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Blended Learning: Feedback and Assessment


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Presentation for Unit 3 of Blended Workshop Series - Fall 2012

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Blended Learning: Feedback and Assessment

  2. 2. WHAT IS FEEDBACK?What it is not…Comments after the fact, such as advice, praise, and / or evaluation.
  3. 3. FEEDBACK IS INFORMATION …about how we are doing in our effort to reach a goal.SEVEN KEYS TO EFFECTIVE FEEDBACKFeedback is…Goal-oriented Effective feedback requires that a person has a goal, takes action to achieve the goal, and receives goal-related information about his or her actions.
  4. 4. TANGIBLE AND TRANSPARENTWe have to know what success looks like so that we may recognize it when we see it by providing examples (good and bad). Let students try it out and see for themselves.
  5. 5. ACTIONABLECarefully observe and comment on the observations. “I though you made some good points in your speech, but I had a difficulty hearing you when you looked at your notes at the end of each slide”.Feedback lets us to do something to improve our performance.
  6. 6. USER-FRIENDLYGoals are clear and unambiguous. Avoid highly technical feedback. Too much feedback can be counter productive.TIMELYTimeliness is key and technology can help. Online quizzes can provide immediate feedback as well as resources for further study.
  7. 7. ONGOING“What makes any assessment in education formative is not merely that it precedes summative assessments, if results are less than optimal, to reshape the performance to better achieve the goal.” - Wiggins
  8. 8. CONSISTENTFeedback needs to be stable, accurate and trustworthy. Rubrics can help to provide an objective means of measuring quality.
  10. 10. CLASSROOM ASSESSMENT“Classroom assessment is a formative approach (not summative) because its purpose is to improve the quality of student learning, not to provide evidence for evaluating or grading students” (Angelo and Cross, 1993; Stiggins, 2002; Taylor and Marienau, 1997)
  11. 11. CLASSROOM ASSESSMENTTECHNIQUES (CATS) FOR ONLINEINSTRUCTIONMisconception / Preconception CheckAssess the learner’s prior knowledge and understanding of the topic by asking open-ended questions about the topic or listing common misconceptions for students to respond to.Helps the instructor to identify the level of student understanding for the topic/subject.
  12. 12. MUDDIEST POINT Following a lecture or reading assignment have students post what they find least clear or most confusing about a lesson. This could be done using essay questions with the quiz tool or as a discussion thread with students replying to one-another’s posts.
  13. 13. PEER GUIDE QUESTIONING Students develop their own questions based on the material. They post their questions to the discussion board and respond to two or three of their peers’ questions.
  14. 14. PROS & CONS Assess skills in analysis and critical thinking by use of a “T” chart with pros concerning an issue on one side and cons on the other. Can be used for ethical decision-making. Instructor gives an example. Student select four or five ideas for each side. This is a good group project. Can be done using chat feature with whiteboard.
  15. 15. ONE SENTENCE SUMMARY Individual or group activity, students summarize a topic, posting to discussion board, quiz essay question , twitter, Poll Everywhere, et, al.
  16. 16. DOCUMENT PROBLEM SOLUTIONS Used with case-study or scenario Three or four students work though a problem and describe not only their solution but how they arrived at their conclusion. Use chat, discussion, Google docs, wiki, etc.
  17. 17. DIRECT PARAPHRASING Students select a theory, concept, or argument and paraphrase for two different audiences: e.g. health care professionals, patients… Provide an example Use quiz essay questions, journal, blog, or discussion postings.
  18. 18. ASSESSING LEARNERS SELF-AWARENESS Students are give the opportunity to share level of confidence (none, low, medium, high) in skills, knowledge, aptitude (e.g. math competencies. Helps them to know they are not alone and identify areas they may want to focus on. Can be used to create study groups – learning communities. Can also be used to identify learning styles.
  19. 19. SMALL GROUP INSTRUCTIONALDIAGNOSIS (SGID)Open-ended feedback process in which students are asked to identify issues that are most important for their learning in a course. Finding consensus…1) What do you like best about the course?2) What would you change that may improve the course, and your learning?3) What could you do to make the course better?4) How much have you learned in this course thus far?
  20. 20. RESOURCES Comedy Central, Seven Keys to Effective Feedback, Grant Wiggins, Small Group Instructional Diagnosis (SGID), Center for Instructional Development and Research, University of Washington Classroom Assessment Techniques (CATS) for Online Instruction, Wendy Flint, College of the Desert,