Best Practices in the Classroom: The Feedback Board (Video)

The ultimate goal of feedback is to improve performance, and the way in which students receive feedback plays a critical role in positively impacting their learning and performance. Research indicates that certain feedback strategies are more effective than others, highlighting the importance for teachers to understand and utilize research-based strategies when providing feedback to students.

Effective feedback goes beyond simply assigning a letter grade; it provides students with

constructive insights on their work and how they can improve. One effective strategy for increasing the quantity and quality of feedback in the classroom is through promoting student-student feedback,empowering students to take ownership of their learning.

Creating a classroom environment that fosters support and trust is crucial for the success of peer feedback processes. Students must feel at ease with one another, respect each other's viewpoints, feel empowered to take risks and make mistakes, and be open to challenging one another. Differing perspectives can positively impact learning outcomes by encouraging deeper exploration. Conflict can also play a constructive role in problem-solving and generating better solutions. Establishing such a culture requires meticulous planning by the teacher, as attempting to implement peer feedback without a supportive classroom environment can hinder progress. A foundation of mutual understanding within the classroom is essential for effectively implementing peer feedback strategies.

I am dedicated to enhancing the feedback process for a recent lesson that involved a

performance-based assessment where students collaborated in small learning communities. The physical space is organized with students in groups of four known as learning communities, with two bulletin boards designated as feedback boards. These boards play a pivotal role in the learning environment, where students post their completed posters for feedback. The feedback process is designed in two stages: first, I evaluate and provide specific feedback on sticky notes for each learning community after they submit their work. This formative assessment helps me identify areas for future mini-lessons. The second stage involves students evaluating each other's work using the "Two Stars and a Wish" approach, providing feedback on what they liked and suggestions for improvement. I guide and model this process to ensure students develop the necessary skills for effective feedback. Peer-to-peer feedback sessions are introduced later in the school year after ample preparation and guidance. During a session where students engaged in providing feedback to each other, initial challenges were observed. Rather than offering specific critiques, students tended to give generic compliments such as "nice job" and "excellent". In my role as a facilitator, I guided them to provide more meaningful feedback by prompting them to elaborate on their evaluations. For example, one student effectively commented, "Nice job writing your explanation! I appreciate your adherence to the posted F.C.A.'s. I recommend incorporating a topic sentence for clearer understanding." This constructive feedback not only acknowledged the use of classroom resources but also suggested ways to enhance their work. The impact of such feedback was evident in the subsequent task, where all explanations included topic sentences and higher-order thinking questions.

As individuals acquire new skills, it becomes essential for them to receive constructive feedback to gauge their progress. Feedback in educational settings not only enhances student performance by highlighting strengths rather than weaknesses, but also fosters a sense of accountability in the learning process. Incorporating feedback strategies into lesson planning can greatly benefit both educators and learners.

Brad A. Spicer