When students complete an assessment, as teachers, we then have an opportunity to respond through our marking and feedback. This is a wonderful chance to do a little more teaching, particularly individualised teaching, through our feedback.
When students complete an assessment, as teachers, we then have an opportunity to respond through our marking and feedback. This is a wonderful chance to do a little more teaching, particularly individualised teaching, through our feedback.
Assessment and Feedback - a summary lecture covering the 4 CELT Assessment seminars for the PGCE HE course at USW
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ASSESSMENT: The term assessment refers to the wide variety of methods or tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students.
TYPES OF ASSESSMENT:
There are four types of assessments
1) Prognostic assessment
2) Diagnostic assessment
3) Formative assessment
4) Summative assessment
This presentation was used by me to help teachers at our community school to learn about Lesson Plans and Classroom managment. Feel free to download and use it
Ashwin Shah
Classroom Management Success is a turnkey intervention strategy for establishing and sustaining an orderly environment so students can engage in meaningful academic learning, it also aims to enhance student social and moral growth. Classroom management is a multi-faceted activity. It extends beyond some of the more traditional behavior management techniques frequently recommended to deal with students with disruptive behavior. The aim of Classroom Management Success makes sure that teachers are doing the following:
-develop caring, supportive relationships with and among students;
-organize and implement instruction in ways that optimize students’ access to learning;
-use group management methods that encourage student engagement with academic tasks;
-promote the development of student social skills and self-regulation; and
-use appropriate interventions to assist students who have behavior problems.
This program is based on proven and time tested techniques and principles that have been implemented in the book, “The First Days of School: How to Be an Effective Teacher,” by Harry K. Wong and Rosemary Tripi Wong. Classroom Management Success promotes an orderly learning environment for students. It enhances students’ academic skills and competencies, as well as their social and emotional development. Classroom Management Success principles work across a number of subject areas and grade levels.
The information and material needed to implement this system in your classroom has already been done for you. You may access the required materials at http://www.lewisseals.com; go to the Blog and click on “Classroom Management Success.” There you will find printable student infraction cards, pink slips, a classroom management plan, an action plan, and a PowerPoint presentation. The plan is simple but yet powerful and will give positive results.
http://www.lewisseals.com
Feedback is an effective tool to use in different context, highly useful in training activities, team buildings but also organizational teams and business.
Members of Connect: Professional Women’s Network share advice for effectively delivering the good, bad and ugly.
Connect: Professional Women’s Network is online community with more than 300,000 members that discusses issues relevant to women and their success. The free LinkedIn group powered by Citi also features videos interviews with influential businesswomen, live Q&As with experts and slideshows with career advice. To learn more and join the conversation in the largest women's group on LinkedIn, visit http://www.linkedin.com/womenconnect.
Assessment and Feedback - a summary lecture covering the 4 CELT Assessment seminars for the PGCE HE course at USW
All icons are from http://iconfinder.com
ASSESSMENT: The term assessment refers to the wide variety of methods or tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students.
TYPES OF ASSESSMENT:
There are four types of assessments
1) Prognostic assessment
2) Diagnostic assessment
3) Formative assessment
4) Summative assessment
This presentation was used by me to help teachers at our community school to learn about Lesson Plans and Classroom managment. Feel free to download and use it
Ashwin Shah
Classroom Management Success is a turnkey intervention strategy for establishing and sustaining an orderly environment so students can engage in meaningful academic learning, it also aims to enhance student social and moral growth. Classroom management is a multi-faceted activity. It extends beyond some of the more traditional behavior management techniques frequently recommended to deal with students with disruptive behavior. The aim of Classroom Management Success makes sure that teachers are doing the following:
-develop caring, supportive relationships with and among students;
-organize and implement instruction in ways that optimize students’ access to learning;
-use group management methods that encourage student engagement with academic tasks;
-promote the development of student social skills and self-regulation; and
-use appropriate interventions to assist students who have behavior problems.
This program is based on proven and time tested techniques and principles that have been implemented in the book, “The First Days of School: How to Be an Effective Teacher,” by Harry K. Wong and Rosemary Tripi Wong. Classroom Management Success promotes an orderly learning environment for students. It enhances students’ academic skills and competencies, as well as their social and emotional development. Classroom Management Success principles work across a number of subject areas and grade levels.
The information and material needed to implement this system in your classroom has already been done for you. You may access the required materials at http://www.lewisseals.com; go to the Blog and click on “Classroom Management Success.” There you will find printable student infraction cards, pink slips, a classroom management plan, an action plan, and a PowerPoint presentation. The plan is simple but yet powerful and will give positive results.
http://www.lewisseals.com
Feedback is an effective tool to use in different context, highly useful in training activities, team buildings but also organizational teams and business.
