HOW TO PROVIDE MEANINGFUL FEEDBACK TO ESL STUDENTS

HOW TO PROVIDE MEANINGFUL FEEDBACK TO ESL STUDENTS University of Alberta: EDPY 413 By Naomi, Katie and Angela 1

OVERVIEW Meaningful assessments and feedback: Are valid Are individualized Are understandable Communicate high expectations Lower emotional barriers Assessment of content-area knowledge: Formative Assessment Summative Assessment 2

OVERVIEW Strategies that will be useful in the four major elements of Language Arts and other content area classes: Speaking Listening Reading Writing How to communicate feedback to students Direct or Indirect feedback Parental Involvement Peer Feedback 3

PRINCIPLES FOR FAIR STUDENT ASSESSMENT PRACTICES FOR EDUCATION IN CANADA I. 1) Assessment methods should allow us to make valid inferences about the knowledge, skills, attitudes, and behaviours possessed by each student 1 -A valid assessment will assess what we intend it to assess. 4 1 Principles for Fair Student Assessment Practices for Education in Canada, 1993 (as reproduced in Gronlund, 2004, Appendix B 1 -5)

PRINCIPLES FOR FAIR STUDENT ASSESSMENT I. 5) Assessment methods should suit the background and prior experiences of the student 1 -Assessment should be free from biases such as culture, ethnicity, or language 5 1 Principles for Fair Student Assessment Practices for Education in Canada, 1993 (as reproduced in Gronlund, 2004, Appendix B 1 -7)

PRINCIPLES FOR FAIR STUDENT ASSESSMENT III. 4) Comments on student work should be presented in a way that allows students to understand use them 1 -Comments should encourage learning and help students to understand how they can improve 6 1 Principles B 1 -7) for Fair Student Assessment Practices for Education in Canada, 1993 (as reproduced in Gronlund, 2004, Appendix

TEACHER EXPECTATIONS: A SELFFULFILLING PROPHECY Students perceive differences in teacher expectations by watching how the teacher behaves towards them 1 With time, students' achievement and behaviour conform more and more closely to the expectations of the teacher 7 1(Alderman, 2004, p. 171)

COMMUNICATING HIGH EXPECTATIONS Guidelines for communicating high expectations when assessing ESL students 1: Give sincere praise regarding a specific area of development Provide frequent and understandable feedback Focus on what the students can do rather than what they cannot Provide ample response time Provide tasks to challenge the students 8 1(Gottfredson, 1991, p. 9)

ANXIETY “Sometimes when I speak English in class, I am so afraid I feel like hiding behind my chair. ” 1 “I feel like my French teacher is some kind of Martian death ray: I never know when he’ll point at me!” 1 “When I’m in my Spanish class I just freeze! I can’t think of a thing when my teacher calls on me. My mind goes blank. ” 2 9 1 2 (Gardner, 1991, p. 27) (Gardner, 1991, p. xiii)

ANXIETY Steinberg and Horwitz (1986) found that anxiety affects communication strategies 1 Certain grammar points may also be “forgotten” 2 Krashen’s Affective Filter 3 This affects the validity of the assessment 10 (Gardner, 1991, p. 28) 2 (Gardner, 1991, p. 29) 1 3 (Herrell & Jordan, 2008, p. 4)

MEANINGFUL FEEDBACK? We will show assessment methods and ways to communicate results to students that: 1) Are valid 2) Fit students’ backgrounds 3) Are understandable 4) Communicate high expectations 5) Lower emotional barriers 11

ASSESSING ACADEMIC CONTENT KNOWLEDGE ELLs often understand more than they can express 1 Use assessments that are less dependent on language proficiency 1 Assess in the same way students are taught 1 Demonstrations Creation of a product Speech-based Written products 12 1(Herrell & Jordan, 2008, p. 6)

ASSESSING THE TASK: FORMATIVE ASSESSMENT (ASSESSMENT FOR LEARNING) These types of assessments occur on a daily basis and help teachers decide what they can do to help students progress 1: Student Reflections (learning journals, concept maps) Anecdotal Note-taking Conversations with students Peer Assessments 13 1 (Government of Manitoba, 2008, p. 29)

