1. Austin ISD Secondary Mathematics Department
Texas ASCD 10/21/2008 Mathematics Feedback that enables student ownership of learning & promotes ‘Revision & Redemption’
Norma Jost & Jeff Davis
Austin ISD Secondary Mathematics Department

2. How will revision and redemption look in classes at your campus?
Intended Learnings
What mathematics feedback processes are applicable and possible at your campus?
How will revision and redemption look in classes at your campus?

3. Grading Question I have the following grading practices:
1) Allow corrections on assessments/assignments
2) Use a 4 point system
3) Use a 100 point system
4) Have some assessments with students in groups
5) Allow late work to be turned in
6) Have students come in for tutoring/corrections
7) Students grade their own work
8) Students monitor their own progress
9) Some of the above

4. Assessment For Learning Question
What do you know about Assessment For Learning?
A) I have heard/read about AFL
B) I am trying AFL in my classroom
C) I am working with other teachers on using AFL
D) I am working with my department on using AFL
E) I am wondering about AFL
F) Other

5. A Different Way of Assessment
Classroom Assessment: Minute by Minute, Day by Day
Clarify and Share Intentions
Engineer Effective Discussion
Feedback that Moves Learners
Activate Student Ownership
Students as Instructional Resources
Evidence of Learning to Adapt Instruction
Discuss what you think of feedback that moves learners forward with a partner, citing text evidence.

6. Activating Background Knowledge
Quick write: What has been your most memorable feedback and how did it affect you? Please record thoughts on your handout.
Share with a partner.
Feedback Quick Write:

7. Feedback Question What kind of feedback is on your campus?
A) Teacher verbal feedback
B) Teacher grades only
C) Teacher grades/written feedback (corrections, hints, etc.)
D) Teacher grades/written feedback (questions)
E) Teacher written feedback only in the form of questions
F) Student written/verbal feedback
G) Some of the above
H) Other

8. Revision Question What kind of ‘revision process’ do you have?
A) Corrections on assessments
B) Make up tests, assignments, etc.
C) Extra assignments
D) Drop lowest grade(s)
E) Some of A-D
F) None
G) Other

9. Assessment for Learning and
How does
Assessment for Learning
and
Building a Culture of Revision & Redemption
promote
Mathematics feedback that enables student ownership of learning?

10. Building a Culture of Revision & Redemption
Students need “opportunities to revise and re-do around standards” in order to create a “culture of revision and redemption…”
April 3, 2006
Dr. Linda Darling Hammond to AISD redesign teacher representatives
Read more about Adaptive Pedagogy at:

11. Roles & Responsibilities
Types, Purposes, Roles & Responsibilities for Different Kinds of Assessments
Type
Purpose
Roles & Responsibilities
Formative
“Assessment for Learning”
Improve learning
Inform instruction
Student & Teacher
Summative
“Assessment of Learning”
Grading
Placement
Promotion
Accountability
Teachers & external tests
External tests (& teacher)
Read through this chart. Give or ask for examples. Ask if there are questions.
Question: So where do interim assessments sit? [depends on purpose and use]
Classroom Assessment and the National Science Education Standards (National Research Council); p 20

12. Importance of Formative Assessment to Student Achievement
There is a body of firm evidence that formative assessment is an essential feature of classroom work and that development of it can result in large learning gains.
Black & Wiliam, p. 148.
Add notation on the number of studies that Black And Wiliam reviewed.

13. Research: Butler - On Feedback
Overview
132 students aged 12 from 12 classes in 4 schools
Selected top 25% and bottom 25% for data analysis
Experiment
All students given same teaching by two teachers
All students given same aims and criteria, asked to produce the same work for marking
Divided students into 3 groups (within each class): A, B, and C
And here is specific research by Butler on the effects of specific feedback– a key characteristic of formative assessment– and grading on student motivation and achievement.

