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Imagine that you had to go to a city you haven't visited before. You know that cities have a variety of services and attractions, but you don't know exactly what you are supposed to do in this particular city. Should you provide a service for someone, gather information about a particular person or place, or do something else? Without a specific objective, you could spend your time on something that isn't important or that makes it difficult to know whether your time in the city was worth the trip.
Being in a classroom without knowing the direction for learning is similar to taking a purposeless trip to an unfamiliar city. Teachers can set objectives to ensure that students' journeys with learning are purposeful. When teachers identify and communicate clear learning objectives, they send the message that there is a focus for the learning activities to come. This reassures students that there is a reason for learning and provides teachers with a focal point for planning instruction. Providing feedback specific to learning objectives helps students improve their performance and solidify their understanding.
Setting objectives and providing feedback work in tandem. Teachers need to identify success criteria for learning objectives so students know when they have achieved those objectives (Hattie & Timperley, 2007). Similarly, feedback should be provided for tasks that are related to the learning objectives; this way, students understand the purpose of the work they are asked to do, build a coherent understanding of a content domain, and develop high levels of skill in a specific domain. In this chapter, we present classroom practices for setting objectives and providing feedback that reassure students that their teacher is focused on helping them succeed.
Why This Category Is Important
Setting objectives is the process of establishing a direction to guide learning (Pintrich & Schunk, 2002). When teachers communicate objectives for student learning, students can see more easily the connections between what they are doing in class and what they are supposed to learn. They can gauge their starting point in relation to the learning objectives and determine what they need to pay attention to and where they might need help from the teacher or others. This clarity helps decrease anxiety about their ability to succeed. In addition, students build intrinsic motivation when they set personal learning objectives.
Providing feedback is an ongoing process in which teachers communicate information to students that helps them better understand what they are to learn, what high-quality performance looks like, and what changes are necessary to improve their learning (Hattie & Timperley, 2007; Shute, 2008). Feedback provides information that helps learners confirm, refine, or restructure various kinds of knowledge, strategies, and beliefs that are related to the learning objectives (Hattie & Timperley, 2007). When feedback provides explicit guidance that helps students adjust their learning (e.g., "Can you think of another way to approach this task?"), there is a greater impact on achievement, students are more likely to take risks with their learning, and they are more likely to keep trying until they succeed (Brookhart, 2008; Hattie & Timperley, 2007; Shute, 2008).
The results from McREL's 2010 study indicate that the strategies of setting objectives and providing feedback have positive impacts on student achievement. The 2010 study provides separate effect sizes for setting objectives (0.31) and providing feedback (0.76). These translate to percentile gains of 12 points and 28 points, respectively. The first edition of this book reported a combined effect size of 0.61, or a percentile gain of 23 points, for this category. Differences in effect sizes may reflect the different methodologies used in the two studies, as well as the smaller study sample size (four studies related to setting objectives; five studies related to providing feedback) and the specific definitions used in the 2010 study to describe the two strategies.
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