Making Math Feedback Count, Part 1: The Power of Data
By Dr. Sherri Lorton
Making Math Feedback Count, Part 1: The Power of Data
In today’s classrooms, data is far more than just a tool for assessing student performance—it is a vital resource for guiding instruction, improving teaching strategies, and fostering student growth. When it comes to mathematics, a subject that often challenges our young learners, this feedback becomes even more critical. Research consistently shows that feedback is one of the most influential factors in improving student learning outcomes, but feedback is only effective when it is precise, timely, and directly aligned with students’ current understanding. By using data from assessments, observations, and assignments, educators can provide targeted feedback that helps students move forward in their learning. In the first of this 2-part series on the power of data, we will explore how data-driven feedback tied to standards can be used to identify student needs, inform instructional decisions, and create a continuous feedback loop that supports both teacher development and student achievement. Through a focus on standards-based feedback and collaborative reflection within Professional Learning Communities (PLCs), teachers can cultivate an environment where both instruction and student outcomes are continuously refined and enhanced.
The Role of Data in Guiding Instruction
Data is more than just a way to assess whether a student has mastered a particular concept; it is also a powerful tool for informing instructional decisions and enhancing feedback practices. According to research by Hattie and Timperley (2007), feedback is one of the most powerful influences on student learning. However, feedback is only effective if it is timely, specific, and aligned with students’ current levels of understanding.
In elementary math, standardized assessments, formative assessments, and observational data can provide valuable insights into a student’s progress in mastering the required math standards. By aligning data with the learning objectives set forth in these standards, teachers can craft feedback that not only identifies where a student is succeeding but also provides a clear path forward for areas needing improvement.
While important at the standard level, feedback should always be part of a larger, ongoing cycle. Incorporating feedback loops into Professional Learning Communities (PLCs) and professional development sessions is essential for fostering continuous improvement and ensuring that instructional practices are responsive to both educator needs and student outcomes. Teachers and coaches should establish regular, structured opportunities for reflection and peer feedback throughout these learning experiences. In PLCs, this can take the form of collaborative planning sessions where teachers analyze student data, share instructional strategies, and provide constructive feedback on one another’s practices. Similarly, in professional development sessions, feedback loops can be integrated by encouraging participants to set specific goals at the outset, reflect on their progress during and after the session, and engage in follow-up discussions to assess the impact of new strategies on their teaching. By creating a culture of ongoing feedback, educators not only refine their own practices but also build a collective sense of accountability and growth within the school community.
The Importance of Standards-Based Feedback
Standards-based feedback focuses on whether a student has achieved the specific learning goals outlined in the curriculum and provides concrete suggestions for how they can progress. While standards vary by state or district, they generally reflect a set of expectations in areas such as operations and algebraic thinking, numbers and operations in base ten, fractions, and measurement and data.
For example, in the Common Core State Standards for Mathematics (CCSSM), students are expected to “understand the relationship between multiplication and division,” among other skills and knowledge. If a student struggles with a particular skill, teachers can use data from quizzes, classroom observations, assignments, or formative tasks to pinpoint specific misconceptions or gaps in understanding. Feedback can then be framed around these standards, highlighting the particular skills that need further attention. For example, a common misconception or gap that can arise when students are learning the relationship between multiplication and division is the confusion between the concepts of “division as sharing” versus “division as grouping.” Many students initially grasp the idea of division as sharing—such as dividing a set of objects equally among a certain number of groups—but struggle with division as grouping, where the number of groups is unknown, and they need to determine how many objects fit into each group. In the problem “There are 12 apples, and we want to put 4 apples into each bag. How many bags do we need?” students may have difficulty seeing a division problem and instead default to thinking about how many apples go into each group, not the number of groups. Reinforcing the idea that multiplication and division are two sides of the same coin helps students develop a more fluid understanding of how they are connected and how to use them interchangeably in different problem-solving scenarios.
Research by Black and Wiliam (1998) suggests that when feedback is tied to clearly defined criteria – such as the achievement of specific learning standards – it allows students to understand precisely what they need to do to improve, increasing motivation and fostering a growth mindset.
Final Thoughts
As demonstrated, data-driven feedback is an invaluable tool in the classroom, particularly in subjects like math where conceptual understanding is key to student success. By aligning feedback with specific standards and using data to identify students’ strengths and areas for growth, educators can create a more targeted, effective approach to instruction. This approach not only empowers students by providing them with clear, actionable steps for improvement, but also fosters a culture of continuous growth among teachers. Through the use of formative assessments, observations, and collaborative reflection within Professional Learning Communities (PLCs), educators can refine their teaching practices, adjust their instructional strategies, and ultimately enhance student achievement. As we continue this journey in Part 2 of the series, we will explore the types of data that can be collected to provide relevant feedback and how to leverage ongoing data cycles to create lasting improvements in both teacher and student performance.
References
Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Educational Psychologist, 25(2), 7-74.
Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112.
