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.
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.
(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.
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.
(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.
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.
Importance of feedback in teaching and learning languagesMahdi Bouguerine
The document discusses various types of mistakes students make, sources of errors, and effective feedback strategies. It describes how teachers can provide feedback to help students overcome mistakes through techniques like self-assessment, peer feedback, and addressing errors during accuracy or fluency work. The goal of feedback is to help students improve their language skills without damaging their confidence or motivation.
Effective feedback should focus on the learning intentions and success criteria, be timely, and provide guidance for improvement. Descriptive feedback is most useful, describing what the student did and how to improve, rather than evaluative feedback involving judgment. Descriptive feedback can take the form of reminders, scaffolds, or examples. When providing written feedback, teachers should check that students understand the feedback and ask them to restate it. Research shows that only comments without grades lead to improvement, as grades cancel out the benefits of comments. Feedback should highlight a few successes and one area for improvement, and allow students to act on the feedback.
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.
(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.
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.
(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.
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.
Importance of feedback in teaching and learning languagesMahdi Bouguerine
The document discusses various types of mistakes students make, sources of errors, and effective feedback strategies. It describes how teachers can provide feedback to help students overcome mistakes through techniques like self-assessment, peer feedback, and addressing errors during accuracy or fluency work. The goal of feedback is to help students improve their language skills without damaging their confidence or motivation.
Effective feedback should focus on the learning intentions and success criteria, be timely, and provide guidance for improvement. Descriptive feedback is most useful, describing what the student did and how to improve, rather than evaluative feedback involving judgment. Descriptive feedback can take the form of reminders, scaffolds, or examples. When providing written feedback, teachers should check that students understand the feedback and ask them to restate it. Research shows that only comments without grades lead to improvement, as grades cancel out the benefits of comments. Feedback should highlight a few successes and one area for improvement, and allow students to act on the feedback.
The document outlines the key components of an effective lesson plan: objectives, standards, anticipatory set, teaching input, modeling, checking for understanding, guided practice, lesson closure, independent practice, and assessment. It discusses each component in detail, emphasizing the importance of objectives that address different learning domains, modeling concepts for students, checking for understanding using Bloom's Taxonomy, providing guided practice and feedback, and conducting assessments to improve teaching. The overall message is that effective planning and teaching incorporates all these elements to help students learn.
The document discusses how to provide effective feedback to students. It argues that not all feedback is helpful, as some can decrease motivation. It provides five actions teachers can take to improve feedback: 1) emphasize the task, not the student's ability, 2) give specific guidance on improvement, 3) provide regular feedback, 4) focus on the learning process, not results, and 5) only provide feedback while students are still learning. Research showed that students who received comments-only improved more than those who received grades or both comments and grades. The document stresses making feedback actionable and allowing students to apply it.
The document provides guidance on effective feedback for learning. It discusses that feedback should focus on the learning intention and success criteria, occur during learning, and provide information and strategies to close gaps. Descriptive feedback is most effective as it focuses on improvement rather than evaluation. Teachers are encouraged to use prompts, check student understanding of feedback, and allow time for students to apply feedback through redrafting.
This document discusses feedback and marking in the science classroom. It summarizes research showing that feedback is most effective when it reduces the gap between where students are and where they need to be. Feedback should provide clear next steps for students and cause them to think and monitor their own learning. The most useful feedback is focused on learning goals, prompts future action, and makes students do more work than the teacher. The document also discusses providing feedback before, during, and after lessons through techniques like pre-assessments, self-scoring quizzes, and dedicated reflection time.
This document provides guidance on giving effective feedback and feedforward to graduate teaching assistants. It begins by defining the aims of the workshop as helping participants define feedback, recognize feedback principles, and develop skills in giving and receiving feedback through activities. It then covers identifying examples of feedback, attempting definitions of feedback, and discussing feedback purposes such as improvement and building confidence. The document outlines strategies for good feedback and challenges with providing useful feedback. It includes activities where participants practice different forms of feedback and discuss feedback experiences. In closing, it recommends feedback be a dialogue to support future learning.
The document discusses the components of an effective lesson plan, including objectives, standards, anticipatory set, teaching input, modeling, checking for understanding, guided practice, lesson closure, independent practice, and assessment. It describes each component in detail and provides examples. The key aspects of a strong lesson are clear objectives, engaging instructional methods, monitoring of student understanding, and assessment of learning outcomes.
