Setting+Objectives+&+Providing+Feedback

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Setting Objectives and Providing Feedback Think about an experience that exemplifies working toward clear objectives and being provided with regular, valuable feedback. Keep that experience in mind as you learn about the research-based strategy, //Setting Objectives and Providing Feedback//.

Strategy Overview Marzano defines goal setting as establishing a direction for learning (Marzano, p. 94). He compares this factor to what other researchers have referred to as “high expectations” and “pressure to achieve”. A critical aspect is that academic goals need to be challenging for //all// students. He has suggested three generalizations from the research on goal setting: Setting objectives can have a positive effect on learning targeted knowledge. A goal helps focus students’ attention.
 * 1) Instructional goals narrow what students focus on.



An interesting caveat is that setting objectives can have a negative effect on learning knowledge that was not targeted. For example, if the goal is for students to understand how a cell functions, the students’ understanding of information incidental to the concept, but still covered in class, might be less than if a specific goal were not set. Marzano suggests that setting a goal focuses students’ attention to such a degree that they ignore information not specifically related to the goal.

2. Instructional goals should not be too specific. Instructional goals stated in behavioral objective format do not produce effect sizes as high as instructional goals stated in more general format. Marzano suggests that behavioral objectives may simply be too specific to accommodate the individual and constructivist nature of the learning process.

3. Students should be encouraged to personalize the teacher’s goals.

Goals should be clear and specific, but also flexible enough for students to personalize the goals. Once the teacher has established classroom learning goals, students can adapt them to their personal needs. This relates to the second generalization on how specific goals should be. If goals are stated in highly specific language, they are not amenable to being adapted by students.

Marzano defines feedback as tracking the extent to which goals are met (Marzano, p. 99-101). How do we know if goals are met if effective feedback is not in place? As is the case with goal setting, a strong and broad research base supports the effect of feedback.

** “The most powerful single **
 * modification that enhances achievement is feedback.” **

From Hattie’s study (as cited in Marzano, 2001)

Marzano has suggested three generalizations from the research on feedback: 1. Criterion-Referenced Feedback Feedback needs to be specific to knowledge and skill rather than being a percentage correct score. Rubrics are often used as a tool for criterion-referenced feedback.

2. Feedback for Specific Types of Knowledge and Skill When feedback is matched to goals for knowledge and skill, the better the achievement will be. 3. Student-Led Feedback Student-led feedback provides opportunity for students to reflect on their personal goals.

In the McREL meta-analysis, the average effect size for this strategy (ALL) was 0.61 and the standard deviation was .28. There were 408 studies used to compute the effect size for this strategy. An effect size of 0.61represents a percentile gain of 23 points.
 * Research Supporting the Strategy **

In the analysis of 111 studies on behavioral objectives, Frazer and others (1987) found the average effect size to be 0.12, which translates into a gain of only 5 percentile points.
 * Goal Setting Research **

Some of the studies demonstrated the positive effects of students setting goals in a “contractual” context. Students not only identify with the goals they will try to attain (within the framework of the larger goals established by the teacher), but they also contract for the grade they will receive if they meet those goals (Kahle & Kelly, 1994; Miller and Kelly, 1994; Vollmer, 1995).

Other studies have demonstrated the positive effects of having students set “subgoals” (Bandura & Shunk, 1981; Morgan, 1985). Academic achievement in classes where effective feedback is provided to students is considerably higher than the achievement in classes where it is not. To impact achievement, feedback must have specific characteristics.
 * Feedback Research **

1. Feedback should be “corrective” in nature. Feedback that tells students they are right or wrong has a negative effect on achievement. Feedback that tells students the correct answer has a moderate effect on achievement. The most effective feedback is explaining what is accurate and what is inaccurate. Asking students to keep working on a task until they succeed appears to enhance achievement.  2. Feedback should be timely. Feedback that is given immediately after a response is the best. The more delay, the less impact on achievement.

3. Feedback should be specific to a criterion. Referencing a specific skill or knowledge connects to the clear setting of goals. Tests that are not specifically designed to assess a particular school’s curriculum frequently underestimate the true learning of students (Bangert-Drowns, et al.,1991).