LEARNING JOURNALS Allow students to: Record personal responses to content Record questions about confusing terms Record observations Illustrate or describe concepts Emphasis is on content rather than grammar and mechanics 1 14 1(Hurley, & Tinajero, 2001, p. 94)

15 (Sweetland, 2005)

CONCEPT MAPS Visual representations of the student’s mental structure 1 Kidspiration or Inspiration 2 16 1(Birbili, 2006) Software, 2008) 2(Inspiration

Grade 6 Social Studies: Greece 17 (Inspiration Software, 2008)

WHY USE LEARNING JOURNALS AND CONCEPT MAPS? Knowledge demonstrated pictures and/or words 1 Student-centred and promote reflection 2 Teacher can assess preconceptions and misconceptions 3 18 (Hurley & Tinajero, 2001, p. 92) (Genesee & Upshur, 1996, p. 123) 3 (Birbili, 2006) 1 2

CONCEPT MAPS & LEARNING JOURNALS: ASSOCIATED ISSUES Too much guidance or too little guidance? 1 Must be addressed immediately 1 Judgements will discourage students, making the formative assessment less useful to the teacher 2 19 1 2 (Shanahan, 2007) (Nunan, 2004, p. 159)

ANECDOTAL RECORDS Small number of students observed each day 1 20 1 (Genesee Upshur, 1996, p. 94)

WHY USE ANECDOTAL RECORDS? Good indicators of student progress 1 Do not increase language demands, or anxiety Allow you to assess without interrupting the natural classroom activities 2 21 1 2 (Herrell & Jordan, 2008, p. 7) (Austin & Haley, 2004, p. 129)

ANECDOTAL RECORDS: ASSOCIATED ISSUES If not organized, they become pieces of paper with random notes on them 1 May overlook vital issues 2 22 1 2 (Genesee & Upshur, 1996, p. 86) (Genesee & Upshur, 1996, p. 94)

FORMAL AND INFORMAL CONVERSATIONS Conferencing 1 Having impromptu conversations Making notes afterwards 2 23 1 (Austin & Haley, 2004, p. 132) & Upshur, 1996, p. 114) 2 (Genesee

WHY HAVE CONVERSATIONS? Conveys high expectations 1 Informal conversation is a natural way to get a feel for level of understanding Gives students the opportunity to seek clarification 24 1 (Gottfredson, 1991, p. 9)

CONVERSATION: ASSOCIATED ISSUES Learners may be uncomfortable discussing areas in which they are struggling 1 Open conversation may be hindered by low levels of English language proficiency 25 1 (Austin & Haley, 2004, p. 131)

ASSESSING THE TASK: SUMMATIVE ASSESSMENT (ASSESSMENT OF LEARNING) Assessment used for reporting purposes to ensure that students have achieved the curricular outcomes 1: Portfolios Student Self-Assessments Rubrics Checklists and Rating Scales 26 1 (Government of Manitoba. , 2008, p. 55)

PORTFOLIOS Two types: Developmental Portfolio 1 Showcase Portfolio 2 Students actively participate by purposefully selecting entries 2 Teachers assist with entry selection and provide feedback during conferences 3 27 (Gronlund, 2004, p. 157) (Gronlund, 2004, p. 158) 3 (Gronlund, 2004, p. 159) 1 2

PORTFOLIO REFLECTION A reflection is attached to each entry 1 Other possibilities include: Reflections written in first language Reflections recorded by the teacher Reflections recorded by a peer/parent who speaks the same L 1 28 1 (Gronlund, 2004, p. 158)

WHY USE PORTFOLIOS? Completed without pressure or time constraints 1 Clearly demonstrate progress over time 1 Develop active learners 1 Conversations about entries demonstrate comprehension and the ability to use academic language 2 29 1 (Nunan, 2004, p. 160) & Haley, 2004, p. 130) 2 (Austin

SELF-ASSESSMENT Teachers need to provide students with words, definitions or concepts they will need to understand the task 1 Common formats include 1: yes or no questions I can name the regions of Canada Yes No Sentence I am still confused about. . . Rating completion scales I cooperated with my group (never) 1 2 3 4 (always) Picture cues or by discussion beforehand. 30 1 (Austin & Haley, 2004, p. 135)

