The document describes an activity where a volunteer will describe a picture to an audience without feedback. The audience must try to draw the picture based only on the description, knowing it contains rectangles that touch. They then discuss as a group how close their drawings were and what helped or hindered. Strategies 2, 3 and 6 of formative assessment are then defined: using models of strong/weak work, giving descriptive feedback, and focused revision. The importance of these strategies for understanding the learning target, current level, and closing gaps is explained.
(Huckstadt & Root) The Rest of the 7 Student-Centered Strategies of Assessmen...Jeremy
This document discusses strategies 2, 3, and 6 of formative assessment. Strategy 2 involves using examples of strong and weak student work to clarify expectations. Strategy 3 is about providing regular descriptive feedback to students. Effective feedback directs attention to the learning target, occurs during learning, addresses misunderstandings, avoids doing the thinking for students, and limits corrective information. Strategy 6 is focused revision, which identifies common misunderstandings, provides targeted instruction, and offers focused practice opportunities to help students improve. The document explains how to implement these strategies and provides examples.
Meister & Martinez The Rest of the 7 Student-Centered Strategies of Assessmen...Jeremy
This document outlines strategies for effective formative assessment, including using strong and weak examples, providing effective feedback, and focused revision. It discusses how these strategies help answer the questions of where students are headed, where they currently are, and how to close the gap. The document provides details on implementing each strategy, including defining key concepts, examples, and activities teachers can use in the classroom. It emphasizes using formative assessment to clarify expectations and shape student understanding of quality work.
Goldman & Acuna The Rest of the 7 Student-Centered Strategies of Assessment f...Jeremy
This document outlines strategies for student-centered formative assessment. It discusses strategies 2, 3, and 6, which involve using examples of strong and weak work, providing descriptive feedback, and teaching focused revision. The document explains how these strategies help answer questions about where students are headed, where they currently are, and how to close gaps. It provides examples and activities to help apply these strategies, such as analyzing samples, writing feedback, and planning for misunderstandings. The overall goal is to help educators implement formative assessment practices to improve student learning.
(Wolf) The Rest of the 7 Student-Centered Strategies of Assessment for Learning Jeremy
The document discusses strategies for formative assessment. It defines strategies 2, 3, and 6, which involve using examples of strong and weak work, providing descriptive feedback, and teaching focused revision respectively. It also discusses applying the strategies, with strategy 5 addressing common misunderstandings and strategy 6 allowing focused practice. The document emphasizes that effective feedback directs attention to the learning target, occurs during learning, addresses partial understanding, requires student thinking, and limits corrections. It stresses using examples to clarify expectations and shape quality.
The document provides guidelines for conducting empathy interviews and creating empathy maps and problem statements as part of the design thinking process. It outlines best practices for interviewing such as asking open-ended questions, following up with "why" to get deeper insights, and listening more than talking. It also provides tips for creating empathy maps such as making inferences about people's thoughts and feelings based on their words. Finally, it instructs how to write problem statements in a specific format that identifies a stakeholder's need and provides insight into the root cause based on the empathy map. The overall goal is to understand people's perspectives through interviews and define problems related to redesigning the school-to-work transition.
The following series of questions are typically asked of educators
using audience response systems (aka “clickers”) to choose their answers.
Then there is a discussion comparing what the research suggests and
what the educator’s experience has been.
(Huckstadt & Root) The Rest of the 7 Student-Centered Strategies of Assessmen...Jeremy
This document discusses strategies 2, 3, and 6 of formative assessment. Strategy 2 involves using examples of strong and weak student work to clarify expectations. Strategy 3 is about providing regular descriptive feedback to students. Effective feedback directs attention to the learning target, occurs during learning, addresses misunderstandings, avoids doing the thinking for students, and limits corrective information. Strategy 6 is focused revision, which identifies common misunderstandings, provides targeted instruction, and offers focused practice opportunities to help students improve. The document explains how to implement these strategies and provides examples.
Meister & Martinez The Rest of the 7 Student-Centered Strategies of Assessmen...Jeremy
This document outlines strategies for effective formative assessment, including using strong and weak examples, providing effective feedback, and focused revision. It discusses how these strategies help answer the questions of where students are headed, where they currently are, and how to close the gap. The document provides details on implementing each strategy, including defining key concepts, examples, and activities teachers can use in the classroom. It emphasizes using formative assessment to clarify expectations and shape student understanding of quality work.
Goldman & Acuna The Rest of the 7 Student-Centered Strategies of Assessment f...Jeremy
This document outlines strategies for student-centered formative assessment. It discusses strategies 2, 3, and 6, which involve using examples of strong and weak work, providing descriptive feedback, and teaching focused revision. The document explains how these strategies help answer questions about where students are headed, where they currently are, and how to close gaps. It provides examples and activities to help apply these strategies, such as analyzing samples, writing feedback, and planning for misunderstandings. The overall goal is to help educators implement formative assessment practices to improve student learning.
(Wolf) The Rest of the 7 Student-Centered Strategies of Assessment for Learning Jeremy
The document discusses strategies for formative assessment. It defines strategies 2, 3, and 6, which involve using examples of strong and weak work, providing descriptive feedback, and teaching focused revision respectively. It also discusses applying the strategies, with strategy 5 addressing common misunderstandings and strategy 6 allowing focused practice. The document emphasizes that effective feedback directs attention to the learning target, occurs during learning, addresses partial understanding, requires student thinking, and limits corrections. It stresses using examples to clarify expectations and shape quality.
The document provides guidelines for conducting empathy interviews and creating empathy maps and problem statements as part of the design thinking process. It outlines best practices for interviewing such as asking open-ended questions, following up with "why" to get deeper insights, and listening more than talking. It also provides tips for creating empathy maps such as making inferences about people's thoughts and feelings based on their words. Finally, it instructs how to write problem statements in a specific format that identifies a stakeholder's need and provides insight into the root cause based on the empathy map. The overall goal is to understand people's perspectives through interviews and define problems related to redesigning the school-to-work transition.
The following series of questions are typically asked of educators
using audience response systems (aka “clickers”) to choose their answers.
Then there is a discussion comparing what the research suggests and
what the educator’s experience has been.
This document provides guidance on how to effectively ask questions to gather user feedback. It discusses identifying goals and assumptions, engaging the right participants, formulating good open-ended questions, using follow-up questions and considering question format. Effective listening is also covered, including remaining neutral, engaging with participants and allowing silence. The overall aim is to facilitate discussions that prepare teams for gathering insightful client and user feedback.
This document provides guidance on how to effectively design and deliver training content using the 4Cs model. It explains that content should be divided into "need-to-know" concepts that are crucial for meeting learning objectives, and "nice-to-know" extra information. Trainers are advised to chunk content into 10-20 minute lecture segments separated by 1-minute active reviews, and have learners take graphic organizer notes during lectures. The goal is to keep learners focused and engaged with the essential content.
Do you hesitate to assign written, spoken, or visual work because you are uncertain how to evaluate and assess student projects? This workshop will demonstrate strategies for formative evaluation (giving feedback on drafts or practice sessions when students are still shaping their projects) and summative evaluation (grading final projects). You'll get tips how to set priorities for feedback, to respond to errors in usage and mechanics, to involve peers in the feedback, to praise good work, and to design and using rubrics to make responding quicker and more reliable.
The document outlines the structure and process for conducting an observation feedback conference with a teacher. It includes:
1) Setting the stage by introducing the purpose and process of the conference.
2) Allowing the teacher to share their impressions of the lesson first before providing feedback.
3) Giving specific, evidence-based feedback to the teacher about the skills and behaviors observed, focusing on what went well.
4) Closing the conference by asking the teacher to identify any areas for future focus and setting goals for the next observation.
