| Interest index (score from 0 to 5 according to ranking) | |||||
|---|---|---|---|---|---|
| Theoretical model | Relationship with students/colleagues | Feedback optimization | Guidance by examples | Applicability in class/office | Practical aspect |
| 106 | 122 | 135 | 144 | 151 | 227 |
Optimising feedback for growth in psychosocial skills
Nicolas Bressoud
University of Teacher Education Valais, St-Maurice
chEERS Lab, University of Fribourg, Fribourg
Philippe Gay
University of Teacher Education Vaud, Lausanne
Elena Lucciarini
University of East London, East London
University of Teacher Education Valais, St-Maurice
Optimising feedback for growth in psychosocial skills
Introduction
Context
- Challenges in developing psychosocial skills in schools (Durlak et al., 2022; Luis & Lamboy, 2015)
- Educational policies in Western Switzerland (Conférence Intercantonale de l’Instruction Publique de la Suisse Romande et du Tessin, 2024)
- Promising role of feedback in learning (Wisniewski et al., 2020)
Need for tools to give effective feedback and develop teachers’ and students’ transversal skills
Objectives
- Development of a tool to stimulate students’ transversal and academic skills
- Teachers for students with special needs’ evaluated The Feedback Ruler
The Feedback Ruler
Overview
- Evidence based tool: research on feedback and self-determination theory (Deci & Ryan, 2012).
- Created in collaboration with educators / teachers / future teachers / teacher trainers
Objective: finding what type of feedback enhances both academic skills and wellbeing
- Feedback + academic skills: Analysis of 64 articles, including 7 meta-analyses
- Feedback + well-being: Analysis of 12 studies
For further details, see Lucciarini (2020)
- A lot of literature
- A lot of different perspectives on how to define and apply feedback
Focusing on areas of agreement across different perspectives “Consensus Elements”
Presentation
Feedback in 6 steps
Based on the synthesis by Lucciarini et al. (2022)
Comparison with Key Transversal Skills
The feedback ruler is designed to enhance various transversal skills for both Students (S) and Teachers (T).
Self-awareness
- Understanding own strengths, progress, and challenges
Collaboration and communication
- Facilitating teacher-student and peer-to-peer interactions
- Promoting guided feedback for effective communication
Collaboration
Self-awareness:
- Judging the quality and relevance of one’s actions (S)
- Exploiting one’s strengths and overcome limitations (S)ses forces et surmonter ses limites (E)
Communication
Language codification:
- Choosing and adapting relevant language(s) considering intention, context, and recipients (S and T)
Learning Strategies
Task management:
- Analysing the situation (T)
- Setting an objective and means to achieve it (S)
- Anticipating the approach (T)
- Learning from mistakes (S)
- Reviewing steps taken (T)
Acquisition of work methods:
- Distinguishing between what is known and what remains to be discovered (T)
- Identifying elements of success (S and T)
- Developing autonomy (S)
Choice and relevance of method:
- Choosing the appropriate method from available options (S and T)
- Analysing completed work by reformulating steps and strategies implemented (T)
- Practicing self-evaluation (S)
Creative Thinking
Awarness of own’s emotional aspect:
- Identifying and expressing emotions (S and T), (step 6)
Reflective Approach:
Perspective taking:
- Distanceing oneself, decentering from one’s own actions (S)
- Comparing different possible or existing opinions and viewpoints (S)
Tool Evaluation
Sample
59 (out of 67) special education teachers
27-60 years old (M = 41.61, Mdn = 42.00)
Population sensitive to transversal skills
Frequent individual interactions
Exploratory Method
Online questionnaire with closed-ended questions
- I think this feedback tool can be interesting for my practice (yes / no)
- I think if I had this tool (or model) I would use it for my professional practice. (0: never, 100: often)
- I find the example phrases relevant to my practice (do you agree to… how do you plan to proceed… etc.) (0: not at all, 100: totally)
Exploratory Method
Grouping into 8 criteria via 16 items
Global Interest in the Tool
I think this feedback tool could be interesting for my practice.