WHY SELF-ASSESSMENT? Builds metacognitive competence 1 Students can tell us a lot Creates independent learners 1 Assesses both the learning process as well as outcomes 2 31 1 2 (Austin & Haley, 2004, p. 135) (Nunan, 2004, p. 149)

PORTFOLIOS AND SELF-ASSESSMENT: ASSOCIATED ISSUES Students may not accurately judge own ability 1 Language barrier The notion that students have a role in assessment may be difficult to accept 2 Learners may be uncomfortable sharing work that is in need of improvement 3 Learners may be hesitant to take pride in their achievements 3 32 (Nunan, 2004, p. 149) & Haley, 2004, p. 130) 3 (Austin & Haley, 2004, p. 131) 1 2 (Austin

RUBRICS Holistic 1 Analytic 2 Use between 4 and 8 points to avoid a “middle dumping ground” 1 Assess the content rather than language proficiency 3 33 (Gronlund, 2004, p. 134) (Austin and Haley, 2004, p. 131) 2 (Austin and Haley, p. 132) 1 2

Excellent (4) Good (3) Satisfactory (2) Needs Improvement (1) Understanding of animal lifecycle Illustrations of the infant and adult accurately portray the creature in its respective stage. Small details have been recognized and included. Illustrations of the infant and adult portray the creature and demonstrate an understanding of the lifecycle. Illustrations of the infant and adult somewhat portray the creature and demonstrate a generalized understanding of the lifecycle. Illustrations of the infant and adult are completely inaccurate or demonstrate no difference between the two forms. Habitat Student has provided a detailed illustration of the animal’s habitat Student has provided a basic illustration the animal’s habitat (land, water, etc) Student has provided an illustration of the animal’s habitat that is lacking is some regard. Student has not provided an illustration of the animal’s habitat, or the habitat drawn is incorrect Student has chosen an appropriate strategy to organize their findings. The chart is completed correctly, is neat, and contains details above and beyond what was asked Student has chosen an appropriate strategy to organize their findings. It is correct and contains all pertinent information Strategy used to organize ideas Total: Score /4 /4 Student has not attempted to use a selected a strategy, but has Information is used it incorrectly recorded at or the chart is random. incomplete /4 34 /20

RATING SCALES AND CHECKLISTS Checklists: check off the items that correspond to what you have observed or inferred 1 Ex. Student cooperates in a group setting ___ Rating scales: Allow you to specify the degree to which the item was achieved 2 (1= never, 2= rarely, 3= frequently, 4= always) Ex. Student completes homework every night 1 2 3 4 35 1(Genesee 2 & Upshur, 1996, p. 88) (Genesee & Upshur, 1996, p. 90)

TRY ASSESSING! Read the ESL writing sample and use the checklist to assess it. Then talk to a partner: What did you like about it? What problems did you encounter? 36

WHY USE CHECKLISTS, RATING SCALES AND RUBRICS? Assigns justifiable grades to authentic classroom activities 1 Used in self-assessment and clarify teacher’s expectations 1 After construction, they require little time or effort to complete 2 Show specific areas of strength and need 3 37 (Gronlund, 2004, p. 136) (Genesee & Upshur, 1996, p. 90) 3 (Genesee & Upshur, 1996, p. 91) 1 2

CHECKLISTS AND RATING SCALES: ASSOCIATED ISSUES Require precise and wellarticulated categories and criteria 1 Take a considerable amount of time to construct 2 Are highly specific and will likely need to be modified each time 3 Language to can be complex and difficult for an ESL student to understand 38 (Genesee & Upshur, 1996, p. 87) (Genesee & Upshur, p. 90) 3 (Genesee & Upshur, p. 91) 1 2

OVERVIEW Strategies that will be useful in the four major elements of Language Arts and other content area classes: Speaking Listening Reading Writing 39

