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Giving Quality Feedback

In this workshop participants will:. look at the current research findings on feedback as it relates to assessmentclarify the purpose and value of quality feedback to learnersdeepen their understanding of different types of feedback.analyze feedback statements and discuss ways to use feedback in the classroom to guide student learning.

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Giving Quality Feedback

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    1. Giving Quality Feedback

    2. In this workshop participants will: look at the current research findings on feedback as it relates to assessment clarify the purpose and value of quality feedback to learners deepen their understanding of different types of feedback. analyze feedback statements and discuss ways to use feedback in the classroom to guide student learning

    3. Seven Strategies of Assessment FOR Learning Where am I going? 1.  Provide a clear statement of the learning target 2.  Use examples and models of strong and weak work (exemplars) Where am I now? 3.  Offer regular descriptive feedback 4.  Teach students to self-assess and set goals How can I close the gap?        5. Design focused lessons          6. Teach students focused revision          7. Engage students in self-reflection: let them keep track of and share their learning   Today we are going to focus on strategy 1. Clear targets.  Over the course of our learning on assessment we will be looking at each area in more detail.   This is not a checklist, each area is an area of study on it's own and will take some time to understand in it's entirety.   This is also not an initiative or bandwagon,. Assessment for Learning strategies are these are highly researched ways of teaching that promote and immensely improve learning through student engagement.  It is simply put -  best teaching  practices.     Today we are going to focus on strategy 1. Clear targets.  Over the course of our learning on assessment we will be looking at each area in more detail.   This is not a checklist, each area is an area of study on it's own and will take some time to understand in it's entirety.   This is also not an initiative or bandwagon,. Assessment for Learning strategies are these are highly researched ways of teaching that promote and immensely improve learning through student engagement.  It is simply put -  best teaching  practices.     

    4. Excerpts from “Feed Back…Feed Forward: Using Assessment to Boost Literacy Learning” by Anne Davies. The brain research tells us that our brains require feedback to learn (Pinker, 1997; Sylwester, 1995; Jensen, 1998). Classroom assessment research tells us that when we involve students in the assessment process, increase the amount of descriptive feedback students receive, and decrease the amount of evaluative feedback they receive, students learn significantly more (Black and Wiliam, 1998).

    5. Think of it this way……

    6. What would you prefer? Evaluative feedback – performance standards with numbers to indicate ratings, 8/10, checks on a checklist, letter grades are like the fats that clog our arteries but instead of shutting down the blood flow, they shut down the learning brain. Descriptive feedback – feedback that is specific about what is working and points out next steps in the learning – nourishes the learning brain.

    7. Feedback on learning - Dylan Wiliam The focus of this video is feedback on learning. Dylan Wiliam reviews the importance of giving learners effective feedback as an integral component of formative assessment. (3-4 minutes) Click on the link below. Right click on the arrow to download video and open http://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asp

    8. Key Terms

    9. Evaluative vs. Descriptive Evaluative Feedback Descriptive Feedback Typically uses a single measurement May compare students to each other Does not give students information about specific elements (knowledge, skills) they perform well May encourage competition Sometimes linked to rewards vs. Punishments Stifles learning Generally summative type of assessment Describes features of work or performance Relates directly to learning targets and/or standards of quality using exemplars, rubrics and/or samples Points out strengths and gives specific information on how to improve Provides strategies for moving forward Promotes learning by increasing motivation Formative assessment

    10. Evaluative feedback Examples : “That’s a good essay.” “You’ve done well.” 73% “You’ve shown improvement” “You need to try harder”

    11. Descriptive feedback examples “In your essay you have successfully covered the main points related to energy conservation. What could you add to the section on the water conservation to deepen your reader’s understanding of the issue?” “Most of your spelling is accurate. I found only two errors. See if you can find them.” “You used a lot of details as was shown in our samples. You mentioned seven different things you liked about dogs.” “Your map legend has all of the required key elements needed to identify the geographical landforms.”

    12. Activity 1 Descriptive or Evaluative Feedback Your facilitator will distribute the “Descriptive or Evaluative Feedback Activity” Descriptive or Evaluative Feedback Activity – link Complete the activity with a small group of 2-4

    13. Feedback can be further broken down further into 4 types… Motivational Feedback Evaluative Feedback Descriptive Feedback Effective Descriptive Feedback

    14. Motivational Feedback Goal is to make the learner feel good. Feedback that is intended to encourage and support the learner. Does not give guidance on how to improve the learner’s reasoning. “I like how you completed the assignment.”

    15. Evaluative Feedback Goal is to measure student achievement with a score or a grade. Feedback that is intended to summarize student achievement. Does not give guidance on how to improve the learner’s reasoning. 73%

    16. Descriptive Feedback Goal is to improve student achievement by telling the learner what steps to take in order to move forward in the learning process. Feedback that is intended to tell the learner what needs to be improved. Gives specific guidance as to how to improve the learners’ reasoning. “You accurately found the number of students in 4th grade who said ice cream was their favorite. You now need to divide this number by the total number of students to get the percent who said ice cream was their favorite.”

    17. Effective Descriptive Feedback Goal is for students to internalize the effective feedback. Feedback that is intended to be used by the learner to independently move their reasoning to the next level. “I agree with the pattern that you have identified in the table. I am not convinced that the rule you wrote works for all the values in the table. How could you prove this?”

