[FEEDBACK TO FEED FORWARD: WHAT OUR...

1

Feedback to Feed Forward May 6, 2016 E. Penny Clawson, EdD [email protected]

E. Penny Clawson, EdD Lancaster Bible College Faculty Coach

[FEEDBACK TO FEED FORWARD: WHAT OUR STUDENTS NEED & WANT]

2


Essential Question: How can feedback on an assignment become feed forward to improve a student’s ability to think critically, identifying truth and discerning deception? Student Learning Outcomes

3


What about these outcomes? Put a if it is a good one, a if it is a poor one.

___ Summarize the distinctive characteristics of a particular author

___ Understand the historical background, theology and content of a specific book

___ Formulate and articulate a philosophy of theological instruction

___ Comprehend and apply passages of scripture

___ Observe a biblical text in its context

___ Analyze and evaluate public policy and its impact on a nation and its people

The well designed assignment. . .

1. Matches the desired outcome

2. Focuses on the process of learning and thinking

3. Provides useful information to the student and the professor

4. Clearly states its purpose

5. Can be assessed fairly

6. Has realistic expectations for students

4


Feedback or Feed Forward

Try an Analogy

• Income : social class :: ________________________ : _______________________________

• Dickens : 19th century British novel :: _________________________ : 19th century French novel

• David : Nathan :: _____________________________ :: _____________________________

• Zone of Proximal Development : ___________________ :: Equilibration : ___________________

• Equinox : ___________________________ :: Eclipse : __________________________________

5


Transmission

Transformation

6


7


The Debate Carousel Himmele, W. and P. Himmele, Total Participation Techniques

ONE Give your opinion and explain your rationale. Record your opinion and explain the reason for it.

TWO Add a supporting argument. Read your classmates’ response. In this box, add another reason that would support your classmate’s response.

THREE Add an opposing argument. In this box, record a reason that might be used to argue against what is written in boxes ONE and TWO.

FOUR Add your “two cents.” Read what is written in the three boxes. Add your opinion and your reason for it in this box.

8


Knowledge Understanding

Questions to ask myself when selecting a scoring tool:

• How well does the assessment match what I am teaching? Which did I design first, the lesson or the assessment?

• Am I trying to see if students can recall information they have learned? What levels of learning am I assessing?

• Do I want to see the depth of the students’ understanding? Am I assessing analysis, synthesis and evaluation?

• Am I looking to see if students have learned information well enough to apply it in new ways? Will this promote transfer?

• Am I measuring to see if students have learned a procedure to the level of automaticity, without “thinking”?

• Am I looking to see if students have reached certain benchmarks, or levels of acquisition?

• Does this assessment measure the designated outcomes for the course, program or department

• Does the information from the assessment lead to changes that improve instruction? How will I use the collected data?

9


Examples of Assessments 1. Abstract or executive summary 2. Advertisement or commercial 3. Annotated bibliography 4. Autobiography or realistic fictional diary from a historical period 5. Briefing paper 6. Brochure or pamphlet 7. Campaign speech 8. Case study and analysis 9. Client report

10. Collaborative group activity 11. Database 12. Debate or discussion (plan, participation, and/or leadership) 13. Dramatization of an event or scenario, in writing or as a

presentation 14. Editing and revising a poorly written paper 15. Evaluation of opposing viewpoints or the pros and cons of

alternative solutions to a problem 16. Experiment or other laboratory experience 17. Field notes 18. Graph, chart, diagram, flow chart or other graphic organizer 19. Taxonomy or other classification scheme 20. Handbook or other instructional manual 21. Interview report for an individual or group

22. Journal or log 23. Letter to an editor or business, ministry or executive officer 24. Narrative 25. Newspaper story or news report on a concept or from an historical

period 26. Oral history recording of an event 27. Plan to conduct or provide a service 28. Plan to research and solve a problem 29. Portfolio 30. Poster, display or exhibit 31. Presentation, demonstration or slide show 32. Process description 33. Proposal for justification of a solution to a problem 34. Reflection on what and how one has learned 35. Review and critique of one’s own work, that of a peer, a

performance, an exhibit, a work of art, a writer’s arguments or how something could have been done better

36. Selected portions of an essay or term paper 37. Survey, including the analysis of the results 38. Teaching a concept to a peer or a child 39. Video recording 40. Web Quest or website construction

“The clearest articulation of the

objective appears in the assessment

and its criteria for success.”

