Presentation for Unit 3 of Blended Workshop Series - Fall 2012

1. FEEDBACK AND ASSESSMENT

2. WHAT IS FEEDBACK?
What it is not…
Comments after the fact, such as advice, praise, and /
or evaluation.

3. FEEDBACK IS INFORMATION
 …about how we are doing in our effort to reach a
goal.
SEVEN KEYS TO EFFECTIVE FEEDBACK
Feedback is…Goal-oriented
 Effective feedback requires that a person has a
goal, takes action to achieve the goal, and receives
goal-related information about his or her actions.

4. TANGIBLE AND TRANSPARENT
We have to know what success looks like so that we
may recognize it when we see it by providing
examples (good and bad). Let students try it out
and see for themselves.

5. ACTIONABLE
Carefully observe and comment on the observations.
“I though you made some good points in your
speech, but I had a difficulty hearing you when you
looked at your notes at the end of each slide”.
Feedback lets us to do something to improve our
performance.

6. USER-FRIENDLY
Goals are clear and unambiguous. Avoid highly
technical feedback. Too much feedback can be
counter productive.
TIMELY
Timeliness is key and technology can help. Online
quizzes can provide immediate feedback as well as
resources for further study.

7. ONGOING
“What makes any assessment in education formative
is not merely that it precedes summative
assessments, if results are less than optimal, to
reshape the performance to better achieve the
goal.”
- Wiggins

8. CONSISTENT
Feedback needs to be stable, accurate and
trustworthy. Rubrics can help to provide an
objective means of measuring quality.

9. I’VE DECIDED TO TRY STANDUP
COMEDY
 http://www.polleverywhere.com/

10. CLASSROOM ASSESSMENT
“Classroom assessment is a formative approach (not
summative) because its purpose is to improve the
quality of student learning, not to provide evidence
for evaluating or grading students”
(Angelo and Cross, 1993; Stiggins, 2002; Taylor and
Marienau, 1997)

11. CLASSROOM ASSESSMENT
TECHNIQUES (CATS) FOR ONLINE
INSTRUCTION
Misconception / Preconception Check
Assess the learner’s prior knowledge and
understanding of the topic by asking open-ended
questions about the topic or listing common
misconceptions for students to respond to.
Helps the instructor to identify the level of student
understanding for the topic/subject.

12. MUDDIEST POINT
 Following a lecture or reading assignment have
students post what they find least clear or most
confusing about a lesson.
 This could be done using essay questions with the
quiz tool or as a discussion thread with students
replying to one-another’s posts.

13. PEER GUIDE QUESTIONING
 Students develop their own questions based on the
material.
 They post their questions to the discussion board
and respond to two or three of their peers’
questions.

14. PROS & CONS
 Assess skills in analysis and critical thinking by use
of a “T” chart with pros concerning an issue on one
side and cons on the other. Can be used for ethical
decision-making.
 Instructor gives an example.
 Student select four or five ideas for each side.
 This is a good group project. Can be done using
chat feature with whiteboard.

15. ONE SENTENCE SUMMARY
 Individual or group activity, students summarize a
topic, posting to discussion board, quiz essay
question , twitter, Poll Everywhere, et, al.

16. DOCUMENT PROBLEM SOLUTIONS
 Used with case-study or scenario
 Three or four students work though a problem and
describe not only their solution but how they arrived
at their conclusion.
 Use chat, discussion, Google docs, wiki, etc.

17. DIRECT PARAPHRASING
 Students select a theory, concept, or argument and
paraphrase for two different audiences: e.g. health
care professionals, patients…
 Provide an example
 Use quiz essay questions, journal, blog, or
discussion postings.

18. ASSESSING LEARNERS SELF-
AWARENESS
 Students are give the opportunity to
share level of confidence
(none, low, medium, high) in
skills, knowledge, aptitude (e.g. math
competencies.
 Helps them to know they are not alone
and identify areas they may want to focus
on. Can be used to create study groups –
learning communities.
 Can also be used to identify learning
styles.

19. SMALL GROUP INSTRUCTIONAL
DIAGNOSIS (SGID)
Open-ended feedback process in which
students are asked to identify issues that
are most important for their learning in a
course. Finding consensus…
1) What do you like best about the course?
2) What would you change that may improve
the course, and your learning?
3) What could you do to make the course
better?
4) How much have you learned in this course
thus far?

20. RESOURCES
 Comedy Central, http://www.jokes.com/
 Seven Keys to Effective Feedback, Grant
Wiggins, ASCD.org
 Small Group Instructional Diagnosis (SGID), Center
for Instructional Development and
Research, University of Washington
 Classroom Assessment Techniques (CATS) for
Online Instruction, Wendy Flint, College of the
Desert,