14. Research: Butler - Study Design
Gain/Positive
No Gain/Neutral
Loss/Negative
Group
Feedback
Level
Pre/Post Results
Interest A
Comments Only
High
Low B
Marks Only C
Marks and Comments
Butler, Ruth, Enhancing and undermining intrinsic motivation: The effects of task-involving and ego-involving evaluation on interest and performance. British Journal of Educational Psychology, 58, pp

15. Feedback comments should include…
Individualized information which relates specifically to aspects of the task; and
Suggestions for improvement.

16. What do you think they found?
Discuss the study with your table group.
Based on your experience, predict the results (Pre/Post Results and Interest) for each sample.
Place a dot (see below) in each column based on your discussion.
Dot Color
Pre/Post Results
Interest
Green
Gain
Positive
Blue
No Gain
Neutral
Red
Loss
Negative

17. What do you think they found?
Pre/Post Interest
Green: Gain Positive
Blue: No Gain Neutral
Red: Loss Negative
Group
Feedback
Level
Pre/Post Results
Interest A
Comments Only
High
Low B
Marks Only C
Marks and Comments
Gain
Positive
No Gain
Positive
Negative
No Gain
Positive
Negative
Butler, Ruth, Enhancing and undermining intrinsic motivation: The effects of task-involving and ego-involving evaluation on interest and performance. British Journal of Educational Psychology, 58, pp

18. Mathematics feedback that enables student ownership of learning
Researched in AISD Spring 2008
4 high school and 1 middle school mathematics teacher
Three kinds of feedback (without grades):
Teacher verbal feedback
Teacher written feedback
Student written feedback
Questioning
Assessments
Group Tasks

19. Teacher Written Feedback Example
What do you notice about this teacher written feedback?
What feedback comes to mind?
Was it positive, negative, verbal, written?
Did it motivate you to own your learning:
- like on the Action Research Project?
- like learning to ride a bicycle?
How does this feedback enable revisions?

20. Teacher Written Feedback Example
What do you notice about this teacher written feedback?
What feedback comes to mind?
Was it positive, negative, verbal, written?
Did it motivate you to own your learning:
- like on the Action Research Project?
- like learning to ride a bicycle?
How does this feedback enable revisions?

21. Teacher Written Feedback
Start on something small and meaningful, like quizzes.
The assessment items had to be rigorous (i.e. have multiple strategies) and not an easy number to determine their score
Too many comments shut students down so make sure commenting on the mathematics goals.
If providing feedback on more than one revision, have students revise on a separate sheet of paper stapled to the original.
Sometimes students needed additional support with revisions so some teachers allowed students to work together, to come in for individual assistance, to work on revisions in a revision ‘station’ about once a week, etc.
Record a grade in pencil in the grade book. Give students a reasonable revision process/amount of time.
Assessments

22. Teacher Written Feedback
Feedback Starters
Assessing & Advancing Questions

23. Try it! Teacher Written Feedback
Use the Feedback Student Work Samples to practice some teacher written feedback.
Do the mathematics work yourself. Think of other ways students might solve the problem.
2) Review Student work samples A-C. With a partner, write for each sample:
an ‘Assessing & Advancing’ question or
a ‘Noticing & Wondering’

24. Student Written Feedback
Generate a ‘N & W’ Criteria Chart with students
Generate a ‘N & W’ T-Chart with students on a class task; keep it publicly displayed
Have student groups do ‘N & W’s’ on the work of another group (T-Chart or Post-it)
Have students revise their work
Review/adjust the ‘N & W’ Criteria Chart

25. Class N&W: Progress over 2 tasks1 2

26. ‘Noticings & Wonderings’ with post-it notes on group work poster and individual student reflection

27. Feedback Question
Considering ‘Revision and Redemption’ what are the next steps in your classrooms?
A) Explore Assessment For Learning ideas
B) Incorporate formative & summative Clicker assessment questions
C) Implement effective teacher verbal feedback
D) Develop a teacher written feedback process
E) Develop a student written feedback process
F) Some of the above
G) I’m wondering….I need more information
H) We’re fine the way we are in the 20th century, thank you.

28. What feedback processes and applicable and possible at your campus?
Intended Learnings
What feedback processes and applicable and possible at your campus?
How will revision and redemption look in mathematics classes at your campus?
Please fill out the Exit Slip to give me feedback.
Thank you!