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.
(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.
(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.
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.
(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.
Feedback and Reflection - Staff PresentationDebbie Oliver
The document discusses feedback and reflection in learning. It defines feedback as providing explicit, timely, and personalized feedback between teachers and students to better understand what is being learned. Reflection involves students revisiting their learning to identify new knowledge, how their understanding changed, and the strategies they used. Research shows that feedback and reflection can significantly improve learning, with effect sizes of 0.75. The document provides details on conducting effective feedback and reflection in the classroom, including reviewing lessons, linking learning to goals and success criteria, and asking students questions to reflect on their learning at different levels.
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.
(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.
(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.
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.
(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.
Feedback and Reflection - Staff PresentationDebbie Oliver
The document discusses feedback and reflection in learning. It defines feedback as providing explicit, timely, and personalized feedback between teachers and students to better understand what is being learned. Reflection involves students revisiting their learning to identify new knowledge, how their understanding changed, and the strategies they used. Research shows that feedback and reflection can significantly improve learning, with effect sizes of 0.75. The document provides details on conducting effective feedback and reflection in the classroom, including reviewing lessons, linking learning to goals and success criteria, and asking students questions to reflect on their learning at different levels.
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.
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.
10 Innovative Formative Assessment Examples for TeachersJessica Salatambos
Innovative formative assessments are ungraded assessments that provide teachers with crucial information about student understanding and guide student learning. They remove surprises from final grades by giving continuous feedback to improve performance. This document describes 10 innovative formative assessment strategies for teachers, including analyzing student work, think-pair-share activities, polls, exit tickets, and creative student projects that apply higher-order thinking skills. When used consistently, formative assessments help teachers modify instruction and help students constantly enhance their learning.
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.
Giving feedback to students is often mutually unsatisfactory: it requires a great deal of time, yet it isn't always accessed. Can we do something better? This presentation was used to kick off a practitioner workshop back in 2014.
This document discusses problem solving methods and approaches. It begins with introducing problem solving as a process where the teacher and students work together to arrive at solutions to educational problems. It then discusses the evolution of problem solving approaches advocated by thinkers like William James, John Dewey, and Helen Harris Perlman. Key concepts in problem solving like definition, skills required, barriers, and types of problems are explained. The document outlines the typical steps in problem solving process as setting the problem statement, analyzing the problem, identifying solutions, planning action, implementing solutions, and evaluating outcomes. Different approaches like inductive, deductive, analytic and synthetic are also summarized. Overall, the document provides an overview of problem solving as an instructional method.
TESTA, Southampton Feedback Champions Conference (April 2015)TESTA winch
This document summarizes key findings from research into feedback design and student learning conducted as part of the TESTA (Transforming the Experience of Students Through Assessment) project. Some of the main issues identified are that modular course design leads to an over-emphasis on summative assessment, leaving little time for formative feedback. Students report feedback is often untimely and not helpful for improving future work. The research also found tacit teaching philosophies can influence the nature and quality of feedback provided. Mass higher education is found to diminish the personal relationship between students and instructors. Suggestions to address these problems include redesigning courses to better integrate formative and summative tasks, using technology to provide more personalized feedback,
1) The document discusses 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.
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.
The following series of questions are typically asked of educators
using audience response systems (aka “clickers”) to choose their answers.
Then there is a discussion comparing what the research suggests and
what the educator’s experience has been.
CDE seminar conducted by Dr Gwyneth Hughes, Senior Lecturer in HE, Institute of Education.
In this session Dr Gwyneth Hughes, a CDE Fellow, drew on her CDE research on ipsative assessment and a JISC funded project that she is leading at the IOE to explore why it is useful to analyse feedback for distance learners. It demonstrated a feedback analysis tool that has been developed as part of the project.
Gwyneth, a CDE Fellow, teaches on Higher Education programmes within the Lifelong and Comparative Education department including the MBA in Higher Education Management. She also supervises doctoral students. She has undertaken research and published on a range of topics including: ipsative assessment, formative feedback, identity, blended learning, e‐learning, gender inclusivity, widening participation, online collaborative work, web 2.0, learning technologies and reflective practice.