Jonathan Saphier & Robert Grower

The Skillful Teacher

Assessing Student Learning Linda Suskie


10

Design the assessment instrument according to your expected outcomes.

A. Informal Assessments offer regular information to the teacher and feedback/feed forward to the students.

B. Formative assessments enable the teacher to formulate a plan for future instruction.

C. Student Reflection and self-evaluation increases analysis and application of the information and skills learned. The

student can assess his own thinking.

D. Summative assessments provide an indicator of the students’ attained level of knowledge and skills. These are

more formal assessments.

E. Scoring Guides provide direction for the students AND the professor. These may be used for informal or formal

assessments.

Checklist – A set of expectations to be evident in the student’s performance (Lowest level of feedback to the

student)

Rating Scale – A set of expectations with a value added element for the evaluator to designate the level of

performance for each of performance (Some feedback to the student; can be inconsistently used by the

evaluator)

Descriptive Rubric – A set of brief descriptions for the performance expectations (Highest level of feedback for the

student; useful if multiple faculty are assessing the same item or performance; can be very time consuming to

create, but less time used when grading, can provide the best feed forward.)


11

Sample Levels for a Descriptive Rubric:

These samples represent the various ways of describing the levels. The content and/or skill will influence the choice made for the rubric. Some may have numbers attached for scoring, while others may not.

1. Exemplary, Well Done, Adequate, Inadequate

2. Fantastic, Very Good, Okay, Try again

3. Best, Acceptable, Unacceptable

4. Exemplary, Commendable, Novice, Mulligan

5. Sophisticated, Competent, Partly competent, Not yet competent

6. Superior, Very good, Adequate, Inadequate

7. Advanced, Intermediate High, Intermediate, Novice

8. Accomplished, Average, Developing, Beginning

9. Exemplary, Proficient, Marginal, Unacceptable

10. Distinguished, Proficient, Intermediate, Limited

11. 5, 4, 3, 2, 1


12

Rubric for Creativity

Very Creative Creative Ordinary/Routine Imitative

Ideas represent a startling Ideas represent concepts Ideas represent important Ideas do not represent

Variety of ideas and

contexts

variety of important concepts

from different contexts and

disciplines

from different context and

disciplines

concepts from the same or

similar contexts or disciplines

important concepts

Created product draws on a Created product draws on a Created product draws on a Created product draws on

Variety of sources wide variety of sources,

including different texts,

variety of sources, including

different texts, media,

limited set of sources and

media

only one source or on sources

that are not trustworthy or

media, resource persons, or resource persons or personal appropriate

personal experiences experiences.

Ideas are combined in original Ideas are combined in original Ideas are combined in ways Ideas are copied or restated

Combining ideas and surprising ways to solve a

problem, address an issue,

ways to solve a problem,

address an issue, or make

that are derived from the

thinking of others (for

from the sources consulted

or make something new something new example from the authors in sources consulted.)

Created product is interesting, Created product is interesting, Created product serves its Created product does not

new or helpful, making an new of helpful, making an intended purpose (for serve its intended purpose Communicating original contribution that original contribution for its example: solving a problem or (for example: solving a something new includes identifying a intended purpose (for addressing an issue) problem or addressing an

previously unknown problem, example: solving a problem or issue)

issue or purpose addressing an issue)


13

Initial Author Chart

Superior 10 Very Good 9 Adequate 8 Inadequate 7- 5

It appeared that the

Resources Used

Author Choices

Elements Included

Organization of the Chart

Depth and Breadth of the Information

The selection of resources appeared to be very wide

and varied.