SPEAKING 40

STAGES OF LANGUAGE PRODUCTION Beginning stage: Silent period, rely on gestures and pictures Early production stage: usage of more grammar Speech Emergence stage: can handle more academic concepts Intermediate Fluency stage: fewer errors in speaking Fluency stage: at level of fluency but are still learning (Collier, Combs, & Ovando, 2003) 41

VOCABULARY INSTRUCTION Provide both explicit and implicit vocabulary instruction. Teach strategies for how to handle unfamiliar words Language Learning Strategies: using clues, asking for clarification, using keywords. Exposure to high frequency vocabulary through meaningful activities. 42 (Oxford, 1990)

PRONUNCIATION Five things to ensure students understand: Consonants Cluster Vowel length Word stress Prominence or tonic stress For example, teach: Stress-timed versus syllable-timed language (Hewings, 2004) 43

BICS AND CALP Basic Interpersonal Communication Skills Cognitive Academic Language Proficiency 44 (Fisher & Rothenberg, 2007)

SOLOM Student Oral Language Observation Matrix Allows observation of oral language proficiency; BICS and CALP Assesses real day to day classroom purposes and activities. 45 (Fisher & Rothenberg, 2007)

POTENTIAL PROBLEMS Vocabulary instruction Implicit can cause problems for students- they may think they understand but they do not Explicit may teach rote memorization and not meaningful understanding. Pronunciation Instruction: Students’ L 1 s may interfere if they have a syllable timed language. BICS and CALP cannot be inferred, it has to be directly taught and modeled. 46

HANDOUT: SPEAKING 47 Guide to Implementation (Alberta Education, 2007, P. 161) SOLOM: Student Oral Language Observation Matrix (Cabral, Herrera, & Murry, 2007)

LISTENING 48

STRATEGY FOR IMPROVING LISTENING AND ORAL COMMUNICATION SKILLS Dictoglos Focus is on fluent academic language Supports recalling information by listening to English language models. Process: Listen Take notes Partners, groups Re-create text (Herrell, & Jordan, 2008) 49

DEVELOP LISTENING SKILLS: Explicitly teach how to listen: Selective Attention Ask for clarification: teach students how to recognize when they have misunderstood, and teach the questions to ask to get back on track. Model strategies aloud. Provide graphic organizers or fill in the blanks for videos and lectures, so they can concentrate on listening rather than writing. Build background knowledge: “Frontload” Use self-assessments of how well they listened. 50 (Fisher & Rothenberg, 2007)

POTENTIAL PROBLEMS When listening, students: may not recognize when they do not understand may not know they need clarification or further explanation may not know how to formulate questions to get the answers they seek 51

HANDOUT: LISTENING Guide to Implementation (Alberta Education, 2007, p. 160) BICS and CALP Checklist (Cabral, Herrera, & Murry, 2007) 52

READING 53

RUNNING RECORDS/MISCUE ANALYSIS Finds oral reading errors Helps to see what strategies the reader is using and points to areas of instruction. 54 (Herrell &Jordan, 2008) (Bright, Pollard, Tompkins, & Winsor, 2008)

CLOZE ACTIVITIES: Support language acquisition and reading skills Are from written text where some words are left out and blanks are inserted instead. Are used to assess reading comprehension Provide opportunities to teach vocabulary and reading decoding skills. Example: I went for a walk to the ______. I wanted to _______ a _______. 55 (Herrell & Jordan, 2008)

POTENTIAL PROBLEMS: Running Records/Miscue Analysis May be hard to find a reading passage that is at the student’s reading level. Cloze Time consuming to make for students’ specific needs 56

HANDOUT: READING 57 Guide to Implementation (Alberta Education, 2007, p. 162)

WRITING 58

THE WRITING PROCESS Prewriting: use drawing to gather ideas, talk about the topic, or dramatize the topic. Students choose topics that are familiar. Graphic organizers, webbing. Drafting: emphasize expressing ideas, not handwriting skills or conventional spelling. Revising: rereading, making few changes or adding to clarify, slowly try and address audience. Editing: de-emphasize until the students have learned conventional spelling, rules for capitalization, etc. Publishing: putting into a final form, sharing with others. 59 (Bright, Pollard, Tompkins, & Winsor, 2008)