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.
This document provides an overview and schedule for a project work (PW) course. It discusses the rationale and curriculum framework for PW and techniques for facilitating group learning. The course runs over 7 sessions, with sessions 1 and 6-7 being pre-practicum and post-practicum respectively. Sessions 2-5 involve combined classes and practicum. Students will be assessed through portfolio entries, a written assignment, and oral and written reports on their PW project. The document then covers the objectives and key strategies of PW, including learning outcomes and a 30-week timeline. It discusses assessment criteria and deliverables. The second part focuses on facilitation techniques like information sharing, active listening, perceptive questioning, summarizing,
The document discusses assessment in higher education. It covers the functions of assessment, including facilitating learning and teaching as well as institutional requirements. It distinguishes between formative and summative assessment. Research shows that examinations influence how students approach learning and that assessment should be embedded in the curriculum. Stakeholder perceptions, such as students focusing only on exams and teachers lacking assessment of important skills, are presented. The document advocates for techniques like diagnostic testing, student-generated test questions, and providing feedback to improve assessment practices.
Brainstorming is a cooperative approach in which a number of people collectively agree upon a solution after all of their ideas are brought forth and discussed. Ideally, more people in a group can lead to more ideas being generated. Groups should consist of students who vary in experiences, backgrounds, knowledge and academic disciplines. It is important to provide some form of follow-up to the brainstorming session as a sort of follow-through to support student effort. Brainstorming sessions allow individual students’ voices to become one with the group’s voice. Explain that as part of this course all students are expected to bend a little which may have them participating in activities which might make them uncomfortable.
This document outlines an assessment for learning (AFL) model being implemented at the school. It includes:
- A plan to have video lessons and triadic discussions on teaching capabilities each term, with support from lead teachers.
- An overview of the four terms, focusing on clarity, active reflection, promoting further learning, and goal setting.
- A diagram showing the archway of teaching capabilities at the center of the AFL model, including shared clarity, active reflection, learning conversations, and building relationships.
- Sections providing more details on shared clarity about what is to be learnt, including learning intentions, relevance, exemplars, success criteria, and alignment.
The document discusses the importance of feedback for enhancing student learning. It highlights research showing that feedback from teachers to students is most effective when it is focused on correcting misconceptions rather than social or behavioral issues. Feedback should provide clear information to students about how to improve, such as answering critical questions like "Where are they going?" and "How are they going?". When feedback creates a low-threat environment and focuses on tasks and processes rather than personal attributes, students are more likely to learn from the feedback.
Study And Thinking Skills In English boaraileeanne
The document provides guidance on various study skills including time management, reading techniques, note taking, test taking, and thinking skills. It recommends creating a long-term, weekly, and daily schedule to manage time efficiently. The PSQ5R method is outlined for effective reading: having a purpose, surveying, generating questions, reading selectively while mentally reciting and writing notes, reflecting, and reviewing. Good note taking involves being selective and organizing information. Test taking involves preparation before, during, and after an exam. Thinking skills like those in Bloom's Taxonomy can be developed to learn and process new information.
This document contains a needs assessment and lesson plan for teaching 7th and 8th graders about percentages. The needs assessment analyzes the learners, content, and potential challenges. It also outlines how the lesson will accommodate different learning styles and abilities using multimedia. The lesson plan states the academic standard, objectives, materials, and procedures. It describes how the content will be presented using a PowerPoint with audio. Formative and summative assessments are built into the lesson through questions, partner work, and a project applying the skills. The reflection identifies areas for improvement, such as simplifying examples and adding a follow-up lesson applying the concepts.
Dawn & Sam The Rest of the 7 Student-Centered Strategies of Assessment for Le...Jeremy
This document outlines strategies 2, 3, and 6 for closing learning gaps. Strategy 2 involves using examples of strong and weak student work to clarify expectations. Strategy 3 is providing descriptive feedback to students. Strategy 6 is teaching students to do focused revision based on feedback. The document provides explanations and examples of how to implement each strategy, including using models, writing effective feedback, and giving focused instruction and practice to address misunderstandings. It suggests applying these strategies when planning the next instructional unit.