I think if I had this tool (or this model) I would use it for my professional practice. (0: never, 100: often)
Practical Aspect
The “practical” side (a concrete tool to optimize my practice)
I appreciate the “practical” side (a concrete tool to optimize my practice) (0: not at all, 100: totally)
Theoretical Model
The research-based theoretical model
I appreciate the fact that there is a research-based theoretical model (0: not at all, 100: totally)
Applicability in Class/Office
The fact that this model is (or would be) embedded on an object I use in class / at the office
I appreciate the fact that this model is (or would be) embedded on an object I use in class / at the office (0: not at all, 100: totally)
Guidance through Examples
The small “example” sentences to guide the practice
I appreciate the small “example” sentences to guide the practice (0: not at all, 100: totally)
I find the small example sentences relevant to my practice (do you agree to… how do you plan to… etc.) (0: not at all, 100: totally)
Feedback Optimisation
The possibility to optimise feedback in my class / within my team (cadence, relevance, …)
I appreciate the possibility to optimise feedback in my class / at work (cadence, relevance, …) (0: not at all, 100: totally)
Relationship with Students/Colleagues
The possibility to optimise my relationship with my students / my collaborators / colleagues
I appreciate the possibility to optimise my relationship with students / colleagues (0: not at all, 100: totally)
Training
I would like training on feedback
Results and Discussion
Main Results
- 100% of teachers working with SEND students think the tool can be interesting for their practice (better than other professionals)
- Design perceived as effective in guiding use
- Theoretical grounding: least important criterion
Results and Discussion
Ranking
Results by Theme
Global Interest in the Tool
Results by Theme
Global Interest in the Tool
Results by Theme
Practical Aspect
Results by Theme
Theoretical Model
Results by Theme
Applicability in Class/Office
Results by Theme
Guidance through Examples
Results by Theme
Guidance through Examples
Results by Theme
Feedback Optimization
Results by Theme
Relationship with Students/Colleagues
Results by Theme
Training
Discussion
- Audience particularly demanding and liking practical tools
- Feeling of usefulness VS effectiveness
- Perception of the theoretical grounding
- Training
Conclusion
Summary
- The Feedback Rule is well-perceived
- Potential to work on transversal skills through the tool (guidance in relationship and communication, self-awareness)
- Particularly for the population of SEND students
Limitations
- Motivation of surveyed individuals (bias)
- Exploration on tool feasibility only (not effectiveness)
Perspectives
- Study the tool’s impact on different categories of transversal skills
- Implement and evaluate the tool on a larger scale
- The tool depends on the user (training)
Main References
SSRE Conference - Locarno - 2024
Conférence Intercantonale de l’Instruction Publique de la Suisse Romande et du Tessin. (2024). Plan d’études Romand Scolarité Obligatoire (PER). CIIP. https://www.ciip.ch/Plans-detudes-romands/Plan-detudes-romand-scolarite-obligatoire-PER/Plan-detudes-romand-PER
Deci, E. L., & Ryan, R. M. (2012). Self-Determination Theory. In P. Van Lange, A. Kruglanski, & E. Higgins, Handbook of Theories of Social Psychology: Volume 1 (p. 416‑437). SAGE Publications Ltd. https://doi.org/10.4135/9781446249215.n21
Durlak, J. A., Mahoney, J. L., & Boyle, A. E. (2022). What We Know, and What We Need to Find out about Universal, School-Based Social and Emotional Learning Programs for Children and Adolescents: A Review of Meta-Analyses and Directions for Future Research. Psychological Bulletin, 148(11-12), 765‑782. https://doi.org/10.1037/bul0000383
Lucciarini, E. (2020). Feedback, Positive Psychology and Education: A Literature Review. [Unpublished Master Thesis]. Anglia Ruskin University.
Lucciarini, E., Bressoud, N., & Gay, P. (2022, novembre 11). Using Feedback to Enhance Both Academic Skills and Explicit Wellbeing Skills in Schools: Presentation of a Novel Evidence-Based Tool. [Open paper presentation]. 23rd Annual Meeting of the Association for Educational Assessment – Europe, Dublin.
Luis, É., & Lamboy, B. (2015). Les Compétences Psychosociales : Définition et État Des Connaissances. La santé en action, 431.
Wisniewski, B., Zierer, K., & Hattie, J. (2020). The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research. Frontiers in Psychology, 10, 3087. https://doi.org/10.3389/fpsyg.2019.03087