The document is a slide presentation about using brain science to make training stick. It discusses how the brain pays more attention to things that are new, contrasting, meaningful, and elicit emotion. It encourages trainers to add novelty, contrast, meaning and emotion to their teaching to engage the brain. Some techniques mentioned include changing activities, instructional methods, and letting learners create elements like posters or presentations. The presentation aims to help trainers keep learners engaged by stimulating the brain in these four ways.
Coaching For Pinacle Performance By Ravinder TulsianiRavinder Tulsiani
Coaching is increasingly recognized as a methodology for creating more effective conversations, for assessing and reformulating values and goals and reaching solutions.
Optimize Your Learning by Knowing Your Learning StyleTony Cortes, DTM
The document provides a self-study on understanding learning styles using the Felder-Soloman learning styles model. It guides the reader through taking a learning styles assessment, interpreting their results, and creating an action plan. Examples are given of different learning style preferences and strategies. The goal is for readers to optimize their learning by understanding their natural strengths and compensating for weaknesses.
This document contains a needs assessment and lesson plan for teaching 7th and 8th graders about percentages. The needs assessment analyzes the learners, content, and potential challenges. It also outlines how the lesson will accommodate different learning styles and abilities using multimedia. The lesson plan states the academic standard, objectives, materials, and procedures. It describes how the content will be presented using a PowerPoint with audio. Formative and summative assessments are built into the lesson through questions, partner work, and a project applying the skills. The reflection identifies areas for improvement, such as simplifying examples and adding a follow-up lesson applying the concepts.
This document provides advice for tackling data response questions on exams. It recommends carefully planning your response by first examining the question, then reading supplied materials. When analyzing data, look for patterns, outliers, relationships between items. In your response, directly answer the question before providing additional analysis and commentary. Be sure to structure your time effectively and avoid copying supplied materials verbatim.
Andy Hockley Steps to being a more effetive leadereaquals
This document outlines steps that leaders can take to be more effective, including making time for strategic planning, getting to know their team members, establishing a shared vision for the future, ensuring tasks are completed as expected, and trusting staff. It discusses balancing leadership and management responsibilities and the importance of doing both the right things and doing things right. Key challenges for leaders are identified as lack of time for planning, development, and interacting with teachers and students due to heavy workloads and administrative burdens.
The document discusses descriptive review, a process where teachers examine student work together to improve quality and engagement. Key aspects include:
1) Teachers analyze student work without context to discuss what they see objectively and raise questions.
2) They speculate on evidence of student engagement and commitment, and whether work shows strategic compliance, ritual compliance, or retreatism.
3) The presenting teacher then provides context and responds to questions, and the group discusses implications to strengthen design qualities and increase student interest in future assignments.
4) The goal is to produce compelling work that engages students and gives them a sense of accomplishment.
1) The document discusses findings from the TESTA (Transforming the Experience of Students Through Assessment) project which aimed to improve student learning through better assessment practices.
2) Key findings included that students experienced too much high-stakes summative assessment leaving little time for formative tasks or deeper learning. Feedback was often untimely and not aligned with learning.
3) Students reported being confused about learning goals and standards due to inconsistent marking between staff. The modular system hindered integrated, connected learning across modules.
This document provides tips for improving interview skills. It discusses preparing for interviews by researching the organization and anticipating common questions. Common questions may include telling about yourself, strengths/weaknesses, and fit for the role. It's important to relax and be yourself during interviews. Answers should emphasize how you present yourself, not just what you say. Practicing interviews and learning language skills can improve performance. Marketing yourself during interviews by providing information, developing positive impressions, and stimulating interest in selecting you is also discussed.
TESTA, Southampton Feedback Champions Conference (April 2015)TESTA winch
This document summarizes key findings from research into feedback design and student learning conducted as part of the TESTA (Transforming the Experience of Students Through Assessment) project. Some of the main issues identified are that modular course design leads to an over-emphasis on summative assessment, leaving little time for formative feedback. Students report feedback is often untimely and not helpful for improving future work. The research also found tacit teaching philosophies can influence the nature and quality of feedback provided. Mass higher education is found to diminish the personal relationship between students and instructors. Suggestions to address these problems include redesigning courses to better integrate formative and summative tasks, using technology to provide more personalized feedback,
1. The document discusses various active learning strategies that can be used in online math courses, including discussion activities, synchronous sessions, and individual active learning.
2. It provides 17 specific examples of active learning strategies, such as discussion board formats, group problem-solving activities, synchronous problem practice, and digital games/activities.
3. The key message is that online learning in math does not have to consist solely of video lectures and problem sets, but can incorporate many active and exploratory learning approaches as well.
This document discusses strategies for asking follow-up questions of students to further their learning. It provides examples of different types of questions, including probing questions that ask for more clarity or depth, challenging questions that require reevaluation or justification, and bridging questions that connect a topic to another example. Higher-order questions are encouraged that promote application, analysis, synthesis and evaluation of concepts. Suggestions are also given for ways students can generate their own questions, such as through peer assessment and formulating questions for the teacher.
Strategies 23 and 6 drogos and beutjer revisedJeremy
This document outlines how to apply strategies 2, 3, and 6 of formative assessment. Strategy 2 involves using examples of strong and weak student work. Strategy 3 is providing regular descriptive feedback. Strategy 6 is teaching students focused revision. The document explains each strategy and provides examples. It also has activities for readers to practice applying the strategies, including analyzing student work samples, revising feedback, and planning instruction around a learning target.
The document outlines 7 strategies for effective teaching and learning: 1) Provide a clear vision of the learning target, 2) Use examples of strong and weak work, 3) Offer regular descriptive feedback, 4) Teach students to self-assess and set goals using a self-assessment template, 5) Design lessons focused on one target at a time, 6) Teach focused revision techniques, 7) Engage students in self-reflection and tracking their learning.
This document provides guidance on how to effectively ask questions to gather user feedback. It discusses identifying goals and assumptions, engaging the right participants, formulating good open-ended questions, using follow-up questions and considering question format. Effective listening is also covered, including remaining neutral, engaging with participants and allowing silence. The overall aim is to facilitate discussions that prepare teams for gathering insightful client and user feedback.
This document provides guidance on how to effectively design and deliver training content using the 4Cs model. It explains that content should be divided into "need-to-know" concepts that are crucial for meeting learning objectives, and "nice-to-know" extra information. Trainers are advised to chunk content into 10-20 minute lecture segments separated by 1-minute active reviews, and have learners take graphic organizer notes during lectures. The goal is to keep learners focused and engaged with the essential content.
Do you hesitate to assign written, spoken, or visual work because you are uncertain how to evaluate and assess student projects? This workshop will demonstrate strategies for formative evaluation (giving feedback on drafts or practice sessions when students are still shaping their projects) and summative evaluation (grading final projects). You'll get tips how to set priorities for feedback, to respond to errors in usage and mechanics, to involve peers in the feedback, to praise good work, and to design and using rubrics to make responding quicker and more reliable.
The document outlines the structure and process for conducting an observation feedback conference with a teacher. It includes:
1) Setting the stage by introducing the purpose and process of the conference.
2) Allowing the teacher to share their impressions of the lesson first before providing feedback.
3) Giving specific, evidence-based feedback to the teacher about the skills and behaviors observed, focusing on what went well.
4) Closing the conference by asking the teacher to identify any areas for future focus and setting goals for the next observation.
The document is a slide presentation about using brain science to make training stick. It discusses how the brain pays more attention to things that are new, contrasting, meaningful, and elicit emotion. It encourages trainers to add novelty, contrast, meaning and emotion to their teaching to engage the brain. Some techniques mentioned include changing activities, instructional methods, and letting learners create elements like posters or presentations. The presentation aims to help trainers keep learners engaged by stimulating the brain in these four ways.