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 information and advice about giving feedback in the classroom. It begins with introductions of the author and instructions for an activity. It then discusses why feedback is important, what it should look like, and different types of feedback such as verbal, written, visual and formative vs summative. Examples of both "hot" and "cold" error corrections are provided. The document also discusses receiving feedback and tips, including perspectives from TaLK teachers. Activities are included to practice observing and planning for feedback.
Questions are having very important role in getting knowledge and everyone should know the basics of question. The presentation will help you getting knowledge of various types of questions.
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,
CPD on showing progress in lessons and over timeMrsMcGinty
The document provides examples of formative (AfL) and summative assessment. It discusses showing progress during lessons and over time through formative assessment strategies like using success criteria, tracking boards, and marking work to provide feedback and track improvement. Some specific ideas mentioned include using colored post-it notes to show progress in a lesson, a "tiers of progress" board to move between novice, apprentice, and expert levels, and marking a sample of student work to identify issues and give verbal feedback. The key is that formative assessment, such as these strategies, should be used to monitor progress and guide instruction, not just collect data.
TESTA, Presentation to the SDG Course Leaders, University of West of Scotlan...TESTA winch
This document provides an overview of the TESTA (Transforming the Experience of Students through Assessment) research project. It discusses key findings from auditing assessment practices across various university programmes. Some programmes had clear goals and feedback that drove student effort, while others lacked clarity and feedback. The research found formative assessment was underused and feedback was often untimely and disjointed. TESTA cases studies showed how increasing formative work and dialogue about standards can boost learning. Overall, the project revealed assessment patterns influence student experience and outcomes significantly.
This document discusses effective questioning and reacting techniques for teachers. It begins by outlining four types of questions according to purpose: for assessing cognition, verification, creative thinking, and evaluating. It then describes two types of questions according to level/answer - low level questions which require simple recall and high level questions which require analysis and problem solving. The document also discusses questioning skills teachers should develop, such as varying question types and allowing sufficient wait time. It provides tips for handling student responses, such as providing feedback and praise. Finally, it offers ways for teachers to improve their own questioning skills and encourage students to ask questions.
The document provides guidance on effective questioning techniques for teachers. It recommends creating an accepting atmosphere by asking for and answering student questions. It also suggests using a variety of pre-planned and emerging questions, avoiding yes/no questions, and addressing questions to the group. The document outlines 9 types of questions including those that gather information, insert terminology, explore relationships, probe student thinking, generate discussion, link ideas, extend thinking, orient students, and establish context. It advises avoiding multiple questions and providing answers too quickly.
The document lists 12 active formative learning (AFL) strategies teachers can use to check student understanding, get feedback, and engage students in lessons. Some strategies include using traffic light cards to gauge comprehension, think-pair-share to discuss questions in pairs before sharing with the class, and numbered heads together where students within groups must agree on an answer for their number. The strategies aim to provide instant feedback to teachers and encourage peer interaction and reflection among students.
The document discusses effective questioning techniques for teaching and learning. It identifies 4 aims: 1) review questioning techniques, 2) identify techniques and examples, 3) identify merits of techniques related to Bloom's taxonomy, and 4) use interactive blended learning. The document provides information on different questioning techniques, examples of using techniques, and tasks participants to identify and plan how to apply techniques in the future.
The document provides feedback from classroom observations and focus groups conducted in November 2015. Strengths noted included well-behaved students, positive classroom environments, and effective routines. However, areas for development were also identified, such as lessons being too teacher-led with passive students, limited questioning strategies, and lack of differentiation. Student focus groups provided additional feedback on wanting varied activities, meaningful feedback, and learning linked to real life. The document concludes with questions for teachers and a revisiting of formative assessment techniques and the four-phase lesson model.
The document discusses strategies for teachers to implement "maximum impact, minimum effort" marking. It proposes having students engage in self and peer assessment by reflecting on learning objectives and providing feedback to each other before teacher marking. It also suggests using progress reflection forms, verbal feedback stamps during lessons, and guided reflection questions to facilitate student-led assessment and reduce workload. The overall goal is to have students complete most of the reflection work so teachers can focus on high-level formative assessment to drive future learning.
(Muthu & Johnson) The Rest of the 7 Student-Centered Strategies of Assessment...Jeremy
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.
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.
The document outlines the key components of an effective lesson plan: objectives, standards, anticipatory set, teaching input, modeling, checking for understanding, guided practice, lesson closure, independent practice, and assessment. It discusses each component in detail, emphasizing the importance of objectives that address different learning domains, modeling concepts for students, checking for understanding using Bloom's Taxonomy, providing guided practice and feedback, and conducting assessments to improve teaching. The overall message is that effective planning and teaching incorporates all these elements to help students learn.
