1. Providing Feedback to Students Gloria Howard Peggy Daniel Michelle Hallman

2. Feedback is a starting point for learning Immediate feedback is important for learning to continue. Students need feedback to help them discover and address their strengths and weaknesses.

3. Feedback is not about identifying weaknesses Constructive feedback provided to students on a frequent basis helps in the achievement of learning standards. Feedback also helps establish a culture where students take ownership of their own learning.

4. Take time to provide feedback n Take time in class to allow students to reflect on what they have learned. n Have them describe what areas of the material is difficult. n Share ideas for improving learning. n Identify next steps for learning.

5. Feedback can be provided by peers In small group settings, have students write one positive comment about another students work, then have them write one suggestion for improvement.

6. Help students get it right Give students opportunities to master their learning standard, provide feedback, and allow additional opportunities for mastery.

7. Provide examples of student work Provide different examples of student work, along with performance standards, that demonstrate the acceptable mastery levels.

8. Key Research Findings When feedback is evaluative, student learning decreases (e.g. graded paper). When feedback is provided that allows students to revise their work, student learning increases (e.g. suggestions for improvement without grade). Effective feedback is timely. Delay in providing student feedback diminishes its value for learning.

9. Key Research Findings Effective learning results from students assessing and monitoring their work against established criteria.

10. Feedback Implementation Teachers need to write comments, point out omissions, and explain needed revisions when providing feedback.

11. Feedback Implementation Use rubrics in order to provide criteria that students can use to compare their work. Involve students in developing rubrics. Rubrics help students focus their learning.

12. Rubric for Pattern Quilt Project Shapes in Design 3- design uses 5 or 6 different shapes 2- design uses 4 different shapes 1- design uses 3 or less different shapes 0- no design done Symmetry 2- design contains 3 or more lines of symmetry 1- design contains 1 or 2 lines of symmetry 0- design contains no lines of symmetry Number 2- design repeats 6 or more times 1- design repeats 2 to 5 times 0- design only evident once Coverage 2- repeating design covers the entire quilt 1- edges of quilt colored a solid color 0- quilt not filled in completely Colors 1- design is colored to correspond to pattern blocks 0- design not colored or colored incorrectly SAMPLE RUBRIC

13. Conclusion Research suggests that feedback should be timely. Feedback assists students in learning their strengths and weaknesses. Feedback should provide information that students can use to revise and continue their work in order to master the standard. Rubrics are a great way to provide feedback.

14. Resources http://rubistar.4teachers.org/index.php www.scottforesman.com/science/rubrics/ rubric_4www.scottforesman.com/science/rubrics/ rubric_4 www.richlandone.org/teachers/connectio ns/grade2/lesson2www.richlandone.org/teachers/connectio ns/grade2/lesson2 www.teach-ology.com/web_tools/rubrics http://intranet.cps.k12.il.us/assessments/ ideas_and_rubrics/rubric_bankhttp://intranet.cps.k12.il.us/assessments/ ideas_and_rubrics/rubric_bank Clip art courtesy of www.jsmagic.net