Coaching For Pinacle Performance By Ravinder TulsianiRavinder Tulsiani
Coaching is increasingly recognized as a methodology for creating more effective conversations, for assessing and reformulating values and goals and reaching solutions.
Optimize Your Learning by Knowing Your Learning StyleTony Cortes, DTM
The document provides a self-study on understanding learning styles using the Felder-Soloman learning styles model. It guides the reader through taking a learning styles assessment, interpreting their results, and creating an action plan. Examples are given of different learning style preferences and strategies. The goal is for readers to optimize their learning by understanding their natural strengths and compensating for weaknesses.
This document contains a needs assessment and lesson plan for teaching 7th and 8th graders about percentages. The needs assessment analyzes the learners, content, and potential challenges. It also outlines how the lesson will accommodate different learning styles and abilities using multimedia. The lesson plan states the academic standard, objectives, materials, and procedures. It describes how the content will be presented using a PowerPoint with audio. Formative and summative assessments are built into the lesson through questions, partner work, and a project applying the skills. The reflection identifies areas for improvement, such as simplifying examples and adding a follow-up lesson applying the concepts.
This document provides advice for tackling data response questions on exams. It recommends carefully planning your response by first examining the question, then reading supplied materials. When analyzing data, look for patterns, outliers, relationships between items. In your response, directly answer the question before providing additional analysis and commentary. Be sure to structure your time effectively and avoid copying supplied materials verbatim.
Andy Hockley Steps to being a more effetive leadereaquals
This document outlines steps that leaders can take to be more effective, including making time for strategic planning, getting to know their team members, establishing a shared vision for the future, ensuring tasks are completed as expected, and trusting staff. It discusses balancing leadership and management responsibilities and the importance of doing both the right things and doing things right. Key challenges for leaders are identified as lack of time for planning, development, and interacting with teachers and students due to heavy workloads and administrative burdens.
The document discusses descriptive review, a process where teachers examine student work together to improve quality and engagement. Key aspects include:
1) Teachers analyze student work without context to discuss what they see objectively and raise questions.
2) They speculate on evidence of student engagement and commitment, and whether work shows strategic compliance, ritual compliance, or retreatism.
3) The presenting teacher then provides context and responds to questions, and the group discusses implications to strengthen design qualities and increase student interest in future assignments.
4) The goal is to produce compelling work that engages students and gives them a sense of accomplishment.
1) The document discusses findings from the TESTA (Transforming the Experience of Students Through Assessment) project which aimed to improve student learning through better assessment practices.
2) Key findings included that students experienced too much high-stakes summative assessment leaving little time for formative tasks or deeper learning. Feedback was often untimely and not aligned with learning.
3) Students reported being confused about learning goals and standards due to inconsistent marking between staff. The modular system hindered integrated, connected learning across modules.
This document provides tips for improving interview skills. It discusses preparing for interviews by researching the organization and anticipating common questions. Common questions may include telling about yourself, strengths/weaknesses, and fit for the role. It's important to relax and be yourself during interviews. Answers should emphasize how you present yourself, not just what you say. Practicing interviews and learning language skills can improve performance. Marketing yourself during interviews by providing information, developing positive impressions, and stimulating interest in selecting you is also discussed.
TESTA, Southampton Feedback Champions Conference (April 2015)TESTA winch
This document summarizes key findings from research into feedback design and student learning conducted as part of the TESTA (Transforming the Experience of Students Through Assessment) project. Some of the main issues identified are that modular course design leads to an over-emphasis on summative assessment, leaving little time for formative feedback. Students report feedback is often untimely and not helpful for improving future work. The research also found tacit teaching philosophies can influence the nature and quality of feedback provided. Mass higher education is found to diminish the personal relationship between students and instructors. Suggestions to address these problems include redesigning courses to better integrate formative and summative tasks, using technology to provide more personalized feedback,
1. The document discusses various active learning strategies that can be used in online math courses, including discussion activities, synchronous sessions, and individual active learning.
2. It provides 17 specific examples of active learning strategies, such as discussion board formats, group problem-solving activities, synchronous problem practice, and digital games/activities.
3. The key message is that online learning in math does not have to consist solely of video lectures and problem sets, but can incorporate many active and exploratory learning approaches as well.
This document discusses strategies for asking follow-up questions of students to further their learning. It provides examples of different types of questions, including probing questions that ask for more clarity or depth, challenging questions that require reevaluation or justification, and bridging questions that connect a topic to another example. Higher-order questions are encouraged that promote application, analysis, synthesis and evaluation of concepts. Suggestions are also given for ways students can generate their own questions, such as through peer assessment and formulating questions for the teacher.
Strategies 23 and 6 drogos and beutjer revisedJeremy
This document outlines how to apply strategies 2, 3, and 6 of formative assessment. Strategy 2 involves using examples of strong and weak student work. Strategy 3 is providing regular descriptive feedback. Strategy 6 is teaching students focused revision. The document explains each strategy and provides examples. It also has activities for readers to practice applying the strategies, including analyzing student work samples, revising feedback, and planning instruction around a learning target.
The document outlines 7 strategies for effective teaching and learning: 1) Provide a clear vision of the learning target, 2) Use examples of strong and weak work, 3) Offer regular descriptive feedback, 4) Teach students to self-assess and set goals using a self-assessment template, 5) Design lessons focused on one target at a time, 6) Teach focused revision techniques, 7) Engage students in self-reflection and tracking their learning.
This document provides guidance for unpacking and aligning writing instruction to the Common Core State Standards anchor writing standards. Participants are instructed to unpack writing anchor standards 1 and 2 using a 5 step protocol. They then review writing samples from the CCSS appendix and discuss gaps between current assignments and the sample work. Groups discuss how writing is currently incorporated in their disciplines and adjustments that could better align assignments to the standards. Participants are asked to consider a small adjustment they could make to a future lesson, unit or assessment to strengthen alignment with the anchor writing standards.
This document discusses strategies for using rubrics to facilitate formative assessment strategies. It provides examples of how rubrics can be used to:
1) Model strong and weak examples of student work to clarify learning targets (Strategy 2).
2) Provide descriptive feedback to students on their progress toward meeting learning targets (Strategy 3).
3) Guide students in focused revision of their work by identifying specific areas of weakness and directing practice activities (Strategy 6).
Attendees are invited to discuss how they have implemented these strategies using rubrics and how rubrics could be adapted for different content areas.
This document summarizes a discussion about self-assessment and self-reflection strategies. It includes objectives to define strategies 4 and 7, explain how to implement them, review applications, and ask questions. The agenda involves entrance questions, reviewing the strategies, a video example, and group discussion. Strategy 4 is teaching students to self-assess and set goals. Strategy 7 is engaging students in self-reflection. Valid self-assessment involves judging learning against targets with evidence and goal setting. An example formative assessment in a health class had students self-assess vocabulary terms. For self-reflection, students track progress, reflect on learning processes, and share observations. Aspects to improve are thoroughly explaining self-reflection and modeling the
This document provides an overview of differentiated instruction and respectful tasks. It defines differentiated instruction as providing students with equally appropriate ways to learn based on their abilities, interests, and needs. Respectful tasks are purposeful activities aligned to learning objectives that are equally challenging and engaging for all students. The document discusses how to implement differentiated instruction through various strategies and provides examples of respectful tasks. It also addresses considerations for grading differentiated activities and assessments. The overall goal is to plan instruction and tasks that meet diverse students where they are and challenge them at their current level.
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Visit www.Authentic-Happiness.com to check your Life Satisfaction score. Free, no registration required.