    18. Types of Feedback - Summary

    19. Activity 2 Types of feedback Types of Feedback - Activity 2 Complete the activity in small groups or partners. Regroup and share Self reflect using the chart what types of feedback you use most often.

    20. Key Research Findings

    21. Hawk and Hill (2001) The feedback teachers give needs to be of a high quality. When feedback is given in writing, some students: have difficulty understanding the points the teacher is trying to make are unable read the teacher’s writing can’t process the feedback and understand what to do next. Asking a student to tell you what they think you are trying to say to them is the best way to check this out.

    22. Wiliam (1999) Findings from Ruth Butler’s research on 132 year 7 students: Students given only marks made no gain from the first to the second lesson. Students given only comments scored on average 30% higher. Giving marks alongside comments cancelled the beneficial effects of the comments. Research conclusion: If you are going to grade or mark a piece of work, you are wasting your time writing careful diagnostic comments.

    23. Clarke (2001) Findings from Clarke's research: Teachers give: their students too many criteria making it very difficult for specific feedback to be given too much information in their marking which students find overwhelming and difficult to take in. Clarke suggests: When giving written feedback that teachers highlight three successes in the student’s work and one area where some improvement is necessary.

    24. Sutton (1998) Sutton suggests effective feedback should: be specific – both positive and critical be descriptive, rather than evaluative be offered as soon as possible after the event offer alternatives or ask the learner to do so look forward to the specific next steps to improve performance encourage and plan for opportunities for the feedback to be used as soon as possible involve the learner wherever possible, to improve the chance of feedback being understood and acted upon.

    25. Feedback That Fits Task 1: Read article “Feedback That Fits” by Susan M. Brookhart on effective feedback. In your group, summarize the key points made by the author and record your ideas. (Or use the perspective lens approach with the groups) Report back to the larger group. Task 2: In your group, complete the activity described in the hand-out on providing feedback to a Gr. 4 student regarding a paragraph she has written. Once you are done, read the second part of Susan Brookhart’s article and compare suggested feedback to give with what you have discussed as a group.

    26. Feedback… in summary Quality feedback to learners: focuses on the learning intention of the task – clear target occurs as the students are doing the learning provides information on how and why the student understands or misunderstands provides strategies to help the student to improve assists the student to understand the goals of the learning.

    27. REFLECT Effective feedback in your classroom Reflect on what you have just learned regarding the importance of effective descriptive feedback with a colleague. What was one key point that caused you to reflect on your classroom practice with regards to assessment? How will this affect the way in which you assess student work on a daily basis?

    28. Suggested Professional Learning Tasks Work with a sample provided or one from your own class. Replace the feedback given with more effective statements that will help further the student’s learning. Ask participants to bring sample of papers or assignments they have recently marked. And or bring some examples for then to use.Ask participants to bring sample of papers or assignments they have recently marked. And or bring some examples for then to use.

    29. It is not reasonable to think that lengthy written descriptive comments on every piece of students work is the only way or even possible. In the next slides we will guide you through several ways to set criteria and assess students’ work without putting a mark on the paper.

    30. Ten Ways To Assess Without Putting A Mark On Paper Ideas taken from: Setting and Using Criteria By: Kathleen Gregory, Caren Cameron, Anne Davies 1997

    31. Strategies Proposed: Met, Not Yet Met Met, Not Yet Met, I Noticed Sample Match Performance Grid More of, Less Of N.B. (Pay Attention) Specific Remarks Using Acronyms The Next Step Key Questions

    32. Task to complete with colleagues Do a quick overview of the ten strategies described in the hand-out. Discuss how you might use or adapt one of these strategies for use in one subject area with your students.

    33. Exerpt from Setting and Using Criteria Some of our students still see numbers and letter grades as the currency of school. We realize that for years, they have heard, “This part is important. It will be on the test. Learn it to get an ‘A’. ” Now our challenge is to help students become more actively involved in the assessment process. Through this involvement, we have seen many of our students move away from their over-reliance on numbers and begin to understand that a single mark cannot possibly communicate the scope and depth of their learning. (Setting and Using Criteria by Kathleen Gregory, Caren Cameron, Anne Davies 1999)

    34. Jr High and High School – Supplemental Resources for this Presentation Talk About Assessment -High School Strategies and Tools. By: Damien Cooper Video Clips Introduction clip #1 Assessment Without Marks #6 Case Study’s and Reading - Chapter 6 Case Study 1 - One-to-one Conferencing (p.112) Case Study 2 - Whatjyaget and Howdwedo (p.113) Do I routinely provide Individual Feedback That Informs Students How to Improve (p.110) Do I Routinely Work one-on-one or with small groups of Students To Support Them in Using Feedback To Improve Their Work (p.111) Contact dmueller@[plpsd.mb.ca for acquiring this material

    35. Other Suggested Activities Notable Quotes - Google Docs In this activity participants are divided up into groups. Each group is asked to look at quotes on formative assessment by different researchers, summarize key points and report back to the larger group. Feedback Feedforward - Using Assessment to Boost Literacy Learning - Anne Davies -An online journal article that summarizes key components of effective feedback. Feed Up, Back, Forward – Douglas Fisher and Nancy Frey ASCD November 2009

    36. In closing… “The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops of feedback’.” Hattie, 1992

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