4. Students can effectively provide some of their own feedback. The use of student feedback in the form of self-evaluation has been strongly advocated by researcher Grant Wiggins (1993).

specific to the content established by the teacher. **
 * Judy’s Goals for the Unit[[image:pencils.jpg width="275" height="420" align="right"]] **
 * P.362-364 Crusaders For Women’s Rights **
 * I think I will learn: **
 * 1. about temperance workers **
 * 2. what rights women wanted **
 * 3. what Susan Anthony did **
 * An example of a student’s clear goals,

" The student will be able to name the five emperors of the Julio-Claudian family of emperors ."
 * An example of a narrowly written behavioral objective, leaving little leeway to accommodate the constructivist nature of the learning process. **

** Application for the School and Classroom **

**Quotes from the “Black Box” theory of Paul Black and Dylan William:**

“Feedback to any pupil should be about the particular qualities of his or her work (with advice on what he or she can do to improve) and should avoid comparisons with other pupils.”

“When anyone is trying to learn, feedback about the effort has three elements: recognition of the desired goal, evidence about present position, and some understanding of a way to close the gap between the two.”

“Feedback should emerge from the learning done in the classroom and so be wholly intelligible to students.”

Giving good feedback is one of the skills teachers need to master as part of good formative assessment.” (Brookhart, 2008)

(Brookhart, 2008)
 * || In These Ways… || Recommendations for Good Feedback ||
 * Timing || When given, How often || Provide immediate feedback for knowledge of facts (right/wrong). Delay feedback slightly for more comprehensive revies of student thinking and processing. Never delay feedback beyond when it would make a difference to students. Provide feedback as often as is practical, for all major assignments. ||
 * <span style="display: block; font-family: Verdana; mso-bidi-language: X-NONE; msobidilanguage: X-NONE; text-align: center;">Amount || <span style="display: block; font-family: Verdana; mso-bidi-language: X-NONE; msobidilanguage: X-NONE; text-align: center;">How many points made, How much about each point || <span style="display: block; font-family: Verdana; mso-bidi-language: X-NONE; msobidilanguage: X-NONE; text-align: center;">Prioritize - pick the most important points. Choose points that relate to major learning goals. Consider the student's developmental level. ||
 * <span style="display: block; font-family: Verdana; mso-bidi-language: X-NONE; msobidilanguage: X-NONE; text-align: center;">Mode || <span style="display: block; font-family: Verdana; mso-bidi-language: X-NONE; msobidilanguage: X-NONE; text-align: center;">Oral, Written, Visual/demonstration || <span style="display: block; font-family: Verdana; mso-bidi-language: X-NONE; msobidilanguage: X-NONE; text-align: center;">Select the best mode for the message. Would a comment in passing the student's desk suffice? Is a conference needed? Interactive feedback (talking with the student) is best when possible. Give written feedback on written work or on assignment cover sheets. Use demonstration if "how to do something" is an issue or if the student needs an example. ||
 * <span style="display: block; font-family: Verdana; mso-bidi-language: X-NONE; msobidilanguage: X-NONE; text-align: center;">Audience || <span style="display: block; font-family: Verdana; mso-bidi-language: X-NONE; msobidilanguage: X-NONE; text-align: center;">Individual, Group/class || <span style="display: block; font-family: Verdana; mso-bidi-language: X-NONE; msobidilanguage: X-NONE; text-align: center;">Individual feedback says, "The teacher values my learning." Group/class feedback works if most of the class missed the same concept on an assignment, which presents an opportunity for reteaching. ||

Marzano (//What Works in Schools: Translating Research into Action//, 2003) recommends three action steps to implement challenging goals and effective feedback:

Action Step 1 Implement an assessment system that provides timely feedback on specific knowledge and skills for specific students.

Action Step 2 Establish specific, challenging achievement goals for the school as a whole.

Action Step 3 Establish specific goals for individual students.

Think back to your experience that exemplified working toward clear objectives and being provided with regular, valuable feedback. How many more connections were you able to make to the factors suggested from the research?

<span style="background-color: #f9e1f9; color: #008000; display: block; font-family: Verdana,Geneva,sans-serif; font-size: 110%; text-align: left;">**Works Cited**

Black, P. and William, D (1998). Inside the Black Box: Raising Standards Through Classroom Assessment. NISL.

Brookhart, S. M. (2008). //How to give effective feedback to your students//. Virginia: ASCD.

<span style="background: #f9e1f9; color: green; font-family: Verdana; mso-bidi-font-family: Arial; mso-bidi-font-weight: bold;">Marznao, R. (2003). What Works in Schools: Translating Research into Action. Alexandria, VA: Association for Supervision & Curriculum Development.

Marzano, R., Pickering, D. & Pollock, J. (2001). // Classroom instruction that works //. Alexandria, VA: Association for Supervision & Curriculum Development.