The document discusses how to provide effective feedback to students. It argues that not all feedback is helpful, as some can decrease motivation. It provides five actions teachers can take to improve feedback: 1) emphasize the task, not the student's ability, 2) give specific guidance on improvement, 3) provide regular feedback, 4) focus on the learning process, not results, and 5) only provide feedback while students are still learning. Research showed that students who received comments-only improved more than those who received grades or both comments and grades. The document stresses making feedback actionable and allowing students to apply it.
The document provides guidance on effective feedback for learning. It discusses that feedback should focus on the learning intention and success criteria, occur during learning, and provide information and strategies to close gaps. Descriptive feedback is most effective as it focuses on improvement rather than evaluation. Teachers are encouraged to use prompts, check student understanding of feedback, and allow time for students to apply feedback through redrafting.
This document discusses feedback and marking in the science classroom. It summarizes research showing that feedback is most effective when it reduces the gap between where students are and where they need to be. Feedback should provide clear next steps for students and cause them to think and monitor their own learning. The most useful feedback is focused on learning goals, prompts future action, and makes students do more work than the teacher. The document also discusses providing feedback before, during, and after lessons through techniques like pre-assessments, self-scoring quizzes, and dedicated reflection time.
This document provides guidance on giving effective feedback and feedforward to graduate teaching assistants. It begins by defining the aims of the workshop as helping participants define feedback, recognize feedback principles, and develop skills in giving and receiving feedback through activities. It then covers identifying examples of feedback, attempting definitions of feedback, and discussing feedback purposes such as improvement and building confidence. The document outlines strategies for good feedback and challenges with providing useful feedback. It includes activities where participants practice different forms of feedback and discuss feedback experiences. In closing, it recommends feedback be a dialogue to support future learning.
The document discusses the components of an effective lesson plan, including objectives, standards, anticipatory set, teaching input, modeling, checking for understanding, guided practice, lesson closure, independent practice, and assessment. It describes each component in detail and provides examples. The key aspects of a strong lesson are clear objectives, engaging instructional methods, monitoring of student understanding, and assessment of learning outcomes.
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 information and advice about giving feedback in the classroom. It begins with introductions of the author and instructions for an activity. It then discusses why feedback is important, what it should look like, and different types of feedback such as verbal, written, visual and formative vs summative. Examples of both "hot" and "cold" error corrections are provided. The document also discusses receiving feedback and tips, including perspectives from TaLK teachers. Activities are included to practice observing and planning for feedback.
Questions are having very important role in getting knowledge and everyone should know the basics of question. The presentation will help you getting knowledge of various types of questions.
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,
CPD on showing progress in lessons and over timeMrsMcGinty
The document provides examples of formative (AfL) and summative assessment. It discusses showing progress during lessons and over time through formative assessment strategies like using success criteria, tracking boards, and marking work to provide feedback and track improvement. Some specific ideas mentioned include using colored post-it notes to show progress in a lesson, a "tiers of progress" board to move between novice, apprentice, and expert levels, and marking a sample of student work to identify issues and give verbal feedback. The key is that formative assessment, such as these strategies, should be used to monitor progress and guide instruction, not just collect data.
TESTA, Presentation to the SDG Course Leaders, University of West of Scotlan...TESTA winch
This document provides an overview of the TESTA (Transforming the Experience of Students through Assessment) research project. It discusses key findings from auditing assessment practices across various university programmes. Some programmes had clear goals and feedback that drove student effort, while others lacked clarity and feedback. The research found formative assessment was underused and feedback was often untimely and disjointed. TESTA cases studies showed how increasing formative work and dialogue about standards can boost learning. Overall, the project revealed assessment patterns influence student experience and outcomes significantly.
This document discusses effective questioning and reacting techniques for teachers. It begins by outlining four types of questions according to purpose: for assessing cognition, verification, creative thinking, and evaluating. It then describes two types of questions according to level/answer - low level questions which require simple recall and high level questions which require analysis and problem solving. The document also discusses questioning skills teachers should develop, such as varying question types and allowing sufficient wait time. It provides tips for handling student responses, such as providing feedback and praise. Finally, it offers ways for teachers to improve their own questioning skills and encourage students to ask questions.
