Presentation on theme: "Module 4: Analyzing Evidence and Descriptive Feedback"— Presentation transcript:
1Module 4: Analyzing Evidence and Descriptive Feedback Formative AssessmentModule 4: Analyzing Evidence and Descriptive Feedback
2Expectations I can anticipate and analyze evidence of learning. I can plan instructional modifications to address learning gaps.I can distinguish between motivational, evaluative, and descriptive feedback.I can provide descriptive feedback to students, helping them close their learning gaps.
3Review by Taking a Look at FA in Action Anticipation GuideFA Green, Yellow, Red CardsABCD Cards
4Why Feedback?Formative assessment can enhance learning when it provides students with feedback about specific qualities of their work, and about how to improve(e.g., Black & Wiliam, 1998; Crooks, 1988; Kluger & DeNisi 1996; Natriello, 1987; Rea-Dickens, 2001; Stipek, 1996; Turnstall & Gipps, 1996)
6Provide Effective Feedback The best feedback is:DescriptiveSpecificRelevantTimelyEmpowering
7Motivational Feedback Motivational Feedback is used for encouragement and support; however, it does not give specific information concerning the task/assignmentExamples:Words: Excellent!, Good!, Great!Written Comments: Good Work!, Nice JobSymbols: Smiley faces, stars, checksStickers: Great Job!, Awesome!, Super Work!
8Motivational Feedback “Research shows that feedback that emphasizes learning goals leads to greater learning gains than feedback that emphasizes self-esteem.”- Ames, 1992, Butler, 1998, andDweck, 1986
9Evaluative FeedbackEvaluative feedback sums up achievement and assigns a label. It expresses a judgment.Examples:Grades- A, B, C, D, FLetters: P for proficient, D for developing, B for beginningLevels I, II, III, IVSymbols: Pluses, Minuses, Xs, ChecksWe often assign evaluative feedback to all work, even that which is for practice, not only is this not necessary, sometimes it can be counterproductive.
10Evaluative FeedbackWhen focus is placed on evaluative feedback, students start to believe that ability, rather than effort, is the only way to success.When faced with a task, students become concerned about being judged as capable. This is why students who experience failure will not try even when the task is easy. They would rather not try than to be judged as incapable.
11Effective descriptive feedback has the following characteristics: Descriptive feedback offers information about the work, product, or performance relative to the intended learning.Effective descriptive feedback has the following characteristics:Is value neutral – avoids praise or blameFocuses on the intended learningShows where the work is right or wrong and tells whyPinpoints strengths and identifies areas of improvement in terms of the intended learningTakes into account the amount of corrective information the learner can act on at one timeModels the kind of thinking that students will engage in when they self-assessCan be used by students to take action to improveDoes not cause the learner to shut down
12Descriptive Feedback“Frequently, feedback is used to push students to “do more” or “do better, without being specific enough to help students know what to do. This type of feedback is generally ineffective.”- Hattie and Timperly, 2005
13Examples of Student Work Each group will be given a student work sample that has some type of feedback on it.Your task is decide what type of feedback has been given and then give some suggestions for improving the feedback that was originally given.Each group will then share their example with the whole group.
14Mark each example with one of the following: D (Descriptive), E (Evaluative), or M (Motivational). If you believe it is neither, mark it with an X.Good job!Sloppy workHow did you reach that conclusion? Where’s your data?ProficientYour calculations are accurate. Take another look at appropriate units for density.C-Excellent!You need to try harder next time. You can do it!The students at station two are ready for the lab, they have their books cleared and their safety glasses on.____ You need to label the x-axis, include units with your label, choose an appropriate scale, show the points you plotted, and give the graph a title.81%_____ Did you study?_____ Where did you get your answers?
15Why is feedback so important? John Hattie--reviewed 7,827 studies on learning and instruction and reached this conclusion…“The most powerful single innovation that enhances achievement is feedback.The simplest prescription for improving education must be ‘dollops’ of feedback.”
16Goals of Feedback To improve learning To improve performance on assessmentsTo promote student ownership of learningTo encourage self-assessment
17Let’s review the research: Feedback should be corrective in nature.Feedback should be timely.Feedback should be specific to a criterion.Students can effectively provide some of their own feedback.“corrective” – provides students with an explanation of what they are doing that is “correct” and what they’re doing that is “not correct.”The timing is critical to the effectiveness of the feedback. After a test, the best feedback is feedback that is given immediately. The more delay that occurs in the giving of feedback, the less improvement there is in achievement.For it to be most useful, it should reference a specific level of skill or knowledge. Tell students where they stand, in reference to a specific target or goal.Students can monitor and keep track of their own progress.
18Amount of Feedback Effective Examples Ineffective Examples - Giving feedback on learning targets.- Selecting 1 or 2 points to focusfeedback on rather than everything at onceIneffective Examples- Giving too much feedback on poorquality work.- Giving too little or no feedback onhigh quality work.
19Feedback is essential in skill shaping. Homework should be a safe place to try out new skills without penalty, just as athletes and musicians try out skills on practice field or in rehearsals before performing.A teacher, who is also a coach, once said, “We don’t keep score during practice.”Great place to use sports analogies. If I’m learning to shoot a basketball, how often do I need to know if I’m shooting it correctly? Every time I shoot the ball. Otherwise, I run the risk of practicing incorrectly and developing ineffective habits that are hard to “undo” later.
20Closing Thoughts…"For as long as assessment is viewed as something we do ’after’ teaching and learning are over, we will fail to greatly improve student performance, regardless of how well or how poorly students are currently taught or motivated.” Grant Wiggins, 199810 Things Formative Assessment Won’t Tell You
21EXIT TicketExplain how you will incorporate what you have learned about formative assessment and feedback into your daily instruction.