind what makes great teaching and explore how to implement this in the classroom to make a difference to learning. They distil teaching and learning down into six core principles challenge, explanation, modelling, practice, feedback and questioning and show how these can inspire an ethos of excellence and growth, not only in individual classrooms but across a whole school too. Combining robust evidence from a range of fields with the practical wisdom of experienced, effective classroom teachers, the book is a complete toolkit of strategies that teachers can use every lesson to make that lesson count. There are no gimmicky ideas here just high impact, focused teaching that results in great learning, every lesson, every day. To demonstrate how attainable this is, the book contains a number of case studies from a number of professionals who are successfully embedding a culture of excellence and growth in their schools. Making Every Lesson Count offers an evidence-informed alternative to restrictive Ofsted-driven definitions of great teaching, empowering teachers to deliver great lessons and celebrate high-quality practice. Suitable for all teachers including trainee teachers, NQTs, and experienced teachers who want quick and easy ways to enhance their practice and make every lesson count. Educational Book Award winner 2016 Judges' comments: A highly practical and interesting resource with loads of information and uses to support and inspire teachers of all levels of experience. An essential staffroom book.

The untold story of the root cause of America's education crisis--and the seemingly endless cycle of multigenerational poverty. It was only after years within the education reform movement that Natalie Wexler stumbled across a hidden explanation for our country's frustrating lack of progress when it comes to providing every child with a quality education. The problem wasn't one of the usual scapegoats: lazy teachers, shoddy facilities, lack of accountability. It was something no one was talking about: the elementary school curriculum's intense focus on decontextualized reading comprehension "skills" at the expense of actual knowledge. In the tradition of Dale Russakoff's The Prize and Dana Goldstein's The Teacher Wars, Wexler brings together history, research, and compelling characters to pull back the curtain on this fundamental flaw in our education system--one that fellow reformers, journalists, and policymakers have long overlooked, and of which the general public, including many parents, remains unaware. But The Knowledge Gap isn't just a story of what schools have gotten so wrong--it also follows innovative educators who are in the process of shedding their deeply ingrained habits, and describes the rewards that have come along: students who are not only excited to learn but are also acquiring the knowledge and vocabulary that will enable them to succeed. If we truly want to fix our education system and unlock the potential of our neediest children, we have no choice but to pay attention.

Teachers spend much of their time on assessment, yet many higher education teachers have received minimal guidance on assessment design and marking. This means assessment can often be a source of stress and frustration. Assessment and Feedback in Higher Education aims to solve these problems. Offering a concise overview of assessment theory and practice, this guide provides teachers with the help they need.