FEEDBACK THROUGH COMMENTS ON STUDENT WRITING Three purposes: To let students know if their texts have conveyed their intended meaning. Help students become aware of the questions and concerns of an audience. To give students a motive for revision. 60 (Ferris, 2003, p. 3)

WRITTEN COMMENTS: can take away students’ attention from their own purpose and bring it to the teacher’s purpose. are not context specific and can be changed from context to context. 61 (Ferris, 2003, p. 3)

ERROR CORRECTION Selective correction: choose several major patterns of error, rather than all types of errors. Comprehensive correction: give detailed feedback, so that students are not mislead about correctness if the teachers do not mark all errors. Direct Feedback: teachers write the correct form on student’s paper. Indirect Feedback: allows the student to engage in guided problem-solving (Ferris, 2003, p. 3) 62

CONFERENCES Students are the focus. They are the writers. Teachers/Peers help to make choices and define directions for revisions. The process Students should talk first about their concerns. Ask questions, do not give answers. Give compliments, then suggestions later. Limit the number of revision suggestions. 63 (Bright, Pollard, Tompkins, & Winsor, 2008)

POTENTIAL PROBLEMS Written comments Generic comments Changes student’s ideas to teacher’s ideas Error correction Focus on errors on the first draft Lack of hierarchy of important issues for revision Miscommunication with the teacher. Mark what you have taught. Conferences Cultural differences 64

HANDOUTS: WRITING 65 Guide to Implementation (Alberta Education, 2007, p. 163)

DIFFERENTIATING BETWEEN CONTENT AND LANGUAGE FEEDBACK Keep feedback short and simple to allow the students to understand it. Ensure feedback is specific to the assignment, not giving broad or general suggestions Make sure to emphasize ideas over grammar and mechanics. When correcting written work avoid marking sentences that are technically correct but poorly written or awkward. Focus on errors that the students are familiar with and can understand. Postpone grammar corrections until the final stages of the assignment to allow for focus on the meaning and idea construction Errors are a normal part of learning. Make sure the students know it! Graham (1987) 66

OVERVIEW This section will cover ways to communicate feedback to students in a meaningful way. We’ll explore some advantages and disadvantages of each as well as issues and applications. 1. Direct or Indirect Feedback 2. Parental Involvement 3. Peer Feedback 67

DIRECT OR INDIRECT FEEDBACK? Direct feedback The teacher identifies an error and corrects it for the student, providing an example of the proper form Indirect feedback Feedback where the educator points out that an error has been made but does not correct it. The students must identify and correct the error themselves. 68

INDIRECT FEEDBACK: LONG TERM IMPROVEMENT? Ferris (2002) found that direct feedback on errors led to more correct revisions than indirect feedback (88% vs 77%). He also noted that over the course of the school year those who received indirect feedback reduced their error frequency substantially more than those receiving direct feedback. Fathman and Walley obtained similar results in their 1990 study. 69

DIRECT FEEDBACK: MISDIRECTING FOCUS? Fregeau (1999) found that direct feedback was often inconsistent, unclear, and seemed to overemphasize the negative. Not understanding the errors made, students often guessed at corrections. Students also tended to focus more on correcting these errors than improving or extending their ideas. 70

INDIRECT FEEDBACK Uncoded feedback The teacher indicated an error has been made, but does not correct the error. The student must diagnose the type of error and correct it. Coded feedback Gives the exact location of an error and indicates the type of error involved using a code. 71

APPLICATIONS: CODED FEEDBACK Coded feedback is a combination of direct and indirect feedback. Using a predetermined legend, the teacher indicates the presence and type of an error with a symbol. The students must locate and correct the error themselves. 72

AN EXAMPLE OF CODED FEEDBACK Legend Sp Spelling Capitals needed p Punctuation w/o Word order > Missing word (Etc) On the weekend I went the zoo > with amy. There was a big tiger. Cap He has stripes There also a p stiped horse. We fed him. We Sp got to eat pizza and icet cream. Sp I want to go again back soon. w/o 73

CODED FEEDBACK: REMEMBER… Make sure your students are familiar with and understand the symbols used Make sure the students understand the underlying grammatical rule Be consistent! 74

