Creating a culture of feedback means creating an environment in which giving, receiving, and acting upon feedback is continual. Learners and teacher are all a part of the process in which all parties reflect upon work (both their own and others') and give critical feedback. Students and teacher also receive and act upon feedback as a matter of course. Feedback provided is immediate, specific, and continuous, and is acted upon in a constructive manner.
To earn this 0.5 credit microcredential you will submit two different types of evidence from the list below to demonstrate your proficiency in developing a culture feedback with your learners. You will also complete a short written or video reflective analysis. Click Earn This Microcredential to learn more!
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This microcredential represents an educator's ability to go beyond just telling a student he/she did a good job. It is not even simply giving good feedback on assignments. This goes deeper to a culture dependent on feedback built on an atmosphere of safety and trust.
The teacher is responsible for creating and maintaining this culture. This is about the culture and environment of the classroom. It involves creating an environment in which students and teacher are comfortable giving, receiving, and acting on feedback. It should be a part of everything the students and teachers do. In a classroom with a culture of feedback, one should see students asking for feedback, receiving constructive feedback from either peers or teacher, and acting on it in such a way that their performance is improved. This should be a constant in the classroom.
Culture: Persistent, long-term attitudes and behavior characteristic of a social group, in this case the members of a class, school, or other learning environment.
Feedback: Constructive information about a person's performance on a specific task used as a basis for improvement.
Learning Intentions: This is a statement, created by the educator, that describes clearly what the educator wants the learners to know, understand, and be able to do as a result of learning and teaching activities. Clear learning intentions should help learners focus not just on the task or activity taking place but on what they are learning.
Success Criteria: These are linked to learning intentions. They are developed by the educator and/or the learner and describe what success looks like. They help the educator and learner to make judgments about the quality of learning.
Miss Lawrence has been working on her feedback skills, regularly practicing immediate, specific feedback with her students. She just finished reviewing a set of papers for her students, and she gave specific feedback the students could use to improve. She told students they could redo the assignment to improve. However, most of the students neglected to read the feedback, and very few made any attempt to change their work. Frustrated, Miss Lawrence realized she needed to make some changes, so students would see the value in receiving constructive feedback and acting on it. She does this by:
• Creating a culture where it is okay to make mistakes
• Systematically teaching procedures for students to share feedback with the teacher, other students and to self-reflect
Video: Record and submit a 5/10-minute video demonstrating the culture of feedback you have developed in your class, school, or other learning environment. This should include at least two types of feedback (teacher-to-student, student-to-student, student-to-teacher, student-to-self) during the video.
Student Work: Submit 3-5 samples of learner work on which feedback was received and acted upon. Show both before the feedback was received and after, so it is clear they acted on the feedback they were given. The feedback may be from an educator or another student.
Unit Plan: Submit an outline of a unit plan with specific details showing a systematic approach of specific, immediate, and continual feedback within the unit. This unit plan should demonstrate your effective and consistent approach to supporting a culture of feedback with your learners.
Student Performance Data: Submit data showing how learners’ performance improved as a result of the culture of feedback in your classroom, school, or other learning environment. Data should include pre and post scores for three different assignments. Include a written description of the data and explanation of how learner growth was linked to your culture of feedback.
Survey Results: Create and administer a survey to learners or parents about their feelings and/or thoughts on the culture of feedback in your classroom, school, or other learning environment. Results should indicate a highly-effective culture of feedback among your learners. Be sure to submit the survey items (questions) along with the data.
Testimonial: Submit three testimonials from learners, parents, colleagues, or your administrator that demonstrate how the culture of feedback you have developed has helped them individually, or how they saw improvement in a learner or group of learners.
Observation Results: Submit 2 observations from a colleague and/or administrator demonstrating the culture of feedback you have developed in your practice. The results may be submitted as a written anecdotal record.
Candidate's Choice: Submit another type of evidence that does not appear elsewhere on this list. The evidence should demonstrate a well-developed culture of feedback you have developed with your learners.
Candidates are required to make 2 evidence submission(s).
Creating a Culture of Feedback: Evidence Criterion 1: The educator clearly demonstrates a culture of feedback in the classroom.
Criterion 2: The educator has a clear process for developing the culture of feedback.
Describe how you have created and maintain a culture of feedback among your learners.
Explain how the culture of feedback you create has improved student learning.
Reflect on the culture of feedback you have created with your learners. What areas of this culture can be made even stronger? Describe the steps you will take and resources you will need.
Creating a Culture of Feedback: Reflection Criterion 1: The educator reflects on the process of creating a culture of feedback.
Criterion 2: The educator communicates how the culture of feedback has improved student learning.
Criterion 3: The educator demonstrates a commitment to professional growth and improvement.
Creating a Culture of Feedback Find it on Amazon.com Ferriter, William M., and Paul J. Cancellieri. Creating a Culture of Feedback: Solutions for Creating the Learning Spaces Students Deserve. Solution Tree, 2017.
Short book that explains why teachers should focus on giving good feedback rather than on grades. It also discusses how to create a culture of feedback.
Creating a Positive Feedback Culture http://www.ascd.org/ascd-express/vol13/1309-zdonek.aspx Creating a Positive Feedback Culture by Pauline Zdonek
This ASCD article briefly discusses ways to create a culture of feedback in the classroom: model feedback, separate evaluation from feedback, and reward improvement.
Developing a Feedback Culture in Your Classroom (43:16) https://www.youtube.com/watch?v=v6h7hrCdjSY This 45-minute video of a webinar related to John Hattie's Visible Learning talks about the research behind the importance of feedback in the classroom. It also gives suggestions for ways to create a culture of feedback in the classroom.
Peer Critique: Creating a Culture of Revision (4:32) https://www.youtube.com/watch?v=M8FKJPpvreY This brief video shows a school in which students constantly work to critique one another's work. It shows examples from elementary and secondary classrooms.