(Saukstelis & Robinson) The Rest of the 7 Student-Centered Strategies of Asse...Jeremy
This document outlines strategies 2, 3, and 6 for closing learning gaps. Strategy 2 involves using examples of strong and weak student work to clarify expectations. Strategy 3 is providing descriptive feedback to students. Strategy 6 is teaching students to do focused revision based on feedback. The document provides explanations and examples of how to implement each strategy, including using models, writing effective feedback, and giving focused instruction and practice to address misunderstandings. It suggests applying these strategies when planning the next instructional unit.
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.
10 Innovative Formative Assessment Examples for TeachersJessica Salatambos
Innovative formative assessments are ungraded assessments that provide teachers with crucial information about student understanding and guide student learning. They remove surprises from final grades by giving continuous feedback to improve performance. This document describes 10 innovative formative assessment strategies for teachers, including analyzing student work, think-pair-share activities, polls, exit tickets, and creative student projects that apply higher-order thinking skills. When used consistently, formative assessments help teachers modify instruction and help students constantly enhance their learning.
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.
Giving feedback to students is often mutually unsatisfactory: it requires a great deal of time, yet it isn't always accessed. Can we do something better? This presentation was used to kick off a practitioner workshop back in 2014.
This document discusses problem solving methods and approaches. It begins with introducing problem solving as a process where the teacher and students work together to arrive at solutions to educational problems. It then discusses the evolution of problem solving approaches advocated by thinkers like William James, John Dewey, and Helen Harris Perlman. Key concepts in problem solving like definition, skills required, barriers, and types of problems are explained. The document outlines the typical steps in problem solving process as setting the problem statement, analyzing the problem, identifying solutions, planning action, implementing solutions, and evaluating outcomes. Different approaches like inductive, deductive, analytic and synthetic are also summarized. Overall, the document provides an overview of problem solving as an instructional method.
TESTA, Southampton Feedback Champions Conference (April 2015)TESTA winch
This document summarizes key findings from research into feedback design and student learning conducted as part of the TESTA (Transforming the Experience of Students Through Assessment) project. Some of the main issues identified are that modular course design leads to an over-emphasis on summative assessment, leaving little time for formative feedback. Students report feedback is often untimely and not helpful for improving future work. The research also found tacit teaching philosophies can influence the nature and quality of feedback provided. Mass higher education is found to diminish the personal relationship between students and instructors. Suggestions to address these problems include redesigning courses to better integrate formative and summative tasks, using technology to provide more personalized feedback,
1) The document discusses 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.
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.
The following series of questions are typically asked of educators
using audience response systems (aka “clickers”) to choose their answers.
Then there is a discussion comparing what the research suggests and
what the educator’s experience has been.
CDE seminar conducted by Dr Gwyneth Hughes, Senior Lecturer in HE, Institute of Education.
In this session Dr Gwyneth Hughes, a CDE Fellow, drew on her CDE research on ipsative assessment and a JISC funded project that she is leading at the IOE to explore why it is useful to analyse feedback for distance learners. It demonstrated a feedback analysis tool that has been developed as part of the project.
Gwyneth, a CDE Fellow, teaches on Higher Education programmes within the Lifelong and Comparative Education department including the MBA in Higher Education Management. She also supervises doctoral students. She has undertaken research and published on a range of topics including: ipsative assessment, formative feedback, identity, blended learning, e‐learning, gender inclusivity, widening participation, online collaborative work, web 2.0, learning technologies and reflective practice.
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.
This document provides an overview and schedule for a project work (PW) course. It discusses the rationale and curriculum framework for PW and techniques for facilitating group learning. The course runs over 7 sessions, with sessions 1 and 6-7 being pre-practicum and post-practicum respectively. Sessions 2-5 involve combined classes and practicum. Students will be assessed through portfolio entries, a written assignment, and oral and written reports on their PW project. The document then covers the objectives and key strategies of PW, including learning outcomes and a 30-week timeline. It discusses assessment criteria and deliverables. The second part focuses on facilitation techniques like information sharing, active listening, perceptive questioning, summarizing,
The document discusses assessment in higher education. It covers the functions of assessment, including facilitating learning and teaching as well as institutional requirements. It distinguishes between formative and summative assessment. Research shows that examinations influence how students approach learning and that assessment should be embedded in the curriculum. Stakeholder perceptions, such as students focusing only on exams and teachers lacking assessment of important skills, are presented. The document advocates for techniques like diagnostic testing, student-generated test questions, and providing feedback to improve assessment practices.