Members of Connect: Professional Women’s Network share advice for effectively delivering the good, bad and ugly.
Connect: Professional Women’s Network is online community with more than 300,000 members that discusses issues relevant to women and their success. The free LinkedIn group powered by Citi also features videos interviews with influential businesswomen, live Q&As with experts and slideshows with career advice. To learn more and join the conversation in the largest women's group on LinkedIn, visit http://www.linkedin.com/womenconnect.
There is an art to giving and receiving feedback. To get better, feedback is necessary – but it also can backfire if handled poorly. This session is for managers and non-managers and addresses the art of feedback and working with subordinates or peers/team members.
Negative Feedback: How to handle the inevitable criticism?SurveyCrest
It might seem like a bitter pill to swallow at first, but once you think about it you will realize it’s a chance to improve. Listening to customers helps narrow down any glaring issues in your sales, marketing, strategy, supply chain, pricing points, and operations. According to Harvard Business Review, a 10% rise in your Net Promoter Score can result in a 6%-7% jump in revenue. Bottom line is, be glad you have unhappy customers.
Here's how to handle negative sentiments or feedback.
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Facebook recently made a significant change to the EdgeRank algorithm that increased the importance of Negative Feedback. As a result, understanding Negative Feedback is now an integral component for optimizing EdgeRank, and keeping at bay any negative impact on your content is more important than ever.
More on http://edgerankchecker.com
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.
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/59919647
Presentation Abstract:
Foreign language teachers must balance their commitment to meeting learner needs and promoting learner language abilities with their responsibility to generate grades and document learner progress toward curricular objectives. Large-scale, formal testing practices lead many to view teaching and assessment as distinct or even competing activities that classroom practitioners must choose between. The focus of this webinar is how assessment may be conceived not as a separate undertaking but rather as a perspective on teaching and learning activities – that is, a way of looking at regular classroom activities as sources of information regarding forms of learner participation and contribution, difficulties they encounter, and forms of support they require to progress. This way of thinking about assessment’s relation to teaching resonates with recent calls for an Assessment-for-Learning framework, which underscores the relevance to instructional decisions of insights into learner abilities that are gained through informal assessments. It also draws heavily upon the recent innovation of Dynamic Assessment as a principled approach to integrating teaching and assessment as a single activity that supports learners to stretch beyond their current language abilities. Examples of classroom interactions intended to serve both instructional and evaluative purposes will be presented. Participants will be invited to critically examine these examples and, through discussion, to derive principles for teaching and assessing to promote language learning.
Webinar Date: February 10, 2011
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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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.
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2. What is Feedback? “Feedback is an objective description of a student’s performance intended to guide future performance. Unlike evaluation, which judges performance, feedback is the process of helping our students assess their performance, identify areas where they are right on target and provide them tips on what they can do in the future to improve in areas that need correcting.” ~ W. Fred Miser
3. What is Feedback? “Research has shown that effective feedback is not a discrete practice, but an integral part of an instructional dialogue between teacher and student, (or between students, or between the student and him/herself).” From “Providing Students with Effective Feedback”
4. What is Feedback? “Feedback is not about praise or blame, approval or disapproval. That’s what evaluation is – placing value. Feedback is value-neutral. It describes what you did and did not do.” ~ Grant Wiggins
5. What is Feedback? “Effective feedback, however, shows where we are in relationship to the objectives and what we need to do to get there. “It helps our students see the assignments and tasks we give them as opportunities to learn and grow rather than as assaults on their self-concept. “And, effective feedback allows us to tap into a powerful means of not only helping students learn, but helping them get better at learning.” ~ Robyn R. Jackson
6. What is Feedback? “Effective feedback not only tells students how they performed, but how to improve the next time they engage the task. Effective feedback is provided in such a timely manner that the next opportunity to perform the task is measured in seconds, not weeks or months.” ~ Douglas Reeves, p. 227
8. Primary Purposes of Feedback To keep students on course so they arrive successfully at their predetermined destination. ~ W. Fred Miser “It is one thing to collect feedback about students’ progress, but if you simply collect this feedback and never use it to adjust your instruction, then you are collecting it in vain. The data you receive from grading your assignments and assessments will give you feedback about the effectiveness of your own instruction.” ~ Robyn R. Jackson