The document provides guidance on effective questioning techniques for teachers. It recommends creating an accepting atmosphere by asking for and answering student questions. It also suggests using a variety of pre-planned and emerging questions, avoiding yes/no questions, and addressing questions to the group. The document outlines 9 types of questions including those that gather information, insert terminology, explore relationships, probe student thinking, generate discussion, link ideas, extend thinking, orient students, and establish context. It advises avoiding multiple questions and providing answers too quickly.
The document lists 12 active formative learning (AFL) strategies teachers can use to check student understanding, get feedback, and engage students in lessons. Some strategies include using traffic light cards to gauge comprehension, think-pair-share to discuss questions in pairs before sharing with the class, and numbered heads together where students within groups must agree on an answer for their number. The strategies aim to provide instant feedback to teachers and encourage peer interaction and reflection among students.
The document discusses effective questioning techniques for teaching and learning. It identifies 4 aims: 1) review questioning techniques, 2) identify techniques and examples, 3) identify merits of techniques related to Bloom's taxonomy, and 4) use interactive blended learning. The document provides information on different questioning techniques, examples of using techniques, and tasks participants to identify and plan how to apply techniques in the future.
The document provides feedback from classroom observations and focus groups conducted in November 2015. Strengths noted included well-behaved students, positive classroom environments, and effective routines. However, areas for development were also identified, such as lessons being too teacher-led with passive students, limited questioning strategies, and lack of differentiation. Student focus groups provided additional feedback on wanting varied activities, meaningful feedback, and learning linked to real life. The document concludes with questions for teachers and a revisiting of formative assessment techniques and the four-phase lesson model.
The document discusses strategies for teachers to implement "maximum impact, minimum effort" marking. It proposes having students engage in self and peer assessment by reflecting on learning objectives and providing feedback to each other before teacher marking. It also suggests using progress reflection forms, verbal feedback stamps during lessons, and guided reflection questions to facilitate student-led assessment and reduce workload. The overall goal is to have students complete most of the reflection work so teachers can focus on high-level formative assessment to drive future learning.
(Muthu & Johnson) The Rest of the 7 Student-Centered Strategies of Assessment...Jeremy
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.
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 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.
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 summarizes research on effective classroom instructional strategies. It describes nine categories of instructional strategies analyzed in meta-analyses, including setting objectives, providing feedback, and homework. For each strategy, the analysis identified an average effect size and percentile gain from implementing the strategy. The document also provides guidance and examples for teachers to incorporate the strategies into instructional planning and practice.
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.
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.
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 provides tips on how to create impactful marking to improve student learning. It discusses the importance of feedback and outlines several focuses or best practices for marking, including using strengths and improvements, allocating response time, providing timely feedback, tailoring the amount and method of feedback to students, communicating to the intended audience, addressing specific contents, allowing for comparison, describing the function of feedback, maintaining positivity, setting high expectations, addressing literacy, and incorporating peer and self-assessment as well as verbal feedback. The overall goal is to provide feedback that empowers students and motivates them to make progress in their learning.
Feedback is meant to guide student performance by identifying strengths and areas for improvement without judgment. Effective feedback provides an objective description of performance, focuses on the work rather than the student, and gives direction on closing the gap between goals and current performance. It should be timely, specific, and allow opportunities for students to apply the feedback in improving.
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.
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.
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.
This document discusses assessment for and of learning. It outlines the importance of formative assessment and having a balanced assessment system. Formative assessment has been shown to improve student achievement when implemented properly, through practices like providing feedback and developing self-assessment skills. The document outlines seven strategies for formative assessment, focusing on clarifying learning targets, determining students' current level of understanding, and helping them to close gaps in their knowledge. Clear learning targets are essential for effective assessment.
Effective feedback provides students with guidance to improve future performance by objectively describing their current performance and identifying areas of strength and areas for growth. Research shows feedback is most effective when it is timely, specific, and provides students with understanding of how to close the gap between their current performance and the learning goals. Feedback should recognize the desired learning goal, provide evidence of the student's current position, and help the student understand how to improve.
This document discusses strategies for effective marking and feedback at Chalfonts Community College. It addresses using improvements and responses to provide feedback that has impact on students' learning. Examples shown include using positive language and setting clear expectations for student responses. Providing dedicated response time is advocated to ensure students can reflect on feedback. Peer and self-assessment is discussed as a way to reduce teacher workload if implemented properly. Key tips include modeling assessment, using success criteria, and having teachers moderate student feedback. Evaluating examples in the document and sharing other experiences is suggested.
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and celebrate the transformative
power of knowledge.