Brainstorming is a cooperative approach in which a number of people collectively agree upon a solution after all of their ideas are brought forth and discussed. Ideally, more people in a group can lead to more ideas being generated. Groups should consist of students who vary in experiences, backgrounds, knowledge and academic disciplines. It is important to provide some form of follow-up to the brainstorming session as a sort of follow-through to support student effort. Brainstorming sessions allow individual students’ voices to become one with the group’s voice. Explain that as part of this course all students are expected to bend a little which may have them participating in activities which might make them uncomfortable.
This document outlines an assessment for learning (AFL) model being implemented at the school. It includes:
- A plan to have video lessons and triadic discussions on teaching capabilities each term, with support from lead teachers.
- An overview of the four terms, focusing on clarity, active reflection, promoting further learning, and goal setting.
- A diagram showing the archway of teaching capabilities at the center of the AFL model, including shared clarity, active reflection, learning conversations, and building relationships.
- Sections providing more details on shared clarity about what is to be learnt, including learning intentions, relevance, exemplars, success criteria, and alignment.
The document discusses the importance of feedback for enhancing student learning. It highlights research showing that feedback from teachers to students is most effective when it is focused on correcting misconceptions rather than social or behavioral issues. Feedback should provide clear information to students about how to improve, such as answering critical questions like "Where are they going?" and "How are they going?". When feedback creates a low-threat environment and focuses on tasks and processes rather than personal attributes, students are more likely to learn from the feedback.
Study And Thinking Skills In English boaraileeanne
The document provides guidance on various study skills including time management, reading techniques, note taking, test taking, and thinking skills. It recommends creating a long-term, weekly, and daily schedule to manage time efficiently. The PSQ5R method is outlined for effective reading: having a purpose, surveying, generating questions, reading selectively while mentally reciting and writing notes, reflecting, and reviewing. Good note taking involves being selective and organizing information. Test taking involves preparation before, during, and after an exam. Thinking skills like those in Bloom's Taxonomy can be developed to learn and process new information.
This document contains a needs assessment and lesson plan for teaching 7th and 8th graders about percentages. The needs assessment analyzes the learners, content, and potential challenges. It also outlines how the lesson will accommodate different learning styles and abilities using multimedia. The lesson plan states the academic standard, objectives, materials, and procedures. It describes how the content will be presented using a PowerPoint with audio. Formative and summative assessments are built into the lesson through questions, partner work, and a project applying the skills. The reflection identifies areas for improvement, such as simplifying examples and adding a follow-up lesson applying the concepts.
Dawn & Sam The Rest of the 7 Student-Centered Strategies of Assessment for Le...Jeremy
This document outlines strategies 2, 3, and 6 for closing learning gaps. Strategy 2 involves using examples of strong and weak student work to clarify expectations. Strategy 3 is providing descriptive feedback to students. Strategy 6 is teaching students to do focused revision based on feedback. The document provides explanations and examples of how to implement each strategy, including using models, writing effective feedback, and giving focused instruction and practice to address misunderstandings. It suggests applying these strategies when planning the next instructional unit.
(Saukstelis & Robinson) The Rest of the 7 Student-Centered Strategies of Asse...Jeremy
This document outlines strategies 2, 3, and 6 for closing learning gaps. Strategy 2 involves using examples of strong and weak student work to clarify expectations. Strategy 3 is providing descriptive feedback to students. Strategy 6 is teaching students to do focused revision based on feedback. The document provides explanations and examples of how to implement each strategy, including using models, writing effective feedback, and giving focused instruction and practice to address misunderstandings. It suggests applying these strategies when planning the next instructional unit.
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.
(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.
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 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.
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.