Revised using rubrics to facilitate self-assessment and self-reflectionJeremy
This document discusses strategies for using rubrics to facilitate student self-assessment and self-reflection. It explains the importance of formative assessment and strategies 4 and 7, which involve teaching students to self-assess and engage in self-reflection. Four strategies for using rubrics are presented: 1) justifying quality levels with highlighting, 2) matching work to rubric phrases, 3) co-creating rubrics with students, and 4) using rating scales for self-assessment. Examples and steps for implementing each strategy are provided. The document concludes with reviewing the session objectives and references.
Assessment of learning refers to assessment that occurs at the end of a learning unit and results in a number or letter grade. It compares a student's achievement to standards and communicates results to students and parents. The document outlines guiding principles for assessment of learning, including that it should be an integral part of teaching, use assessment tools that match learning objectives, provide feedback to students, consider learning styles, emphasize self-assessment and real-world application over drill items, and communicate results regularly to parents. Assessment should occur prior to, during, and after instruction using various tools like tests, performances, and portfolios.
The document provides an overview of student assessment for a high school. It discusses what assessment is, the assessment process, importance of assessment, functions of assessment, methods of assessment, criteria for choosing assessment methods, and who should be involved in assessment. It also summarizes different types of assessments including informal assessment, formal assessment, portfolios, rubrics, and concept mapping.
Dawn & Sam The Rest of the 7 Student-Centered Strategies of Assessment for Le...Jeremy
This document outlines strategies 2, 3, and 6 for closing learning gaps. Strategy 2 involves using examples of strong and weak student work to clarify expectations. Strategy 3 is providing descriptive feedback to students. Strategy 6 is teaching students to do focused revision based on feedback. The document provides explanations and examples of how to implement each strategy, including using models, writing effective feedback, and giving focused instruction and practice to address misunderstandings. It suggests applying these strategies when planning the next instructional unit.
(Saukstelis & Robinson) The Rest of the 7 Student-Centered Strategies of Asse...Jeremy
This document outlines strategies 2, 3, and 6 for closing learning gaps. Strategy 2 involves using examples of strong and weak student work to clarify expectations. Strategy 3 is providing descriptive feedback to students. Strategy 6 is teaching students to do focused revision based on feedback. The document provides explanations and examples of how to implement each strategy, including using models, writing effective feedback, and giving focused instruction and practice to address misunderstandings. It suggests applying these strategies when planning the next instructional unit.
(Beutjer & Drogos) The Rest of the 7 Student-Centered Strategies of Assessmen...Jeremy
This document discusses strategies for student-centered formative assessment. It outlines that the learner will be able to define and apply Strategies 2, 3, and 6 which involve using examples of strong and weak work, providing descriptive feedback, and teaching focused revision. The document then provides details on each of these three strategies, including key ideas, implementation, examples, and activities to apply the strategies. It relates the strategies to questions about where the learner is going, where they are now, and how to close the gap.
This document provides guidance on communicating assessment data from alternative methods and giving feedback to help learners improve. It discusses guidelines for providing qualitative feedback, including making it specific, timely, and focused on improvement. The document also covers using portfolios to document progress, organizing meetings with parents, and different forms of feedback like focusing on performance, procedures, or improvement strategies.
Level 5 ppp assessment for learning finalLee Hazeldine
The document provides guidance on effective formative feedback practices for teachers. It discusses how feedback should be focused on learning objectives and success criteria, involve self-reflection from pupils, and indicate where students are, where they need to go, and how to get there. Effective feedback is timely and allows students to respond. Written feedback strategies like marking secretarial features have low impact, while highlighted success and next steps against learning intentions have high impact. The document also cautions against tokenistic implementation of assessment for learning and emphasizes understanding principles of teaching and learning.
This document discusses assessment and questioning strategies. It provides examples of different questioning techniques teachers could try, such as stand up questioning, no opt out questioning, and using a questioning shell. Feedback methods are also discussed, including using criteria sheets, breaking feedback into smaller chunks over time, and using tools like Google Classroom. The document encourages teachers to pledge to trial a new teaching and learning idea before their next meeting to discuss the results.
The document provides guidance on effective curriculum design. It defines key terms like generative topic, essential question, and assessment. It recommends designing curriculum backwards, starting with identifying the overall point and desired understandings, then determining acceptable evidence and assessments, and finally planning learning experiences and instructional tasks. It discusses assessing student learning and understanding rather than making evaluations. It also presents examples of essential questions and provides models for curriculum planning and unit design.
Feedback Practices for Effective Teaching and Learning.pptxKhiel Ramilo
Feedback practices are indispensable for effective teaching and learning to happen. Thus, the teachers should know to appropriately execute the feedback strategies.
This document discusses formative assessment and its ability to improve student learning outcomes. It defines formative assessment as a process where students and teachers work together to identify gaps between current and desired performance, and take actions to close those gaps. When done effectively through focused feedback, formative assessment can double the speed of student learning. The document emphasizes that feedback should be descriptive rather than judgmental, specifying actions students can take to improve.
The document provides guidance on developing lesson plans using objectives and active participation techniques. It defines objectives as outlining the skill students will learn and how they will demonstrate their learning. It discusses the importance of active participation to check all students' understanding throughout the lesson. Finally, it models writing objectives and developing active participation prompts for verbal, visual, and kinesthetic learning styles.
The document discusses formative and summative assessments. It provides keys to developing quality classroom assessments, including having clear purpose and targets, sound design, effective communication, and student involvement. Seven strategies for formative assessment are outlined to help students answer where they are going, where they are now, and how to close gaps. Guidelines are offered for developing various assessment methods and test question design.
The document discusses different types of feedback and their effectiveness. It summarizes a study that found students who received only comment feedback made more progress than those who received grades/marks alone or with comments. Comments alone avoided issues like students focusing on grades over learning or becoming complacent/demoralized by grades. Studies show comment-only feedback initially, with marks later, increases motivation and attainment by focusing students on improving versus comparing to others. The goal should be a culture where all students can succeed by building on their work, not competing with peers.
Get help for Ashford University EDU 671 complete course. We provide assignment, homework, discussions, quiz and case studies help for all subject Ashford University for Session 2015-2016.
This document provides guidance on developing a questionnaire for research. It discusses important considerations in instrument design such as validity, reliability, and usability. Common question formats like Likert scales, rankings, and open-ended questions are described along with examples. The importance of pilot testing the questionnaire is emphasized to identify issues before full distribution. Overall guidelines are provided such as keeping the questionnaire short, using clear language, and leaving space for comments.
Edu 702 group presentation (questionnaire)Azura Zaki
This document provides guidance on developing a questionnaire for research. It discusses important considerations in instrument design such as validity, reliability, and usability. Common question formats like Likert scales, rankings, and open-ended questions are described along with examples. The importance of pilot testing the questionnaire and revising based on feedback is emphasized. Overall guidelines are provided such as keeping the questionnaire short, using clear language, and leaving space for comments.
The document discusses feedback as an objective description of a student's performance intended to guide future improvement rather than judge performance. Effective feedback describes what a student did well and what needs correcting without praise or blame. It shows students where they are in relation to learning goals and what they need to do to achieve mastery. Feedback should be timely, specific, and provide guidance on improving for the next task.
The document discusses planning and evaluation for teaching and learning in higher education. It covers key topics like constructive alignment, assessment and feedback, and evaluation of teaching. The learning outcomes are to identify successful planning themes, consider different assessment modes, and discuss using real student feedback. Constructive alignment and writing learning outcomes are explained. Different types of assessment and feedback are also defined, including the importance of feedback in learning. Principles of good feedback practice and evaluating teaching quality are presented.
