Feedback The Five Ws An Introduction to Feedback
Feedback The Five Ws
An Introduction to Feedback A Workshop for Elementary Teachers
Welcome The more information teachers obtain about what students know and think as well as how they learn, the more capacity they have to reform their pedagogy, and the more opportunities they create for student success. - Linda Darling-Hammond (1994) n Agenda n Overview
Agenda n n n n n Welcome Opening Activity Overview Presentation Group Activities Discussion and Questions Sharing Websites Closing Evaluation of Workshop
Opening Activity n On the paper labeled Feedback, write everything you know about feedback. Back to Agenda
Feedback
Overview n n Who will find this workshop helpful? Teachers Administrators Students seeking degrees in education Back to Agenda n How will it help you? n Provide you with information about feedback Provide you with examples of feedback models Give you the opportunity to practice feedback n n
What? Who? When? Why? Where? The Five Ws of Feedback
Who provides feedback? n n Teachers Students Teachers Students Self Students Peers
What is Feedback? n n n It is a process that continues throughout a course or unit of study. At its best feedback should: guide both teachers and students be a core part of teaching and learning, not an add-on ritual focus around course and topic learning outcomes guide students to become independent learners and their own critics
When is Feedback Best Administered? n n Feedback must occur during the learning process, as well as after it (Sid Nair, 2002). In order to make improvements to their learning students need to receive ‘appropriate and focused’ feedback early and often (Angelo and Cross, n. d. )
Why Should Assessment Include Feedback? n n “when students know what they are to learn and what it looks like to be successful, they are informed enough to self-monitor their way to success” (Davies, 2004). It is through feedback students learn whether they are on course, are guided toward the best way to achieve their goal, and are informed as to the level of success they have demonstrated thus far.
Where to Now? n n n In order to develop and implement a valuable feedback system in the classroom teachers must first determine what makes it work and what concerns it can present. Teachers must involve students in setting and using criteria, engage students in self and peer assessment, and increase their sources of specific, descriptive feedback. Researchers have developed some lists of what they feel ideal feedback models should include in order to work properly.
Feedback: Ideal? Inferior?
Ideal Feedback Should Be: n n n n Constructive so that students feel encouraged and motivated to improve their practice. Timely so that students can use it for subsequent learning and work to be submitted. Prompt so that students can recall what they did and thought at the time. Supportive of learning should be linked to a clear statement of orderly progression of learning so that students have clear indications of how to improve their performance. Focused on achievement, not effort. The work should be assessed, not the student. Specific to the learning outcomes so that assessment is clearly linked to learning. Consequential so that it engages students and they are required to attend to feedback, removing the need for continually giving the same student the same advice. Foster independence so that it leads students to being capable of assessing their own work. Efficient for teachers to do.
Inferior Feedback Results If: Tests encourage rote and superficial learning. n Over-emphasis is placed on giving of marks and grades at the expense of useful advice to learners. n Feedback, testing and record-keeping serve a managerial function rather than a learning one. (13/6) n Because giving useful feedback can be very time consuming and has limited value if students don’t read it or act on it. n Inadequate feedback is given. Students are sometimes left not knowing what they have done well, what they need to change and why they have achieved the grade they have. n Students who don’t do well get the feedback, while students who do well receive little more than ‘excellent’ and gain no insight into what they could do to enhance their performance. n (National Literacy Trust, 2005)
Activities Performance assessments Summative assessments Back to Agenda
Learning Target The learner will combine new information about various cultures with their knowledge of the United States’ culture in order to compose a journal entry identifying the culture they feel is most like the typical culture of the United States (as previously examined in our unit). Using at least four sentences, name and describe the chosen culture and give at least three reasons why that culture is most like the typical culture of the United States. n Sample Student Response India is a country in the middle east. It is very hot there most of the time. I think India is a lot like the united states. Students there go to school abot the same number of years as we do. They do not have to pay for their school. It is a lot like the united states.
Rubric for written response – Teacher Model Above Average Below Well Average Below Average Not Able to Score (N/S) Description Point Distribution: 8, 6, 4, 2 Includes 4 sentences that identify and describe the culture Includes 3 sentences that identify and describe the culture Includes 2 sentences that identify and describe the culture Includes 1 sentence that identifies and describes the culture No description sentences are written Reasons or Justification of Choice Point Distribution: 8, 6, 4, 2 3 reasons based on similarities between the 2 cultures 2 reasons based on similarities between the 2 cultures 1 reason based on similarities between the 2 cultures Reason(s) are given, but are not based on similarities between the 2 cultures No reasons are given Use of spelling, punctuation, capitalization, and grammar that does not interfere with understanding of journal entry. Point Distribution: 4, 3, 2, 1 Spelling, punctuation, capitalization, and grammar are precise and do not interfere with understanding. Spelling, punctuation, capitalization, and grammar are adequate and do not interfere with understanding. Spelling, punctuation, capitalization, and grammar make the journal entry somewhat hard to follow and sometimes interferes with understanding Spelling, punctuation, capitalization, and grammar make the journal entry significantly hard to follow and interferes with understanding Spelling, punctuation, capitalization, and grammar make the journal entry impossible to follow or understand.