Here are some potential ways to use the ABC or ABC123 models in oral discussions or written reflections:
- Provide prompts for each level (A, B, C or 1, 2, 3) to help students structure their responses.
- Have small groups discuss reflections using the different levels, with each person responsible for one level.
- Assign weights to levels (e.g. level 3 responses earn more points) to encourage deeper reflection.
- Use the models as rubrics to provide feedback and suggestions on how students can strengthen reflections.
- Incorporate peer or self-assessment using the levels to raise awareness of perspective-taking.
- Discuss sample reflections as a class and have students identify the
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.
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.
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.
The document summarizes student feedback from a formative assessment used in a university module. Key findings were that students highly valued formative assignments and feedback from tutors, but many found self-assessment unhelpful due to a lack of skills and understanding of its purpose. Peer assessment and learning were viewed favorably by most students. Recommendations included providing more support and rationale for self-assessment, highlighting the benefits of peer learning, and offering additional formative assessment experiences.
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.
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.
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.
This document summarizes a staff development session focused on assessment. The session addressed the purposes of formative and summative assessment and how to use peer and self-assessment to provide feedback and reduce teacher workload. Presenters discussed ensuring assessments sufficiently challenge the most able students. Staff then planned formative and summative assessments and reviewed them to extend opportunities for high achievement. A discussion on peer and self-assessment highlighted benefits like deeper student engagement but also challenges around implementation. The goal was to help students recognize standards and improve independently through assessment.
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.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
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.
2.
I will:
be able to define and apply Strategies 2, 3, and 6
be able to explain how strategies 2, 3, and 6 are
related to the questions:
Where am I headed?
Where am I now?
How do I close the gap?
apply strategies 2, 3, and 6 to my next instructional
unit.
aspire to use the 7 strategies of Student-Centered
2
formative assessment.
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
3
Strategy #6 (Focused Revision)
How do I close the gap?
Strategy 5 & 6
Strategy 5 & 6 in AP
Let’s Try
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:
5
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
6
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
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
9
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
11. To be clear:
Simply flashing
models of strong
work will not yield
replicas of strong
work
12
STRONG EXAMPLE
12. 1.
2.
Rank/score the samples
according to a rubric
3.
13
Match the phrase in the
rubric to the relevant
aspect of the sample work
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.
14
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. WHAT DOES YOUR TABLE THINK?
•How would you score each sample?
•What evidence in the work justifies your score?
•How does an activity like this facilitate student
understanding of the vision for learning?
Sampl
e#
Strong or
Weak?
Score
Rationale
1
2
15
Using Strong and Weak Examples
2
15.
16. The feedback I provide students…
1) directs attention to the intended learning.
2) occurs during learning so there is time for
students to ACT upon the feedback.
3) addresses partial understanding
4) is phrased so the students must do the
thinking.
A: All S: Some
(A, Notor N)
N: S, yet
Please
complete
the selfassessmen
t on page 3
of the
activity
handout.
5) is appropriately limited in regard to
corrective information so the students can
act on the feedback
Offer Regular Descriptive Feedback
17
3
17.
18
“ By quality of feedback, we now realize
that we have to understand not just the
technical structure of the feedback (such
as its accuracy, comprehensiveness, and
appropriateness) but also its accessibility
to the learner (as a communication), its
catalytic and coaching value, and its
ability to inspire confidence and hope.”
(Chappuis, 2009,p. 55)
18. KLUGER & DE NISI‟S
META-ANALYSIS (1996):
1/3 feedback led to
consistent
improvements
Feedback focuses on
1/3 feedback yields
no change
19
1/3 feedback
worsens performance
person instead of task
Feedback focuses on
elements of the task &
gives guidance on
ways to make
improvement
(Chappuis, 2009, p. 56)
19. 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
20
( Table from Chappuis, 2009, p.
57)
20. “Directs
attention to
the intended
learning, pointing
out strengths and
offering specific
information to guide
improvement”
21
Success feedback
points out what the
student has done well
Intervention feedback
gives specific
information to guide
improvement
(Chappuis, 2009, p. 57)
21. 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
22
(Chappuis, 2009)
22. AS A TABLE
Part I Read the feedback
comments on pg. 3 of
the activity packet
23
Label each comment
as Success or
Interventionist
Offer Regular Descriptive Feedback
3
Part II For each feedback
comment, please :
add context
revise the comment to
make it effective
success + intervention
Part III Examine the drawing
and write quality
feedback.