9. What Does the Research Say? “Academic feedback is more strongly and consistently related to achievement than any other teaching behavior….This relationship is consistent regardless of grade, socioeconomic status, race, or school setting….When feedback and corrective procedures are used, most students can attain the same level of achievement as the top 20% of students.” ~ Bellon, Bellon & Blank
10. What Does the Research Say? “Feedback seems to work well in so many situations that it led researcher John Hattie (1992) to make the following comment after analyzing almost 8,000 studies: ‘The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be dollops of feedback.’” ~ Robert Marzano
11. What Does the Research Say? “In a major review of the research on assessment, Paul Black and Dylan Wiliam (1998) noted The research reported here shows conclusively that formative assessment does improve learning. The gains in achievement appear to be quite considerable, and as noted earlier, amongst the largest ever reported for educational interventions. As an illustration of just how big these gain are, an effect size of 0.7, if it could be achieved on a nationwide scale, would be equivalent to raising the mathematics achievement score of an ‘average’ country like England, New Zealand or the United States into the ‘top five’ after thee Pacific rim countries of Singapore, Korea, Japan and Hong Kong.” ~ What Works in Schools, p. 38
12. Power of Accurate Feedback Immediate impact on results Lower failures Better attendance Fewer suspensions Failure here undermines EVERY OTHER EFFORT in curriculum, assessment, and teaching ~ Douglas Reeves, Asilomar Conference 2009 Powerpoint
13. Characteristics of Feedback Timely “The more delay that occurs in giving feedback, the less improvement there is in achievement.” (Marzano(1), p. 97) As often as possible, for all major assignments Constructive/Corrective What students are doing that is correct What students are doing that is not correct Choose areas of feedback based on those that relate to major learning goals and essential elements of the assignment Should be encouraging and help students realize that effort on their part results in more learning (Marzano(2), p. 105) Specific to a Criterion Precise language on what to do to improve Reference where a student stands in relation to a specific learning target/goal Also specific to the learning at hand Based on personal observations Focused on the product/behavior – not on the student Verified Did the student understand the feedback? Opportunities are provided to modify assignments, products, etc. based on the feedback What is my follow up plan to monitor and assist the student in these areas?)
14. Essential Elements of Feedback Recognition of the Desired Goal Evidence about Present Position (current work) Some Understanding of a Way to Close the Gap Between the Two ~ Black & William
15. 1. Recognition of the Desired Goal Includes: Clarity of the Learning Goal Clarity about Content Area Clarity of Curricular Indicators Clarity of Mastery Objectives Clearly communicating the desired learning goal to students through instruction. A “Vision of Excellence”
16. Methods to Ensure Student Understanding of Learning Goals Have students define what successful achievement of the goals looks or sounds like. (Developing a “criteria for success”) Provide several samples, models, exemplars, etc. of products that achieve the learning goal in exemplary fashion. Lead students through an analysis of the criteria of successful achievement in terms of the samples provided. Could be through the use of rubrics or descriptions of the practice/product. Compare students’ product to the criteria for success (highlight/use “+” through criteria that were met by the product) Have students continue working on a task until they succeed.
17. The Language of Assessment “As a result of understanding the learning destination and appreciating what quality work and success look like, students: Begin to learn the language of assessment. This means students learn to talk about and reflect on their own work using the language of criteria and learning destinations. Gain the knowledge they need to make decisions that help close the gap between where they are in their learning and where they need to be.” ~ Anne Davies, p. 38
18. 2. Evidence About Present Position What student work/assignments/projects look like – “what is” Current work samples
19. 3. Ways to Close the Gap between Goals & Current State Provide guidance on how to improve (strategies, tips, suggestions, reflective questioning, etc.) Provide student-friendly version of learning targets along with actual samples of student work Provide help to improve Provide time to work on the improvement, apply the feedback
20. Sharing Feedback Oral, interactive (one-on-one) feedback is best whenever possible Use descriptive, not evaluative language Focus on what went well and what can be improved in language students understand Seek consensus with the student(s) – do you agree on the assessment of this product? Focus on the performance and/or behavior – not the student Focus on those behaviors that the student can do something about. Provide a demonstration if “how to do something” is an issue or if the student needs an example. Group/class feedback works when most students missed the same concept, providing an opportunity for reteaching.