This document contains questions and prompts for journal entries and assignments on the topics of differentiated instruction, growth mindsets, curriculum design, and assessment for a course on education. It includes questions about how students learn from feedback and relate new information to their own experiences. It also provides prompts for analyzing principles of differentiation, discussing how brain research supports differentiation, designing lesson plans, and creating a welcoming activity on the first day of school that incorporates differentiation and a growth mindset.
I’ll tell you mine if you tell me yours feedback workshopLeena Youssefi
This document provides an outline for a workshop on giving and receiving feedback. The workshop will cover various topics over a half day schedule, including the importance of feedback, different types of feedback, how to give and receive feedback, and how to analyze and apply feedback. The schedule includes two 10 minute breaks and a 45 minute lunch break. The workshop aims to dispel misconceptions about feedback and demonstrate how both giving and receiving feedback from peers and instructors can improve learning and performance. Models for giving feedback like the feedback sandwich and Pendleton model will also be discussed. Assignments related to providing constructive peer feedback will be outlined.
Similar to (Muthu & Johnson) The Rest of the 7 Student-Centered Strategies of Assessment for Learning (20)
The document discusses formative assessment and seven student-centered strategies for formative assessment. Formative assessment is an ongoing process used during instruction to provide feedback to teachers and students to guide and improve learning. It is not an instrument, event, or final exam. The seven strategies for formative assessment are: 1) providing a clear learning target, 2) using examples of strong and weak work, 3) offering descriptive feedback, 4) teaching self-assessment and goal setting, 5) focusing lessons on one target at a time, 6) teaching focused revision, and 7) engaging students in self-reflection to track learning.
This document discusses differentiated instruction, which is a systematic approach to teaching students with different abilities and needs. It compares fixed and growth mindsets, explaining that a growth mindset believes success comes from effort rather than innate ability. The document defines differentiated instruction and explains its key principles, including creating a supportive learning environment, using quality curriculum and assessments to inform teaching, and responding to student variance in readiness, interest, and learning profiles. Teachers provide testimonials about how differentiated instruction has helped engage and challenge students of varying abilities.
This document provides an overview of disciplinary literacy and the Common Core State Standards (CCSS) for a literacy team. It defines disciplinary literacy as merging content knowledge with reading, writing, speaking, and problem solving skills. The CCSS are a set of standards to prepare students for college and careers through literacy in different subjects. The relationship between disciplinary literacy and the CCSS is that the standards require skills like thinking critically and using evidence that are important to different disciplines. The document explains how the CCSS are structured around anchor standards and progressions from kindergarten through 12th grade.
This document provides guidance for unpacking and aligning writing instruction to the Common Core State Standards anchor writing standards. Participants are instructed to unpack writing anchor standards 1 and 2 using a protocol. They then review writing samples from the CCSS appendix and discuss gaps between their current assignments and the sample work. Groups discuss how writing is currently incorporated in their disciplines and adjustments that could better align assignments to the standards. Participants are asked to consider a small adjustment they could make to a lesson, unit or assessment to strengthen alignment with the anchor writing standards.
This document provides an agenda for a training session on how to implement close reading strategies. It will cover why close reading is important, how to model close reading, how to write text-dependent questions, and providing examples for different content areas. Attendees will learn that close reading involves carefully re-reading short texts with a specific purpose in mind. It helps students engage with and understand what texts explicitly say as well as make inferences. The training will provide guidance on selecting appropriate texts and crafting text-dependent questions to facilitate close analysis of key passages.
This document discusses enduring understandings (EUs), essential outcomes (EOs), and learning targets (LTs). It defines each term and provides examples. EUs are full sentence generalizations that capture big ideas. EOs include the building blocks, knowledge, and skills needed to achieve the EU. LTs specify what students will know and be able to do by the end of a lesson. The document provides guidance on creating EUs, EOs, and formatting them in a learning management system. Strong and poor examples of each are presented to illustrate the concepts.
This document provides an overview of a workshop to train participants on evaluating assessment quality using four standards: 1) Does the assessment method reflect the desired outcome, 2) Does the assessment use high-quality items, 3) Does the assessment provide enough evidence of student achievement, and 4) Does the assessment avoid bias. The workshop objectives are to apply these standards to create or revise an assessment. Guidelines are provided for different item types to help create high-quality assessments.
This document provides an overview of performance assessments and rubrics. It defines a performance assessment as the observation and evaluation of a skill or product. The document outlines the key steps to creating a performance assessment, including identifying the performance to be evaluated, establishing criteria in a rubric, and developing assessment tasks. It also examines the traits of high-quality rubrics, such as having clear content and criteria that are logically categorized into distinct levels of performance. Common rubric errors like emphasizing quantity over quality or including non-essential elements are also discussed.
This document provides an introduction to the Common Core State Standards for literacy. It outlines the session objectives which are to explain how the CCSS are structured, how they support disciplinary literacy, and how to identify where instructional activities fall in relation to the CCSS progression. It then defines the CCSS, explains why they are important, and discusses how they relate to disciplinary literacy. The document guides participants through unpacking and analyzing sample CCSS standards and determining how to adjust activities to meet grade level expectations. It concludes by outlining next steps to begin implementing the standards.
This document provides guidance on operations used in proofs. It instructs the reader to first determine if the angles or segments in the proof are larger or smaller than those given, and then to use addition/multiplication if larger or subtraction/division if smaller. It gives examples of diagrams where addition/multiplication or subtraction/division would be used and advises the reader to look for bisectors or midpoints when using multiplication/addition or division/subtraction respectively.
This document outlines a protocol for unpacking standards into learning targets to improve common assessments. It explains how to analyze standards by underlining verbs, highlighting nouns, circling contexts, and identifying the type of learning target. Teachers will learn how to determine the depth of knowledge ceiling for each target and match assessment item types to target rigor. Sample essential outcomes are unpacked using the protocol steps. Guidelines are provided for constructing response questions that clearly communicate expectations and assessments are written for a sample standard.
1) Teachers can create assessments in Mastery Manager, including naming the assessment, creating the answer key, and generating and printing forms for students to complete.
2) Completed forms are scanned back into the system, and teachers can generate reports to view student scores and item analysis.
3) Student scores can be exported from Mastery Manager to the school's gradebook system, Infinite Campus.
This document provides instructions for creating, printing, scanning, and viewing scores for a multiple-choice assessment in Mastery Manager. It outlines the following steps: creating an assessment and answer key; creating and printing answer forms; scanning completed forms; generating score reports; and conventions for naming exams and rubrics in the system. The key functions covered are creating and managing assessments, forms, and reports in Mastery Manager.
3 10-14 formative assessment with the mathematics ccssJeremy
The document discusses formative assessment strategies for using the Common Core State Standards in mathematics. It begins with reviewing strategies from a previous meeting, including creating clear learning targets, designing lessons around a single target, teaching self-assessment and goal setting. Examples are given of applying these strategies using specific CCSS, like creating student-friendly targets and sample lesson targets. The agenda concludes with an activity for teachers to work in groups to modify a resource sheet to allow students to set goals and self-reflect on their progress.
This document outlines strategies for using rubrics and checklists to facilitate student self-assessment and self-reflection. It discusses 4 strategies: 1) justifying quality levels with highlighting evidence in student work, 2) matching features of work to rubric phrases, 3) co-creating rubrics with students, and 4) using rating scales for self-assessment and setting goals. The purpose is to engage students in assessing their own learning and progress toward standards to increase ownership over the learning process.
Formative assessment with the mathematics ccssJeremy
This document discusses strategies for formative assessment using the Common Core State Standards for mathematics. It provides examples of applying four strategies: 1) creating a clear learning target; 5) designing lessons around a single target; 4) teaching self-assessment and goal-setting; and 7) engaging self-reflection. Teachers work in groups to develop student-friendly learning targets from the CCSS and modify a resource sheet for students to track goals and reflect on progress. The purpose is to design formative assessments that focus learning and provide feedback using the CCSS.