For the past few years, reading has taken center stage in PD—specifically because this is an area that has been deemed as being one that most of our students struggle with as evidenced by ISAT performance. For the past couple of years, teachers have been exposed to the concept of Reading Across the Curriculum. At first, Haugan received PD from an outside consultant and then last year, most of our PD was delivered on-site by our Master Teachers. This year, we are going full force with Reading Across the Curriculum and marrying it to the Differentiation concept—Haugan personnel will be the driving force behind the initiative; in terms of providing all PD ourselves. So far, we have delivered 4 PowerPoint presentations that have some type of literacy/differentiation element embedded into it: Ex: 1. Formative Assessment; 2. Word Maps to Build Comprehension; 3. Summarizing; and 4. Differentiation.
Formative Assessment ppt: The idea behind this PD session was to expose teachers to techniques that they can implement in any one of the different content-areas that would allow them to frequently monitor students’ understanding. Research has shown that it is through these constant ‘checks for understanding’ that teachers are better able to adjust their instruction to maximize learning. Through formative assessment, teachers are able to cater to students’ individual needs; this is a huge concept behind differentiation.
Similar to (Saukstelis & Robinson) 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 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 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.
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.
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.
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.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
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In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
2.
I will:
be able to define Strategies 2, 3, and 6
be able to explain how strategies 2, 3, and 6 are
related to the questions:
Where am I headed?
Where am I now?
How do I close the gap?
be able to explain ways to implement strategies 2,
3, and 6 in my classroom
apply strategies 2, 3, and 6 to my next instructional
unit.
3.
Strategy #2 (Strong & Weak Examples)
Key ideas
Ways to implement
Let’s Try
Strategy #3 (Effective Feedback)
Self-assessment
Characteristics of Effective Feedback
Let’s Try
Suggestions for Offering Feedback
Strategy #6 (Focused Revision)
How do I close the gap?
Strategy 5 & 6
Strategy 5 & 6 in AP
Let’s Try
4.
5. Where Am I Going?
Strategy 1:
Provide students with a clear and understandable
vision of the learning target.
Strategy
Use examples and models of strong and weak
2:
Where Am I Now?
work.
Strategy
3:
Offer regular descriptive feedback.
Strategy Close Teach students to self-assess and set goals.
How do I 4:
the Gap?
Strategy
Strategy 5:
6:
Strategy 7:
Design lessons to focus on one learning target or
aspect of quality at a time.
Teach students focused revision.
Engage students in self-reflection, and let them
6. 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
7. 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?
8. 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
9.
10. By using examples of strong and weak work in
conjunction with the learning target, you are:
Clarifying your vision of the intended learning
Shaping the student’s continuum of quality
Communicating your expectations
Assigning meaning and relevance to quality
levels
“[Preparing students to understand] your
feedback to them and to engage in peer-and
self-assessment.”
11. To be clear:
Simply flashing
models of strong
work will not yield
replicas of strong
work
STRONG EXAMPLE
12. 1.
Match the phrase in the
rubric to the relevant
aspect of the sample work
2.
Rank/score the samples
according to a rubric
3.
Match up quotes from an
essay to feedback
comments
13. 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
14.
15. A: All S: Some N: Not yet
The feedback I provide students…
1) directs attention to the intended learning.
(A, S, or N)
2) occurs during learning so there is time for
students to ACT upon the feedback.
Please
complete the
3) addresses partial understanding
self4) is phrased so the students must do the assessment on
page 3 of the
thinking.
activity
5) is appropriately limited in regard to
handout.
corrective information so the students can
act on the feedback
16. 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)
17. 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)
18. “Directs
attention to
the intended
learning, pointing
out strengths and
offering specific
information to guide
improvement”
Success feedback
points out what the
student has done well
Intervention feedback
gives specific
information to guide
improvement
(Chappuis, 2009, p. 57)
19. 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)
20. AS A Group
Part I
As we read each
feedback comment:
Make a fist if the
comment is success
Open hand if the
comment is
interventionist
Part II
For each feedback
comment, please :
add context
revise the comment to
make it effective
success +
intervention
21. 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?
22.
23. “OCCURS DURING
LEARNING”
Feedback is given & then
time & opportunity are
provided to act on the
feedback
Allowed to make
mistakes
Practice is not graded
Quality feedback guides
next actions/
improvement
“ADDRESSES PARTIAL
UNDERSTANDING”
Feedback can address
partial understanding
Apply success and
interventionist
Re-teach if there is “no
understanding”
A student with no
understanding will NOT
benefit from feedback
24. QUALITY FEEDBACK
“DOES NOT DO THE THINKING FOR THE STUDENT”
Avoid overfeed backing
Try:
Point out the error
Ask the student how he/she will correct it
Allow exploration
If needed, carefully pose a question to guide the
corrective process
“Good thinking spurs thoughtful action”
(Chappuis, 2009)
25. QUALITY FEEDBACK LIMITS THE NUMBER OF
CORRECTIVES
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)
26. 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
27.