Offer Regular Descriptive Feedback
4
24. 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?
25
Offer Regular Descriptive Feedback
4
25.
Hattie and Timperley (2007)
“There can be deleterious effects on the feelings
26
of self-efficacy and performance when students
are unable to relate the feedback to the cause of
their poor performance. Unclear evaluative
feedback, which fails to clearly specify the
grounds on which students have met with
achievement success of otherwise , is likely to
exacerbate negative outcomes, engender
uncertain self-images, and lead to poor
performance. “
(Chappuis, 2009
26. “OCCURS DURING
LEARNING”
Feedback is given & then
time & opportunity are
provided to act on the
feedback
Allowed to make
27
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
27. 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”
28
(Chappuis, 2009)
28. QUALITY FEEDBACK LIMITS THE NUMBER OF
CORRECTIVES
29
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)
29. Pictures or
Cues
30
• Stars and Stairs
• That’s Good? Now
This
• Codes
• Immediate Feedback
• Written Comments
• Two-color
Assessment Highlighting
Dialogues • The Three-minute
Conference
AT YOUR
TABLE:
•What do
you
currently
use?
•What will
you try?
30.
31. “Sadler (1989) identified that, in
order for improvement to take
place, the child must first know the
purpose of the task,
then how far this was achieved, and
finally be given help in knowing
how to move closer toward the
desired goal or „in closing the
(Chappuis, 2009)
32 gap.”
32. Strategy 5
addresses the
aspect of the
learning gap that
is typically
misunderstood
or confused
33
Targets instruction to
the learning gaps
Incomplete
understanding
Misconceptions
Partially developed
skills
33.
34
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.
34. 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
35
37. ORIGINAL
STUDENT WORK
Focused Revision
5
AS A TABLE:
•Identify the misconception, partial understanding, or partially
developed skill in the student work.
• What focused instruction would be provided to “close the
gap?”
38
•What focused practice would be created to “close the gap?”
38. Answer the Following…
AS A TABLE
Think about the course you
teach (or courses in your
division).
Answer the following three
questions together on page
6 in your activity handout.
39
Be prepared to share your
thoughts.
What is a misconception, partial
understanding, or partially
developed skill that some of your
students will likely demonstrate
in your next unit?
What focused instruction will
you provide to “close the gap?”
What focused practice will you
offer to “close the gap?”
Focused Revision
6
39. 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:
40
Teach students focused revision.
40. 1)
2)
41
Select a learning target you will teach
in your next unit.
Identify a strong and weak sample of
this learning.
3) Outline an activity that would require
the students to use these samples to
identify what makes the sample
strong or weak.
Application Activity
7-8
41. 4) Write a quality feedback statement that
fits your strong model.
5) Write a quality feedback statement that
fits your weak model.
42
This should include success and
interventionist feedback.
6) Confirm the potential misunderstanding
you anticipate seeing in your next
instructional unit.
Application Activity
7-8
42. 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
43
7-8
44. 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.
45
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?
Directions:Bring all groups back together and review responses.“Take a look at the rubric. Then, read the math problem and examine the student responses. Based on the rubric, where would you say each student’s work is on the continuum from strong to weak. Why?”Example Responses:Sample #1= Strong- Score of 5Rationale=The student “translated the problem into a useful mathematical form” by determining how many liters each person would need per day, then multiplying the number of people, and then multiplying by the number of days. The student then “applied the selected plan,” “which involved multiple approaches,” “through to completion” and arrived at the correct answer. The student’s answer of 60 liters was “reasonable and consistent with the context of the problem.”Sample #2= Weak- Score of 3 (but Score of 1 could be defended with rubric language)
Prior to beginning discussions concerning strategy 3, have participants take a self-assessment concerning their feedback practices.This self-assessment is on pg. 3 of the activity handout.They should write A for All of the Time, S for Some of the Time, and N for Not Yet.