PEER FEEDBACK Peer Feedback is a controversial form of feedback because of its disadvantages. When implemented properly, these disadvantages are minimized, allowing the teacher and student to take full benefit. 75 Image: Working Together. From: http: //pwebs. net/branding/2007/05/developing-business-brand-online. php

WHAT STUDENTS WANT Zhang (1995, p. 1) found that students “overwhelmingly” prefer to receive feedback from their teachers rather than peers. Carnells 2000 interviews indicated that students like to receive feedback from their peers. They felt more freedom interacting with peers than with a teacher. Ur (1996) found that students enjoy being consulted for peer feedback, and usually put a lot of effort into trying to give helpful feedback. 76

CULTURAL DIFFERENCES Alavi and Kaivanpanah (2007, p. 191 -193) found that Iranian students prefer to work alone because they feel they can get better results this way. He also found that the students recognize that there is some value in peer evaluation, but feel that teacher feedback is more accurate and helpful. Carson and Nelson (1996, p. 1 -18) found that Chinese students tend to avoid giving critical commentary for two reasons: students withheld criticism in order to maintain group harmony and they were reluctant to be in a position of authority over their peers. 77

PEER FEEDBACK: ADVANTAGES Allows for more immediate feedback Can provide a different kind of feedback than traditional teacher feedback (less authoritarian) Provides students experience with critical evaluation that can transfer to their own work Encourages life skills such as collaboration and communication 78

CONCERNS Peer feedback may be inconsistent with teacher feedback. ELLs may not feel comfortable giving feedback in their L 2. Native language speakers may resent receiving feedback from ELLs. Shy or reserved students may be uncomfortable with the exercise. 79

WHAT WORKS Coaching students in providing effective feedback -Reduces inappropriate feedback -Promotes acceptance and understanding -Allows for discussion to address concerns 80

COACHING STUDENTS IN PROVIDING EFFECTIVE FEEDBACK Explain benefits of peer feedback Class discussion of the role of students (collaborators, not correctors), purpose of activity Practice and application Discussion of benefits, weak points, overall success (Rollinson, 2005, p. 3 -7) 81

CONSIDERATIONS- PEER FEEDBACK Size of group. Number of drafts to be written. Evaluation: will students be evaluated on the level of their feedback? Written or oral feedback groups? *Written is usually preferable to oral as it allows time for reflection to avoid inconsiderate comments and lets teacher follow more closely. (Rollinson, 2005, p. 3 -7) 82

PARENTAL INVOLVEMENT When it comes to parental involvement, communication is key, although it can be quite difficult due to language barriers. Parents know their child better than anyone else so they are great resources for the teacher. 83

CULTURAL DIFFERENCES Korean culture emphasizes trust and respect for authority figures. As a result, questioning a teacher’s methods is frowned upon and considered extremely impolite (Souyoung, 2005). As a result, Korean parents may seem less involved than parents who are more vocal. 84

ISSUES Language barriers Potential gender role conflicts Cultural brokers can assist with this Ideological differences in teaching methods or styles Time conflicts and access difficulties 85

WHAT WORKS Frequent contact ensures parents and teacher are working together and helps avoid parental alienation. Goal setting with the parents allows the teacher to enlist their support, ensuring the home and school environments are working in harmony. Conferences or meetings with the parent or guardian allow concerns to be expressed, and also provide an opportunity for the students’ successes to be showcased. 86

APPLICATIONS: CONFERENCES As Angela discussed, student-teacher conferences are an important method for providing formal and informal feedback. Parent-teacher-student conferences are good tools for all parties involved to set goals and get to know each other’s expectations. The conference can be teacher-led or student-led. Student-led conferences allow the students to showcase their achievements, which can foster a greater sense of pride. 87

Be prepared for the conference. If a translator is needed ensure the parents will be comfortable with his/her presence and will understand his/her role. Ensure that you discuss the student’s strengths as well as any problems or weaknesses. Have examples of the student’s work prepared. Pick a few pieces from the student’s portfolio that show the student’s strengths and weaknesses. Use the opportunity to set goals with the help of the parents for all parties involved. Plan for a follow-up meeting. 88

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