Using Rubrics for Strategies 4 & 7 johns&bassJeremy
This document outlines an agenda for a session on using rubrics to help students self-assess and self-reflect. The objectives are to learn how to select rubrics to facilitate self-assessment and self-reflection, understand different assessment tools that can be used, and create or modify a rubric for current students. The agenda includes identifying self-reflective practices, reviewing strategies for self-assessment and self-reflection, learning how to select effective rubrics, analyzing sample rubrics, and creating a self-assessment tool to use with course rubrics. Examples of rating scales and checklists for self-assessment are also provided.
This document provides an overview of rubrics and how to develop high-quality rubrics for assessing student work. It discusses key elements of rubrics such as content, clarity, practicality, and technical quality. Traits of good rubrics include specifying important criteria, aligning with learning outcomes, having distinct descriptive levels, and being written in clear, understandable language. The document also addresses grading student work using rubrics, including converting rubric scores to letter grades using logic tables. Developing valid and reliable rubrics that accurately reflect student learning is important for fair and meaningful assessment.
Applying Formative Assessment Strategies 1 & 5 to the NGSSJeremy
This document discusses applying formative assessment strategies 1 and 5 to the Next Generation Science Standards (NGSS). It begins with an agenda and objectives for the session. The attendees then participate in a think-pair-share activity. The presenters explain key aspects of NGSS, including the three dimensions and science and engineering practices. The attendees are asked to apply strategy 1 by writing a student-friendly learning target based on one of the practices. They then apply strategy 5 by identifying a typical student misconception and designing a lesson to address it. Groups then share their work. The overall summary is that the document guides teachers through applying two formative assessment strategies to help design NGSS-aligned lessons that address common student misunder
Strategy 5 focuses on designing lessons to close typical gaps in student learning by focusing instruction on one misunderstanding or aspect of quality at a time. Examples are provided for identifying misconceptions and using focused practice and short assignments to help students correct them. The document discusses how Strategy 5 works with Strategy 6, which teaches focused revision, to help students improve areas they typically struggle with.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
2. WHO WOULD LIKE TO
VOLUNTEER?
Volunteer
Sit with your back to the
audience.
Examine the following
picture.
Describe this picture to
the audience.
YOU MAY NOT:
Give feedback
Ask questions of the
audience
AUDIENCE:
The volunteer is going to
describe a picture.
You must attempt to draw
this picture.
All you know is:
The picture contains
rectangles
The rectangles touch one
another
You may not ask for
feedback or questions
3. As a table, discuss the following:
How close was your picture to reflecting
the volunteer’s original?
What led to your success?
What would have helped you be more
successful?
How did you feel when participating?
Why?
4. AUDIENCE:
The volunteer is going
to describe a picture.
You must attempt to
draw this picture.
All you know is:
MODELS OF
RECTANGLES
Strong Example
The picture contains
rectangles
The rectangles touch
one another
You may not ask for
feedback or questions
Weak or Incorrect
Examples
5.
I will:
be able to define and apply Strategies 2, 3, and 6
be able to explain how strategies 2, 3, and 6 are
related to the our students:
Where am I headed?
Where am I now?
How do I close the gap?
apply strategies 2, 3, and 6 to my next instructional
unit.
aspire to use the 7 strategies of student-centered
formative assessment.
8. Strategy 1: Communicating and
understandable learning target.
Strategy 4: Teach self-assessment
and set goals
Strategy 5: Design lessons to focus
upon one learning target at a time.
9. Strategy 2: Use models of strong
and weak work.
Strategy 3: Give regular descriptive
feedback
Strategy 6: Design lessons to focus
upon one learning target at a time.
10.
11. Why use samples?
Clarifying your vision of the intended learning
Shaping the student’s continuum of quality
Communicating your expectations
Assigning meaning and relevance to quality
levels
12. To be clear:
Simply flashing
models of strong
work will not yield
replicas of strong
work
STRONG EXAMPLE
13. Match
the phrase in the rubric
to the relevant aspect of the
sample work
16. AS A TABLE:
1.
Read the rubric on pg.
1 of your activity
handout.
2.
Examine the two
student work samples
on pg. 2 of your
activity handout.
Score each sample
according to the
rubric.
Using Strong and Weak Examples
1
3.
4. Provide a rationale for
your score by
identifying the phrases
or concepts that are
associated with this
score in the rubric.
5. Record your score and
rationale on pg. 2 of
your activity handout.
Using Strong and Weak Examples
2
17. WHAT DOES YOUR TABLE THINK?
•How would you score each sample?
•What evidence in the work justifies your score?
•How does an activity like this facilitate student
understanding of the vision for learning?
Sampl
e#
Strong or
Weak?
Score
Rationale
1
2
Using Strong and Weak Examples
2
18.
19. The feedback I provide students…
1) directs attention to the intended learning.
2) occurs during learning so there is time for
students to apply the feedback.
3) addresses partial understanding
4) is phrased so the students must do the
thinking.
A: All S:
(A, S, or N)
Some
N: Not yet
Please
complete
the selfassessmen
t on page 3
of the
activity
handout.
5) is appropriately limited in regard to
corrective information so the students can
act on the feedback
Offer Regular Descriptive Feedback
3
20.
“ By quality of feedback, we now realize
that we have to understand not just the
technical structure of the feedback (such
as its accuracy, comprehensiveness, and
appropriateness) but also its accessibility
to the learner (as a communication), its
catalytic and coaching value, and its
ability to inspire confidence and hope.”
(Chappuis, 2009,p. 55)
21. KLUGER & DE NISI’S
META-ANALYSIS (1996):
1/3 feedback
worsens performance
1/3 feedback yields
no change
1/3 feedback led to
consistent
improvements
Feedback focuses on
person instead of task
Feedback focuses on
elements of the task &
gives guidance on
ways to make
improvement
(Chappuis, 2009, p. 56)
22.
23. Success Feedback
Intervention Feedback
Identify what is done
correctly
Identify a correction
Ask a question
Describe a quality
feature in the work
Offer a reminder
Point out effective
use of strategy or
process
Point out a problem
with strategy or
process
(Chappuis, 2009)
24. AS A TABLE
Part I Read the feedback
comments on pg. 3 of
the activity packet
Label each comment
as Success or
Interventionist
Offer Regular Descriptive Feedback
3
Part II For each feedback
comment, please :
add context
revise the comment to
make it effective
success + intervention
Part III Examine the drawing
and write quality
feedback.
Offer Regular Descriptive Feedback
4
26. ORIGINAL
STUDENT WORK
Quality Feedback:
5 of your 6 rectangles are correctly oriented. In this particular
exercise, all of the rectangles are the same size. How could
you adjust your drawing to embody this fact?
Offer Regular Descriptive Feedback
4
27. 1) Directs attention to the intended learning,
pointing out strengths and offering specific
information to guide improvement
2) Occurs during learning, while there is still time to
act on it
3) Addresses partial understanding
4) Does not do the thinking for the student
5) Limits corrective information to the amount of
advice the student can act on
( Table from Chappuis, 2009, p.
57)
28. Not graded
Time to make corrections
Guides learner to the next
step
29. I
can see you understand…
if there is “no
understanding”
Re-teach
A student with no understanding will
not benefit from feedback
30. Try:
Point out the error without fixing it.
Allow exploration
If needed, carefully pose a question
to guide the corrective process
“Good thinking spurs thoughtful action”
(Chappuis, 2009)
31.
32.
33.
