Formative assessment and effective feedback at Manor Lakes College

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Today’s Learning Objectives By the end of the session I will be able to: Explain the difference between formative and summative assessment Differentiate between descriptive and evaluative feedback Explain the three essential feedback questions Explain the four levels of effective feedback

Why is this important? Low achievement is often the result of students failing to understand what teachers require of them (Black & Wiliam 1998) Effective feedback can result in as much as a 37 percentile point gain in achievement (Darling 1989) The most simple prescription for improving the quality of teaching must be “dollops of feedback” Effective feedback leads to students increasing their effort and employing more helpful strategies. (Hattie 2003)

Formative Assessment Assessment for Learning Formal and informal processes teachers and students use to gather evidence for the purpose of improving learning Takes place in the classroom Used as a diagnostic tool, at the beginning of a new unit/topic Used to track learning during the instructional process Provides information to determine instructional next steps Does not result in a grade

Summative Assessment Assessment of Learning Assessments that provide evidence of student achievement for the purpose of making judgment about student competence or program effectiveness Conducted at the end of teaching to determine mastery of standards and gather evidence of learning Administered periodically Used to inform others about the student Used to make judgments about the student and programs.

Feedback – The Purpose The purpose of feedback is to reduce the discrepancy between a student’s current understanding and the desired goal. HOW does feedback close the gap? Describes qualities of work in relation to the learning targets Makes observations about students’ learning processes and strategies that will help them figure out how to improve Fosters student self-efficacy by drawing connections between students’ work and their efforts

The 3 feedback questions Where am I going? Use examples and models of strong and weak work Linked to the Learning Intention How am I going? Informed by formative assessment What can the student do now? How do I close the gap? What does the student need to do in order to move from where they are now to where they need to be?

Descriptive vs Evaluative Feedback Descriptive Feedback Evaluative Feedback Provides specific information in the form of conversations and written comments Helps the learner understand what he or she needs to do to improve Is a crucial part of assessment Describes what a student has achieved Suggests better ways of doing things Describes why a response is appropriate/inappropriate Praises the work, or process, not the student Tells learners how they compare to others Provides a judgment summarizing the quality of the learning Is a direct result of summative assessment Praise, rewards and punishment are much less effective at closing the gap Praise for the student is rarely directed at addressing the three feedback questions and so is ineffective in enhancing learning

Login Access the Edmodo page again. Once you have logged in, complete the quiz “Descriptive vs Evaluative Feedback”

The 4 Feedback Levels The Task Level The Process Level Each feedback question works at four levels The Task Level How well tasks are understood/performed E.G. What types of words are you looking for? What does the question ask you to do? The Process Level The main process needed to understand/perform tasks E.G. What do you need to do to move ˆx from one side of an equation to another? The Self-Regulatory Level Self monitoring, directing and regulating of actions E.G. What strategies can you use to find the correct answer? What other ways have you tried to answer this question? The Self Level Personal evaluations and affect (usually positive) about the learner (least effective) E.G. You have done a really great job. You have used your knowledge really well to answer this question

Think-Pair-Share Think of a learning objective that you have recently taught or are about to teach. Create questions or feedback statements that address each of the 4 feedback levels for this learning objective Talk to the person next to you and compare your questions and statements

Newman questioning technique Read the question to me What does it mean? What do you have to do to get the answer? Get the answer Does the answer make sense?

Peer to Peer feedback 80% of feedback comes from peers, and most of it is incorrect Positive relationships in the classroom between peers increases the likelihood of feedback being considered as constructive and not hurtful Prompts can be very useful to assist peers in providing each other feedback Peer feedback can occur after formative assessment and summative assessment

Peer Feedback Prompts Content Preparedness Delivery Prompts can be easily adapted from a marking rubric. Prompts should enable students to receive feedback on all key knowledge and skills Content How successful have I been in explaining the three feedback questions? What could I have done to better explain the three feedback questions? Preparedness How well prepared is my presentation? What could I have done to be more prepared? Delivery How well have I integrated non verbal communication skills into my presentation What could I have done to better integrate non-verbal communication skills?

Create Using the provided rubric, or one of your own rubrics, create a list of feedback prompts that could be used to deliver effective peer to peer feedback. Share your prompts with the person next to you. What suggestions do they have for improving your prompts?

Success Criteria I can: Explain the difference between formative and summative assessment Differentiate between descriptive and evaluative feedback Explain the three essential feedback questions Explain the four levels of effective feedback