28. 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
29.
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 the
common misunderstandings or correct
them.
30. ORIGINAL
Focused
5
Revision
STUDENT WORK
•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?”
31. 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
32.
33.
34. 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.
35. 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.
36. 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.
37. 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
39. 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
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
What are the 7 Strategies?Jan Chappuis has developed 7 Strategies of Assessment for Learning. These 7 strategies revolve around 3 questions (for the students):1) Where Am I going?- Strategy 1 (Captain Target: Learning Target); Strategy 2 (Model Master: Models or examples of the continuum of quality)2) Where Am I Now?, - Strategy 3 (Flash Feedback: Effective Feedback); Strategy 4 (Goal Guard: Student Self-Assessment & Goal Setting)3) How do I Close the Gap?- Strategy 5 (One-der-Woman: focus on 1 target at a time); Strategy 6 (Robin Revision: focused revision); Strategy 7 (Reflecto Man: Tracking learning and Self-Reflection)Why are we going to study the 7 Strategies?LT is going to engage in the study and application of these 7 strategies of assessment this school year because research has demonstrated:“Innovations that include strengthening the practice of formative assessment produce significant and often substantial learning gains.” (Black & Wiliam, 1998b)“formative assessment practices greatly increase the achievement of low-performing students” (p. 3)7 strategies are “designed to meet students’ information needs to maximize both motivation and achievement, by involving students from the start in their own learning” (Chappuis, p. 11). These 7 strategies facilitate meta-cognition, which strong learners already engage in, but low-level learners need to be taught explicitly to think about their thinking.Today’s focus:In August we were briefly introduced to these strategies. In today’s session, we are going to delve into strategies 4 & 7.
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?
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.
Strategy 2 involves getting the students to USE the models of work to “buy into” your vision of learning or your levels of quality. In order to buy into your vision of learning, students must understand what makes a strong sample STRONG and what makes a weak sample WEAK. As educators, we can structure activities that force the students to examine the work to the point where they are determining why the work is strong or weak. Here are some activities that facilitate this: Match the phrase in the rubric to the relevant aspect of the sample workStudents are asked to underline the portion of the rubric that captures the relevant aspect of the work in the provided sampleIf the product is a paper, then students can highlight the portion of the sample paper and the portion of the rubric that are aligned to one another2) Rank the samples according to the rubricThe teacher would provide one example of work per quality level in the rubric (Example: 3 samples- one excellent, one emerging, and one barley there).The students would examine the work and the rubric to determine which quality level describes each sample.Students then justify their opinion with verbiage from the rubric and evidence from the sample work.3) Take a strong and weak essay. For each essay, cut up quotes from the paper and cut up the accompanying comments. Have students collaborate to match the appropriate teacher comment with the relevant student quote.
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?
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.
EFFECTIVE FEEDBACK:“maximizes thechances that student achievement willimprove 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.
Feedback should revolve around the learning target.Point out strengths related to the target & provide guidance so the intended learning is achieved.THE TERMS SUCCESS & INTERVENTION AVOID THE ASSOCIATION WITH POSITIVE AND NEGATIVE; THEY SUGGEST THAT MISTAKES ARE OKAY & THERE IS ROOM TO GET BETTERConsider a check plus or check minus what message is being sent by these symbols?
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 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
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?
CHARACTERISTIC #2: Effective feedback is provided when there is still time to act on it.Students have to be encouraged to learn, but this means mistakes will occur. You must communicate it is okay to make mistakes.If formative assessments are not graded, then you are sending the message it is okay to make mistakes because you are: 1) providing practice and 2) avoiding punishments via grades for mistakes.There must be time to practice before the work is graded summatively. Once the work is graded, then mistakes truly do count against you.The goal is to provide opportunities for practicethat provide feedback to guide improvements prior to making a final judgment of learning.CHARACTERISTIC #3:Quality feedback highlights the student’s success and then attempts to correct misconceptions, partial understanding, or undeveloped skills through interventionist feedback. If a students does not understanding anything, then feedback will not be helpful. You must re-teach.
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
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
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.
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.
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.