21. Feedback Timing Good Timing Bad Timing Returning a test or assignment the next day Giving immediate oral responses to questions of fact Giving immediate oral responses to student misconceptions Providing flash cards (which give immediate right/wrong feedback) for studying facts Returning a test or assignment two weeks after it is completed Ignoring errors or misconceptions (thereby implying acceptance) Going over a test or assignment when the unit is over and there is no opportunity to show improvement ~ Susan Brookhart
22. Amount of Feedback For students to get enough feedback so that they understand what to do but not so much that the work has been done for them (differs case by case) For students to get feedback on “teachable moment” points but not an overwhelming number ~ Susan Brookhart
23. Amounts of Feedback Good Amounts Bad Amounts Selecting 2-3 main points about a paper for comment Giving feedback on important learning targets Commenting on at least as many strengths as weaknesses Returning a student’s paper with every error in mechanics edited Writing comments on a paper that are more voluminous that the paper itself Writing voluminous comments on poor-quality papers and almost nothing on good-quality papers ~ Susan Brookhart
24. Strategies to Help Students Learn to Use Feedback Model giving and using feedback yourself. Teach students self- and peer assessment skills to: Teach students where feedback comes from. Increase students’ interest in feedback because it’s “theirs”. Answer students’ own questions. Develop self-regulation skills, necessary for using any feedback. Be clear about the learning target and the criteria for good work. Use assignments with obvious value and interest. Explain to the student why an assignment is given – what the work is for. Make directions clear. Use clear rubrics. Have students develop their own rubrics or translate yours into “kid-friendly” language. Design lessons that incorporate using the rubrics as students work. Design lessons in which students use feedback on previous work to produce better work. Provide opportunities to redo assignments. (Comparing a rough draft to the rubric/criteria/exemplar.) Give new but similar assignments for the same learning targets. Give opportunities for students to make the connection between the feedback they received and the improvement in their work. ~ Susan Brookhart
25. Attaining Excellence “Students must have routine access to the criteria and standards for the task they need to master; they must have feedback in their attempts to master those tasks; and they must have opportunities to use the feedback to revise work and resubmit it for evaluation against the standard. Excellence is attained by such cycles of model-practice-perform-feedback-perform.” ~ Grant Wiggins
26. Feedback Levels Feedback may be directed at one of four levels: The task “The best task-level feedback corrects flawed interpretations rather than a lack of knowledge and helps students focus on using strategies to achieve their learning goals.” ~ Center on Instruction The processing of the task ~ facilitating depth in learning (encouraging students’ use of strategies to check their work, recognize errors, and self-correct) Self-regulation ~ helping students internalize the practice of self-monitoring their learning and work. The student as an individual ~ least effective feedback
27. To reduce discrepancies between current understandings / performance and a desired goal PURPOSE The Discrepancy Can Be Reduced By Teachers Providing appropriate challenging and specific goals OR Assisting students to reach them through affective strategies Students Increased effort and employment of more effective strategies OR Abandoning, blurring or lowering the goals Hattie & Timperley’s Feedback Model EFFECTIVE FEEDBACK ANSWERS THREE QUESTIONS Feed Up Where am I going? (The Goals) Feed Back How am I going? Feed Forward Where to next?
28. References Bellon, Jerry, Bellon, Elner, & Blank, Mary Ann. Teaching from a Research Knowledge Base: A Development and Renewal Process, New York: Macmillan Publishing Company, 1992. Black & William, “Inside the Black Box: Raising Standards through Classroom Assessment” Phi Delta Kappan, October 1998. Brookhart, Susan M. How to Give Effective Feedback to Your Students. ASCD, 2008. Davies, Anne. “Involving Students in the Classroom Assessment Process” Ahead of the Curve: The Power of Assessment to Transform Teaching and Learning. Douglas Reeves, Editor. Solution Tree, 2007. Jackson, Robyn R. Never Work Harder Than Your Students & Other Principles of Great Teaching. ASCD, 2009. Marzano(1), Robert. Classroom Instruction that Works. ASCD, 2001. Marzano(2), Robert. “Designing a Comprehensive Approach to Classroom Assessment.” Ahead of the Curve: The Power of Assessment to Transform Teaching and Learning. Douglas Reeves, Editor. Solution Tree, 2007.
29. References, page 2 Marzano(3), Robert. What Works in Schools: Translating Research into Action. ASCD, 2003. Miser, W. Fred. “Giving Effective Feedback” “Providing Students with Effective Feedback” Academic Leadership LIVE: The Online Journal; Volume 4, Issue 4, February 12, 2007. Reeves, Douglas. “Challenges and Choices: The Role of Educational Leaders in Effective Assessment.” Ahead of the Curve: The Power of Assessment to Transform Teaching and Learning. Douglas Reeves, Editor. Solution Tree, 2007. Stiggins, Rick. “Assessment for Learning: An Essential Foundation of Productive Instruction.” Ahead of the Curve: The Power of Assessment to Transform Teaching and Learning. Douglas Reeves, Editor. Solution Tree, 2007. “Synopsis of ‘The Power of Feedback’” by Center on Instruction, 2008. [Hattie & Timperley’s research] Wiggins, Grant. Educative Assessment: Designing Assessments to Inform and Improve Student Performance. San Francisco: Jossey-Bass Inc., 1998.