Toad-ally Exceptional Learners: Understanding the Importance of Student Feedback and Checking for Understanding

A couple of years ago - I remember debriefing with an evaluator after a formal evaluation and I was asked, "How do you know if your student's got it or if they they don't or if they need more practice?" Seems like an easy question to answer but I really didn't have an answer.

My lesson was structured for student's to give me a ticket out but the formative assessment was four days out. That data was tied to my pay for performance. (yeah that's a different conversation--but that's where my state and district are)

Was I willing to let this ride? Was I willing to let someone fail because I waited to long to reteach or not provide enough practice.

The short answer--HELL NO

Since then, I've figured out how to be an effective National Board teacher that moves students. The why is where I started because in the realm of education, effective teaching is not just about delivering content but also about ensuring that students comprehend and engage with that content.

Two essential components of this process are giving timely and constructive feedback to students and consistently checking for their understanding. These practices not only enhance learning outcomes but also empower students to become more self-regulated learners.

The Role of Student Feedback

Student feedback refers to specific information provided to students regarding their performance or understanding of a task. It serves multiple purposes in the learning process

Clarifying Expectations: Feedback helps students understand what is expected of them in terms of learning objectives, standards, and criteria for success (Hattie & Timperley, 2007). Clear expectations enable students to focus their efforts and align their learning strategies accordingly.
Informing Next Steps: Effective feedback guides students on how to improve their performance. It highlights strengths and areas for growth, providing actionable steps for further learning (Wiliam, 2011). This process is crucial for promoting continuous improvement and mastery of content.
Motivating Learners: Well-structured feedback can motivate students by recognizing their efforts and achievements. Positive reinforcement and encouragement foster a growth mindset and increase student engagement (Hattie & Timperley, 2007).
Fostering Self-Regulation: When students receive feedback that is specific and actionable, they learn to monitor and regulate their own learning processes (Nicol & Macfarlane-Dick, 2006). This self-regulation is a critical skill that promotes lifelong learning and academic independence.

Research Insights from Robert J. Marzano

Robert J. Marzano's work emphasizes the significance of feedback in improving student achievement. According to Marzano (2012), feedback should be timely, specific, and focused on the task rather than the student. His research underscores the importance of feedback that provides clear guidance on how students can close the gap between their current understanding and the desired learning goals.

Marzano also highlights the power of formative assessment, which includes ongoing checks for understanding throughout the learning process. These assessments provide valuable feedback that informs instructional decisions and helps teachers adjust their teaching strategies to meet students' needs effectively.

The Concept of Checking for Understanding

Checking for understanding involves strategies and techniques that teachers use to assess whether students comprehend the content being taught. It serves several critical purposes in the instructional process:

Real-Time Feedback: By checking for understanding during lessons, teachers can immediately identify areas where students are struggling or misunderstanding concepts. This allows for timely interventions and adjustments to teaching strategies (Fisher & Frey, 2007).
Adjusting Instruction: Effective checking for understanding informs instructional decisions. Teachers can tailor their explanations, examples, and activities based on students' responses to ensure clarity and promote deeper understanding (Black & Wiliam, 1998).
Promoting Active Engagement: Engaging students in the process of checking for understanding encourages active participation and cognitive engagement. It shifts the focus from passive listening to active processing and application of knowledge (Heritage, 2008).
Monitoring Progress: Regular checks for understanding provide teachers with ongoing data about students' learning progress. This continuous assessment helps track student growth over time and identifies areas where additional support may be needed (Chappuis, 2012).

Insights from John Hattie's Research

John Hattie's meta-analyses have identified feedback and formative assessment as high-impact teaching practices that significantly enhance student learning outcomes (Hattie, 2009). His research emphasizes several key findings:

Effect Size: Feedback has a substantial effect size on student achievement, indicating its potent impact on learning progress (Hattie, 2009).
Quality Matters: The quality of feedback matters more than the quantity. Specific, actionable feedback that addresses learning goals and criteria for success is most effective (Hattie & Timperley, 2007).
Timing: Timely feedback that is provided during the learning process is more beneficial than delayed feedback after assessments (Hattie & Timperley, 2007).

Hattie's research underscores the importance of teachers engaging in deliberate efforts to provide meaningful feedback and actively check for understanding to maximize student learning gains.