Rubric for Written Response – Student Model Description Point Distribution: 8, 6, 4, 2 Reasons or Justification of Choice Point Distribution: Above Average Includes 4 sentences that identify and describe the culture Includes 3 sentences that identify and describe the culture 3 reasons based on similarities between the 2 cultures Spelling, punctuation, capitalization, and grammar are precise and do not interfere with understanding. Below Average Well Below Average Not Able to Score (N/S) Includes 2 sentences that identify and describe the culture Includes 1 sentence that identifies and describes the culture No description sentences are written 2 reasons based on similarities between the 2 cultures 1 reason based on similarities between the 2 cultures Reason(s) are given, but are not based on similarities between the 2 cultures No reasons are given Spelling, punctuation, capitalization, and grammar are adequate and do not interfere with understanding. Spelling, punctuation, capitalization, and grammar make the journal entry somewhat hard to follow and sometimes interferes with understanding Spelling, punctuation, capitalization, and grammar make the journal entry significantly hard to follow and interferes with understanding Spelling, punctuation, capitalization, and grammar make the journal entry impossible to follow or understand. 8, 6, 4, 2 Use of spelling, punctuation, capitalization, and grammar that does not interfere with understanding of journal entry. Point Distribution: 4, 3, 2, 1 My Total Score My Comments Questions I have :
Summative Assessment: Selected Response Please solve the following problems. Circle your answer choice. 1. a. b. c. d. 2. a. b. c. d. Julie and Joe each ate 2 pieces of pizza from a pizza cut into 8 pieces. What fraction of the pizza did they eat? 2/8 ½ 8/2 All of the pizza Six boys in our class wore shorts to school today. Three boys wore long pants. What fraction of the boys wore shorts to school today. 3/6 3/9 6/9 9/6
Assessment 3. Seth picked 12 flowers for his mother. Four of the flowers were daises. Three of the flowers were tulips. What fraction of the flower were neither daises or tulips? a. b. c. d. 4/12 8/12 3/12 5/12 4. Eight dogs were in the local dog show. Three of the dogs won a blue a. b. c. d. 5. a. b. c. d. ribbon. What fraction of the dogs won a blue ribbon? ½ 3/8 8/8 5/8 Twelve students ate lunch in the cafeteria. Six of them ate chocolate chip cookies, two ate oatmeal cookies, and four ate sugar cookies. What fraction of the students ate either chocolate chip or sugar cookies? 4/6 10/12 4/12 2/12
Item Analysis – Student Model Post test Take II Item # 1 2 3 4 5 Correct/ Incorrect Why I missed it How I Correct/ will Incorrect it How I corrected It/ Comments
Item Analysis – Teacher Model Item 1 2 3 4 5 6 Tally of Students who missed Learning Target Assessed Did not understand the Learning Target Unfamiliear Vocabulary Did not read the question correctly Other Reasons My Action Plan
Semi-Formal Assessments n n Focused Listing – the student writes down as much as they know about a topic. This technique usually takes about a minute and the teacher either ask questions afterward or collect the papers to determine what students know about a topic. It is best conducted prior to a lesson. Two Minute Paper – this technique can vary depending on the needs of the teacher, but has the student writing for two minutes about the material presented in class. Some teachers may ask for summaries, some may ask students to state questions they have, and others may ask the student to state the most important thing they learned. The two minute paper is best administered at the end of class. Muddiest Point – this, like the Two Minute Paper, is best used at the end of class. The students are asked to write down one thing about the material presented they simply do not understand. This technique works well with any subject being taught. (Rozaitis and Baepler, 2005).
Summary Of Workshop Highlights Feedback is for students and teachers n Feedback should be fair and timely n Feedback should match the task or learning target n Feedback should be used to make changes, both by the teacher and the student n
Websites for more information on feedback n n n http: //www. info. umuc, edu/de/ezine/features /jan_feb_2004/art-of-fb. htm http: //www. brookes. ac. uk/services/ocsd/tea chingnews/jackson-prior. html http: //www. nzpf. ac. nz/resources/magazine/ 2004/nov/Assessment. htm http: //pareonline. net/getvn. asp? v=8&n=9 http: //www. kcl. ac. uk/depsta/education/publi cations/blackbox. html
Websites for Information on Rubrics http: //www. rubrics. com/ n http: //www. theeducatorsnetwork. com/main/rubricfeature. htm n http: //www. 4 teachers/org n http: //rubistar. 4 teachers. org/inde x. php n
Discussion? Questions?
If we think of our children as plants…summative assessment of the plants is the process of simply measuring them. The measurements might be interesting to compare and analyze, but, in themselves, they do not affect the growth of the plants. Formative assessment (including feedback), on the other hand, is the garden equivalent of feeding and watering the plants – directly affecting their growth. - Shirley Clark (1999) If you would like to contact me: Renee R. Carpenter rcarpenter@lincoln. k 12. nc. us n
Workshop Evaluation Check the box you feel most closely expresses your experience today. Write any comments you may have on page 2 Check the box: 1 is the lowest/4 is the highest I found the information useful Activities were clear and well planned I am likely to incorporate part of what I learned in my classroom I will use the sites shared in this workshop to learn more about feedback and rubrics 4 3 2 1
Workshop Evaluation: Page 2 Please write at least one response in each of the boxes below. What Was Most Interesting What Surprised Me Most What Else I Would Like to Know What I Would Do Differently
Thank you for your participation THE END
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