These individuals are outstanding authors of

children's literature with an extensive repertoire of

works.

The elements completed provide a comprehensive

picture of the authors, offering a portrait of them as

individuals.

The table is used accurately and uses graphics to aid in

the presentation of the information.

The information presented is amazing. You have jumped

in to find out all you can about these people. You

already know so much about them, the research for your

paper will be fun!

It is evident that at least two resources were used for

each author.

Both authors have made

contributions to the world of children's literature.

The elements offer a clear picture of the authors, and

contribute to an understanding of them as

writers.

The table is used and the information is clear and well

organized.

You have gained a good deal of information about these authors. There are

significant details present in your items that will enable

you to see them as individual writers.

At least one resource was used for each author.

These authors have written a limited number of children's

books.

The elements included in the

chart offer the basic information, but do not add to the understanding of who the

authors are as individuals.

The table is error free.

The information presented for these writers is either good for one and not the

other or at the basic level for both with no extras to offer a

hint to their individualism.

information was general knowledge or gathered from a book jacket rather than an

external resource.

These authors are limited, or inexperienced in the

production of children's literature.

The elements present are either less than the eight

requested, or the information provided is weak.

The table lacks organization

or has errors in the presentation of information.

Oops! I barely know anything

about them from this information presented. Go

back and learn some more!


14

Author Research Paper Rubric

Superior (10) Very Good (9) Adequate(8)

Research Review The summary of the research was within the 1950-2050 words.

The summary of the research was within the 1900-2100 words.

The summary of the research was within the 1900-2100 words.

The Sources Used The sources used had variety and depth, showing an ability to use search tools, and determine appropriate information. The depth included at least 20 sources cited within the research.

The sources used had variety, showing an ability to use search tools, and determine appropriate information. The depth included at least 18 sources cited within the research.

The sources used showed an ability to use search tools, and determine appropriate information. There were the minimum of sources, 15, cited within the research.

Accuracy of Information The information included about the individual was supported from accurate sources, and with multiple sources confirming the accuracy of the facts.

The information included about the individual was supported from accurate sources, and did not conflict in any of the facts.

The facts presented were accurate, but there were so few facts given that there was little likelihood of inaccuracies being present.

Writer’s Voice As a research paper, this was not a collection of quotes from other sources, but an expression of all the writer learned from the research. The writer’s voice was clear and personal, but yet maintained the

objectivity of the third person.

As a research paper, this was not a collection of quotes from other sources, but an expression of all the writer learned from the research. The writer’s voice maintained the objectivity of the third person.

As a research paper, this was not a collection of quotes from other sources, but an expression of all the writer learned from the research.

Organization The organization of this paper was terrific, with a clear introduction that had a strong thesis statement. The sections of the paper describing the individual were in a good sequence leading the reader to see the growth of the individual as a contributor to the field of children’s literature. The conclusion served to summarize how the thesis was

presented and supported throughout the paper.

The organization of this paper was well done, with an introduction that had a strong thesis statement. The sections of the paper describing the individual were in a good sequence leading the reader to see the growth of the individual as a contributor to the field of children’s literature. The conclusion served to summarize the thesis.

The organization of this paper was present but the logic for it was weak or repetitive. The thesis statement could have been stronger or clearer. The sections of the paper describing the individual were present but did not lead the reader to see the growth of the individual as a contributor to the field of children’s literature. The conclusion was weak

or missing.

Writing Conventions The writing was without any errors in mechanics. The sentences were varied; the word choices appropriate; and the style was clearly academic.

The writing had minimal errors in mechanics. The sentences were varied; the word choices appropriate; and the style was mostly academic.

The mechanics in the writing were adequate, but the sentences were similar in construction, the word choices were narrow.

MLA Guidelines MLA guidelines were followed completely without exception! This included the formatting of the paper, the internal citations, and the list of works cited.

