1. Formative assessment and effective feedback at Manor Lakes College

2. Text
Text your answers through to help me tailor today’s presentation

3. Login to Edmodo.com Exisiting account holders New to Edmodo
Select the Plus icon on the left side panel next to the ‘Groups’ heading
Select “Join”
Enter the code e1k0wl
Complete the quiz “Formative Assessment and Effective Feedback”
Select “I am a teacher”
Create an account

4. 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

5. 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)

6. 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

7. 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.

8. 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

9. 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?

10. 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

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

12. 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

13. 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

14. 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?

15. 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

16. 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?

17. 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?

18. 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