Current Research Insights

Recent studies continue to support the foundational principles advocated by Marzano and Hattie regarding feedback and checking for understanding:

Technology Integration: Digital tools and platforms offer new opportunities for providing immediate feedback and assessing student understanding in real time (Gikandi, Morrow, & Davis, 2011).
Cultural Responsiveness: Effective feedback takes into account cultural backgrounds and diverse learning needs, enhancing its relevance and impact on student motivation and engagement (Gay, 2010).
Peer Feedback: Incorporating peer feedback processes into instructional practices can complement teacher-provided feedback, promoting collaborative learning and multiple perspectives (Topping, 2009).

These studies highlight the evolving nature of feedback and checking for understanding in contemporary educational contexts, emphasizing their adaptability and importance in diverse learning environments.

Practical Strategies for Implementation

To effectively integrate feedback and checking for understanding into teaching practice, educators can adopt several evidence-based strategies:

Use Formative Assessments: Incorporate regular formative assessments, such as quizzes, exit tickets, and class discussions, to check for understanding during lessons.
Provide Specific Feedback: Ensure that feedback is specific, constructive, and directly related to learning objectives and criteria for success. Use rubrics and models to guide students towards improvement.
Encourage Self-Assessment: Promote self-assessment and reflection among students by encouraging them to evaluate their own understanding and performance against learning goals.
Utilize Technology: Explore digital tools and platforms that facilitate immediate feedback and interactive assessments, allowing for personalized learning experiences.
Differentiate Instruction: Tailor feedback and instructional strategies to meet the individual needs of students, providing additional support or challenges as needed.
Promote Peer Feedback: Incorporate peer feedback activities that encourage students to provide constructive comments and suggestions to their peers, fostering collaborative learning and communication skills.
Monitor Progress Continuously: Regularly monitor and analyze student progress data from assessments and feedback to inform instructional decisions and interventions.

So, What does this look like in my Resource Room?

At the end of my lesson (it doesn't matter if it was direct instruction or practice), I ask my group tell me where you are in your understanding of today's work. Student's always know what each number looks like. They know it's okay to be a one or three. We have had tons of conversations about honesty and what each number looks like depending on the lesson. Student's then put their clip in the corresponding space on the wall hanging.

Depending on the lesson focus such as decoding, or encoding, or comprehension, or fluency or math skill what each number looks like is very different.

So in a decoding lesson, if the focus is breaking apart to read syllables:

I need help
I sort of get it but need more practice.
I got this and can help others.
Bring on the really big words.

Most of last year, my student's didn't have access to Level 4. Which is total fine. The point is student feedback and skill mastery. The bonus is student feel heard and have a voice in what's going on. And the side to that is trust. They learned over time if they told me they needed help or practice--they started to ask for it while the direct instruction was happening. If you know anything about student's with learning disabilities they hate to look different than their peers.

I shared that what the numbers stand for change depending on what the lesson focus is so here's a different example with reading fluency.

I need help.
I needed to tap all the words or most of them even after practicing.
I read this fluently.

The thing with reading fluency is building it at the skill level where students are at and 100% controlled decodable text for the student.

You can grab my Checking for Understanding in my Teachers pay Teachers store.

Student feedback and checking for understanding are integral components of effective teaching practice, supported by research from Robert J. Marzano, John Hattie, and current studies in education. Feedback enhances learning outcomes by clarifying expectations, guiding improvement, motivating learners, and fostering self-regulation. Checking for understanding ensures that teachers can assess student comprehension in real time, adjust instruction accordingly, and promote active engagement and progress monitoring.

We play a crucial role in implementing these practices systematically and thoughtfully, using evidence-based strategies to maximize their impact on student learning. By prioritizing meaningful feedback and ongoing assessment of understanding, teachers can create supportive learning environments where all students can thrive academically and develop into self-directed learners.

References

Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.
Chappuis, J. (2012). Seven strategies of assessment for learning (2nd ed.). Pearson Education.
Fisher, D., & Frey, N. (2007). Checking for understanding: Formative assessment techniques for your classroom. ASCD.
Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). Teachers College Press.
Gikandi, J. W., Morrow, D., & Davis, N. E. (2011). Online formative assessment in higher education: A review of the literature. Computers & Education, 57(4), 2333-2351.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
Heritage, M. (2008). Formative assessment: What do teachers need to know and do? Phi Delta Kappan, 89(2), 140-145.
Marzano, R. J. (2012). The art and science of teaching: A comprehensive framework for effective instruction. ASCD.
Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
Topping, K. (2009). Peer assessment. Theory Into Practice, 48(1), 20-27.
Wiliam, D. (2011). Embedded formative assessment. Solution Tree Press.