Provide “as much intervention
feedback as the individual student
can reasonably act on”
For students with many
errors…consider limiting the focus of
corrections to one criterion at a time
(Chappuis, 2009)
34. Pictures or
Cues
• Stars and Stairs
• That’s Good? Now
This
• Codes
• Immediate Feedback
• Written Comments
• Two-color
Assessment Highlighting
Dialogues • The Three-minute
Conference
AT YOUR
TABLE:
•What do
you
currently
use?
•What will
you try?
35.
36. “Sadler (1989) identified that, in
order for improvement to take
place, the child must first know the
purpose of the task,
then how far this was achieved, and
finally be given help in knowing
how to move closer toward the
desired goal or ‘in closing the
(Chappuis, 2009)
gap.”
37. Strategy 5
addresses the
aspect of the
learning gap that
is typically
misunderstood
or confused
Targets instruction to
the learning gaps
Incomplete
understanding
Misconceptions
Partially developed
skills
38.
Strategy 5 answers “the operative
question: When students go sideways on
this learning target, what are the typical
problems?” Strategy 5 gives students
focused instruction.
Strategy 6 offers students focused
practice to ensure they avoid or correct
the common misunderstandings.
(Chappuis, 2009)
39. STEPS TAKEN:
Identified Common Misunderstanding
Collecting evidence that supports the thesis statement
Provided Instruction
The criteria for historical evidence
Provided Practice
Read the evidence statement & determine does it help or hurt
answer the prompt
Prompt provided for you to support with 7-10 statements of
evidence
40.
41.
42. ORIGINAL
STUDENT WORK
Focused Revision
5
AS A TABLE:
•Identify the misconception, partial understanding, or partially
developed skill in the student work.
• What focused instruction would be provided to “close the
gap?”
•What focused practice would be created to “close the gap?”
43. Answer the Following…
AS A TABLE
Think about the course you
teach (or courses in your
division).
Answer the following three
questions together on page
6 in your activity handout.
Be prepared to share your
thoughts.
What is a misconception, partial
understanding, or partially
developed skill that some of your
students will likely demonstrate
in your next unit?
What focused instruction will
you provide to “close the gap?”
What focused practice will you
offer to “close the gap?”
Focused Revision
6
44. Where Am I Going?
Strategy 2:
Use examples and models of
strong and weak work.
Where Am I Now?
Strategy 3:
Offer regular descriptive
feedback.
How Can I Close the Gap?
Strategy 6:
Teach students focused revision.
45. 1)
Select a learning target you will teach
in your next unit.
2)
Identify a strong and weak sample of
this learning.
3) Outline an activity that would require
the students to use these samples to
identify what makes the sample
strong or weak.
Application Activity
7-8
46. 4) Write a quality feedback statement that
fits your strong model.
5) Write a quality feedback statement that
fits your weak model.
This should include success and
interventionist feedback.
6) Confirm the potential misunderstanding
you anticipate seeing in your next
instructional unit.
Application Activity
7-8
47. 7) Outline the focused instruction you will
provide to address this misunderstanding.
8) Create the guided practice you will offer
to address this misunderstanding.
Application Activity
7-8
49. Chappuis, Jan (2009). Seven strategies of
assessment for learning. Boston: Pearson
Education, Inc. 2009.’
Stiggins, R (2007). Assessment for learning: An
essential foundation of productive instruction. In
Douglas Reeves (ed.), Ahead of the curve (pp5677). Bloomington, IN: Solution Tree.
Editor's Notes
DESCRIBE IT!To begin today we are going to participate in the activity: Describe It!We need one volunteer. Who would like to volunteer?Directions for the Volunteer: Please seat the volunteer in a chair so their back is to the audience.Please give the volunteer the picture and have them keep it hidden from the audience.Please tell the volunteer that his/her task is to DESCRIBE the picture to their audience in such a manner that the audience members will be able to recreate the picture.Please prohibit the volunteer from giving feedback or asking questions.Directions for the Audience: Our volunteer is going to describe a picture which you will draw on the provided piece of paper.You may not ask questions or ask for feedback. Please listen to his/her description and replicate the drawing.You should be aware that the picture contains rectangles and these rectangles can/do touch.
Unhide this slide following the Describe It! Activity (Right click on the slide and select “Hide Slide”)Directions:Ask the audience to:examine the original drawingDetermine to what degree he/she was able to replicate the originalFind evidence that can justify his/her opinion in his/her drawing Ex: I was able to replicate this drawing with 75% accuracy. I had 4 of 6 rectangles facing the correct direction and overlapping their neighbors to the correct degree. My rectangles were all equally sized.
Ask Your Audience to Contemplate the Following:If we had provided examples to accompany our initial directions of strong and weak rectangles, how would this have impacted your ability to replicate the drawing?
The session is 70 minutes in length.
PLC Cycle:Formative Assessment falls as the third step in the PLC Cycle.Formative Assessment addresses question 2: How do we know when a student has learned something?What is formative assessment?After establishing what we are going to teach students (learning targets), and then teaching it (through varied instructional strategies), we must assess student understanding.This assessment occurs in a variety of ways: discussion, q &a, exit slips, bell work, homework assignment, quiz, etc.When an assessment is used for learning, when it is used to inform a teacher’s instruction, then it is formative.Typically, teachers: assess student understanding of the learning target formatively determine their next instructional steps as a result of student performanceeither re-teach or enhance the initial learningeventually administer a summative assessment
Talking Points:Strategy 2 is intended to answer the question: Where am I headed?It works in conjunction with strategy 1. The idea is that you present the models of the strong and weak work in order to further communicate your learning target or vision of the intended learning.Oftentimes teachers present models of work to demonstrate project expectations rather than to communicate a learning target. This strategy involves using the model to clarify and communicate the learning target.If used in this way, then models of work can:Clarify your vision of the intended learningShape the student’s continuum of qualityCommunicate your expectationsAssign meaning and relevance to quality levels“[Prepare students to understand] your feedback to them and to engage in peer-and self-assessment.”Strategy 2 is considered an enabling strategy because it enables the students to understand your feedback (which is provided with strategy 3).
To officially shape a students’ continuum of quality, to make them understand our expectations or the vision of learning in our head, we can’t simply show a model and expect it will yield a great and similar outcome. If we show Starry, Starry night to the class, the class will agree it is excellent, but they won’t know why it is excellent. If they students can’t explain why this excellent, if they can’t point to what the artist did to make this excellent, then he/she won’t be able to reach a similar outcome.
Directions:Turn to the first page of your activity packet.Read the rubric.Read the problem on the second page.Examine each student work sample.As a table, score these samples. Match elements of the student sample to the verbiage in the rubric to justify your scores.Be prepared to share your table’s responses to the following questions:How would you score each sample?What evidence in the work justifies your score?How does an activity like this facilitate student understanding of the vision for learning?
Directions:Bring all groups back together and review responses.“Take a look at the rubric. Then, read the math problem and examine the student responses. Based on the rubric, where would you say each student’s work is on the continuum from strong to weak. Why?”Example Responses:Sample #1= Strong- Score of 5Rationale=The student “translated the problem into a useful mathematical form” by determining how many liters each person would need per day, then multiplying the number of people, and then multiplying by the number of days. The student then “applied the selected plan,” “which involved multiple approaches,” “through to completion” and arrived at the correct answer. The student’s answer of 60 liters was “reasonable and consistent with the context of the problem.”Sample #2= Weak- Score of 3 (but Score of 1 could be defended with rubric language)
Prior to beginning discussions concerning strategy 3, have participants take a self-assessment concerning their feedback practices.This self-assessment is on pg. 3 of the activity handout.They should write A for All of the Time, S for Some of the Time, and N for Not Yet.
