As well, John Marzano, in his meta-analysis of teaching strategies and their impact on learning, attributes an effect size<\/a>\u00a0of .61 to the tool of Setting Goals & Providing Feedback, which means that his meta-analysis shows that receiving feedback contributes to a 23% gain for those students in the 50th percentile, compared to those students who are not provided with feedback at all (Marzano 2001).<\/p>\n Feedback comes in many forms, and David and Adam decided to inquire about two modes of delivery: Digital-Typewritten and Digital-Verbal.<\/p>\n The following two research questions were developed:<\/p>\n In a grade 11 geography class of 11 students, David and his students progressed through these phases:<\/p>\n The trajectory\u00a0begins with a preliminary survey<\/a> to gather baseline information on students\u2019 prior experience receiving feedback.<\/p>\n Students receive an essay assignment at the outset of the course. Over the course of the year, students will complete four essays, two during the first term and one each the subsequent two academic terms. The first paper is formative in nature (assessment for learning) and graded according to a rubric <\/a>which includes criteria across levels in\u00a0all four of the achievement categories.<\/p>\n In addition to the above Essay Rubric and Feedback Tutorials, this survey<\/a> was developed to solicit insights from students\u00a0regarding their perceptions of the impact\u00a0of the feedback on their essays and about their learning preferences for\u00a0the two modes of the feedback delivery.<\/p>\n As the term advances\u00a0and students\u00a0progress through the project, there will be opportunities to reflect on what is\u00a0learned about these instances of feedback. Information from the students will inform these conclusions and an interview can posted here between David and Adam.<\/p>\n Here is a recording of our thoughts on the process to date.<\/p>\n If you would like to experience\u00a0receiving feedback in a digital-verbal format using Kaizena, David and Adam\u00a0would be happy to support you. Simply leave a note\u00a0in the comments,\u00a0below, with a link to a Google Doc that you create. Respond with\u00a0the following prompts in that document, and they\u00a0will request to share it and connect with you.<\/p>\n\n
Trajectory<\/h3>\n
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In addition, students receive specific descriptive feedback in one of two digital formats; verbal or typewritten. The typewritten feedback is attached using the commenting\/review feature of a word processor. The verbal feedback is recorded online using a digital tool called Kaizena<\/a>, which enables teachers to provide students with asynchronous, verbal feedback that is embedded within context of the student\u2019s digital submission. For typewritten feedback, files and links may be shared or passed back and forth. For verbal feedback, it is important for teachers and students to each add both the Kaizena Mini Add-on<\/a> for Google Docs and the Kaizena Plug-In<\/a> for Chrome.<\/p>\nResources for Feedback and Reflection<\/h3>\n
Global Education Community Offering<\/h3>\n
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