Quality feedback:Communicates to the student what they did well & guides them towards improvementCoaches the studentInspires hope
EFFECTIVE FEEDBACK:“maximizes the chances that student achievement will improve as a result” (Chappuis, p. 56)Is about quality notpresenceIs about progress & how to proceed notthe personemphasizes effort notperfection provides opportunity for practice not a summative judgment on what has yet to be practiced5 Characteristics of Effective Feedback:Communicates performance without being evaluative. Creates a relationship between the student/ teacher, student/student and student/learning. It helps students identify where they are now with respect to where they are headed and prompts further learning. Individualizes and customizes learning. Takes place in the classroom.
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 Part II :Call on tables to offer quality feedback for PART II.Possible ResponsesInstead of Incomplete:Showing your work in numbers 1-3 demonstrated you have the right process. Can you apply the correct process when given word problems. Try numbers 4-10 to find out. Instead of Keep Studying:Try making flashcards for your unit vocabulary and then practice “quizzing” yourself with these cards for ten minutes each night.Instead of more effort needed:Let’s see what type of still-life you can produce if you …What do you need to do to reach the Excellent & Beyond category on the rubric?
Reconvene large group to review III:Call on tables to review possible feedback for Describe It activity.Possible Response: 5 of your 6 rectangles are all correctly oriented. – SUCCESS PORTIONIn this particular exercise, all of the rectangles are the same size. How could you adjust your drawing to embody this fact?- INTERVENTIONIST PORTION
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 practice that 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
3 Steps to Take when attempting to answer the question How Do I Close the Gap:Identify the Common Misunderstanding, Misconception, or Partially Developed SkillProvide instruction specifically on the one area that was identified as “missing” and “needed to closing the gap”Provide practice specifically focused on the skill or applying the content that was identified as “missing” and “needed to closing the gap”
The following document was created by an AP History Teacher (Paul Kelley- currently a principal in Elk Grove).This teacher examined his AP History Course Essential Outcome: I will be able to write an argumentative essay defending a historical thesis statement with relevant supporting evidence. Through reviews of his student’s essays, he quickly determined that the students had a partial understanding of what constitutes relevant historical evidence.As a result, he developed opportunities for students to work with simply one the portion of the learning target that pertains to collecting and using “relevant supporting evidence”The first opportunity consists of ten evidence statements.For each statement, the student must decide whether it helps to answer the prompt. If it helps, the student must say how.If it doesn’t help, the student muse explain why it doesn’t work.
As a result, he developed opportunities for students to work with simply one the portion of the learning target that pertains to collecting and using “relevant supporting evidence”The second opportunity consists of a prompt. Students must select 7-10 pieces of evidence that can be used to answer the prompt.
Have participants turn to pg. 5 in the activity handout and work as a table to record their responses.Together as a table, the participants will:Compare our student work sample to the originalDetermine the misunderstanding or partially developed skill reflected in the student workIdentify the instruction that is neededOutline an activity that would provide focused revision/practice Ex: The misunderstanding was that he/she had to draw rectangles that were the same. Develop a strategy to make 5 rectangles exactly the same size. Teach students how to draw a rectangle .5 x 1 inches using a rulerThe student will apply the technique to a drawing of 5 identical rectangles.
People from the same division will be sitting together.Ask them to consider their next unit and predict a common student misconception, partial understanding, or partially developed skill that you will likely see in your next unit.Ask them to determine the focused instruction they will need to provide students with this misconception to close the gap.Ask them to describe an activity for focused practice that they will create to close the gap.
Today, we have reviewed Strategies 2, 3, and 6 which are each linked to a different formative question.Strategy 2 clarifies the vision for learning (Where I am going) by providing samples of strong and weak work related to the learning target.Strategy 3 helps the student determine Where Am I Now by providing quality feedback which point outs the students success (as it relates to the learning target) and his/her areas to improve upon (as it relates to the learning target).Strategy 6 works in tandem with Strategy 5 to close the learning gap by providing the student focused instruction and focused practice on the aspect of the learning target that he/she doesn’t completely understand.
Tell participants that they will be sharing their work at the end.