Quality feedback:Communicates to the student what they did well & guides them towards improvementCoaches the studentInspires hope
Example:You used a logical strategy of drawing a table to solve this problem. Try converting all your data points to meters and then re-enter them in the table and solve the problem again. SUCCESS WAS USING A TABLE AS PROBLEM SOLVING STRATEGYINTERVENTION IS “TRY” (Suggestion) CONVERTING YOUR DATA POINTS TO COMMON UNITS & THEN SOLVE AGAIN
Circulate while the tables are working on the activities on pgs. 3 & 4 and check answers for each table to PART I.PART I ANSWERSSuccessSuccessInterventionSuccess (This one often tricks people. The success is in the fact that the student corrected her own process.)InterventionSuccess
Reconvene large group to review Part II :Call on tables to offer quality feedback for PART II.Possible ResponsesInstead of Incomplete:Showing your work in numbers 1-3 demonstrated you have the right process. Can you apply the correct process when given word problems. Try numbers 4-10 to find out. Instead of Keep Studying:Try making flashcards for your unit vocabulary and then practice “quizzing” yourself with these cards for ten minutes each night.Instead of more effort needed:Let’s see what type of still-life you can produce if you …What do you need to do to reach the Excellent & Beyond category on the rubric?
Reconvene large group to review III:Call on tables to review possible feedback for Describe It activity.Possible Response: 5 of your 6 rectangles are all correctly oriented. – SUCCESS PORTIONIn this particular exercise, all of the rectangles are the same size. How could you adjust your drawing to embody this fact?- INTERVENTIONIST PORTION
EFFECTIVE FEEDBACK:“maximizes the chances that student achievement will improve as a result” (Chappuis, p. 56)Is about quality notpresenceIs about progress & how to proceed notthe personemphasizes effort notperfection provides opportunity for practice not a summative judgment on what has yet to be practiced5 Characteristics of Effective Feedback:Communicates performance without being evaluative. Creates a relationship between the student/ teacher, student/student and student/learning. It helps students identify where they are now with respect to where they are headed and prompts further learning. Individualizes and customizes learning. Takes place in the classroom.
Overfeed backing is when we provide so much information to the student that we do the thinking for him/her
REMEMBER:All students are differentYour professional judgment is soundGetting a student to improve one thing is a step in the right directionIf a student has to fix many things or their paper is completely filled with marks, the student could interpret their work as wrong, riddled with mistakes, and unlikely to get better…this is where the student could develop harmful feelings regarding their potentialComment on a one thing at a time (limited number)To select which thing to comment on, always consider the learning target- focus the feedback on the learning target
REMEMBER:All students are differentYour professional judgment is soundGetting a student to improve one thing is a step in the right directionIf a student has to fix many things or their paper is completely filled with marks, the student could interpret their work as wrong, riddled with mistakes, and unlikely to get better…this is where the student could develop harmful feelings regarding their potentialComment on a one thing at a time (limited number)To select which thing to comment on, always consider the learning target- focus the feedback on the learning target
The following suggestions are timesaving strategies that meet the requirements of effective feedback.(SEE PACKET OF TEMPLATES pg. 204, 205, 80,81I. Pictures or Cues:Stars and Stairs- (p. 75)Star= what student did wellStair= specific intervention feedbackThat’s Good? Now This- (p. 77)Simple form with two areas for feedback to ensure that you are including both the success and intervention feedbackCodesConsider using codes to indicate common errors and write the code in the margin, then the students must do the work to figure out which problem they had, where it is, and they must correct it.Ex: In foreign language you may use GTPWO= Gender, Tense, Plural, Word ChoiceImmediate FeedbackThe more immediate feedback can be, the more likely it is to assist the student on their path to attaining the learning targetII.Assessment Dialogues:* Intended for performance assessment with a rubricWritten Comments-Identify a focus for the feedback (the focus should be one portion of the rubric related to the learning target you are/have been teaching)Students use the rubric to identify their success and one aspect of the work they need to work onStudents complete the “My Opinion” portion of the Assessment Dialogue Form)Review their work & write your “Feedback” in the are for Teacher’s CommentsAfter reading your comments, students take their opinion and your comments into consideration and develop a plan for revisionTwo-color Highlighting-Have students take a yellow highlighter and highlight the phrases on the rubric that they think describes their workThe student submits the highlighted rubric with their workYou review the rubric and highlight the phrases on the rubric that describe their work in blueAreas where you and the student agree are in green and those remaining in blue are areas the student should reflect uponThe Three-minute Conference-The students should complete the “My Opinion” portion of the Assessment Dialogue FormStudent Self-AssessmentWill get the student to think about qualityAccesses prior info.Start the conf. off by asking the student to share his/her thoughts about strengths and areas to improveShare your feedbackStudent should right down your comments on the Assessment Dialogue Form
Strategies 5 & 6 work in tandemStrategies 5 & 6 work to answer the question: How do I close the gap in learning?Strategy 5 should be viewed in relation to the question How do I close the learning gap? It encourages the student to focus on the one aspect of the target that he/she has a misconception about, an incomplete understanding, and a partially developed skill.
Strategy 5 = focused instructionInstruction is focused on the aspect of the learning target that each student misunderstands or partially understandsStrategy 6= focused practiceOpportunities to practice the one portion of the learning target that is misunderstood are developed and completed
3 Steps to Take when attempting to answer the question How Do I Close the Gap:Identify the Common Misunderstanding, Misconception, or Partially Developed SkillProvide instruction specifically on the one area that was identified as “missing” and “needed to closing the gap”Provide practice specifically focused on the skill or applying the content that was identified as “missing” and “needed to closing the gap”
The following document was created by an AP History Teacher (Paul Kelley- currently a principal in Elk Grove).This teacher examined his AP History Course Essential Outcome: I will be able to write an argumentative essay defending a historical thesis statement with relevant supporting evidence. Through reviews of his student’s essays, he quickly determined that the students had a partial understanding of what constitutes relevant historical evidence.As a result, he developed opportunities for students to work with simply one the portion of the learning target that pertains to collecting and using “relevant supporting evidence”The first opportunity consists of ten evidence statements.For each statement, the student must decide whether it helps to answer the prompt. If it helps, the student must say how.If it doesn’t help, the student muse explain why it doesn’t work.
As a result, he developed opportunities for students to work with simply one the portion of the learning target that pertains to collecting and using “relevant supporting evidence”The second opportunity consists of a prompt. Students must select 7-10 pieces of evidence that can be used to answer the prompt.
Have participants turn to pg. 5 in the activity handout and work as a table to record their responses.Together as a table, the participants will:Compare our student work sample to the originalDetermine the misunderstanding or partially developed skill reflected in the student workIdentify the instruction that is neededOutline an activity that would provide focused revision/practice Ex: The misunderstanding was that he/she had to draw rectangles that were the same. Develop a strategy to make 5 rectangles exactly the same size. Teach students how to draw a rectangle .5 x 1 inches using a rulerThe student will apply the technique to a drawing of 5 identical rectangles.
People from the same division will be sitting together.Ask them to consider their next unit and predict a common student misconception, partial understanding, or partially developed skill that you will likely see in your next unit.Ask them to determine the focused instruction they will need to provide students with this misconception to close the gap.Ask them to describe an activity for focused practice that they will create to close the gap.
Today, we have reviewed Strategies 2, 3, and 6 which are each linked to a different formative question.Strategy 2 clarifies the vision for learning (Where I am going) by providing samples of strong and weak work related to the learning target.Strategy 3 helps the student determine Where Am I Now by providing quality feedback which point outs the students success (as it relates to the learning target) and his/her areas to improve upon (as it relates to the learning target).Strategy 6 works in tandem with Strategy 5 to close the learning gap by providing the student focused instruction and focused practice on the aspect of the learning target that he/she doesn’t completely understand.
Tell participants that they will be sharing their work at the end.