MLA guidelines were followed with very few exceptions. This included the formatting of the paper, the internal citations, and the list of works cited.

MLA guidelines were followed but there were recurring misses or errors in either the formatting, the internal citations or the list of works cited.


15

Determine what will be the elements/criteria to be seen and

measured in the process of completing this assignment.

Enter at least four, but no more than six.


16

Your Descriptive Rubric for

___________

___________

___________

___________

#1

#2

#3

#4

#5

#6


17

Tests and Quizzes

Similarities Differences Surprises


18

The Master Teacher Trail

Principle Rookie Veteran Professional Master Teacher

Start where your students are Has a surface understanding of who students are based on stereotypes and generalizations. Does not recognize the wide variety of characteristics of the students or value that variety.

Recognizes the different values and characteristics, and attempts to get students to reveal their uniquenesses.

Recognizes and appreciates the students’ unique characteristics, but focuses on helping students to acquire knowledge and skills rather than how to uniquely use the knowledge and skills gained.

Recognizes and celebrates the value of individual students and capitalizes on the uniqueness that each brings to enrich the learning of the group.

Know where your students are going

Uses the student learning outcomes provided in the syllabus without linking the course content and assessments.

Analyzes the course’s SLOs to design lesson objectives and attempts to move students toward achieving these.

Unpacks the outcomes but does not align the learning activities to these objectives or break them into steps toward student mastery.

Sees the outcomes as the floor rather than the ceiling. Clearly communicates the objectives to students as the students proceed through the course content, and breaks them onto steps for student mastery.

Expect to get your students to their goal

Bases expectations on his or her perceptions of who the students are, and what he/she believes the students can do.

Has come to understand the difference between expectations and standards for student learning, but does not yet recognize the impact of his/her own self perceptions.

Maintains unwavering faith and optimism, looking for solutions for students’ struggles and inabilities.

Bases expectations on his/her own efficacy rather than on the perceptions of the students. Maintains unwavering faith while confronting the brutal facts of reality.

Support your students along the way

Has a limited number of strategies for student assistance. Uses remediation as a sole source of help for struggling students. Use a “one-size-fits-all” approach to instruction.

Differentiates instructional strategies for students with differing knowledge and skills. Focus is still on remediation but uses some supports within instruction.

Institutes an intervention plan along the way, but waits until there is a struggle before providing the support.

Proactively plans support to catch students before they fail. Spends time anticipating and unpacking confusion as a normal part of the instruction process.

Use feedback to help you and your students to get better

Uses assessment only to evaluate performance. Creates tests after the information has been taught.

Uses assessment to inform instructional planning, but does not use the feedback to inform or adjust the instruction.

Uses assessment to inform instruction and to provide growth oriented feedback to students.

Uses assessment to adjust his/her own instructional practices as well as to provide growth oriented feedback to students.

Focus on quality rather than quantity

Focuses on coverage and task completion versus true understanding. Just trying to get through the course and the text.

Gets through the course by jettisoning some activities or classes that do not move students toward mastery.

Focuses on quality rather than quantity by making conscious decisions about what students need to know, but attempts to teach all to the level of automaticity.

Focuses on quality rather than quantity by making conscious decisions about what students need to now and how well they need to know it.

Never work harder than your students

Does the lion’s share of the work in the classroom setting up activities and assignments so that students learn passively.

Requires that students do some of the work, including some of the work of the teacher.

Attempts to balance the workload but still rescues students when things get uncomfortable.

Appropriately distributes the work between the teacher and the students. Allows students discomfort as part of the messiness of learning.

Adapted by E. P. Clawson from Never Work Harder Than your Students and Other Principles of Great Teaching, Robyn R. Jackson, ASCD, Alexandria, VA, 2009


19

Concepts to focus on

What flashes through my mind that

I want to try

Any negative thoughts Ideas needing further development


20

Resources

Angelo, Thomas A. and K. Patricia Cross. Classroom Assessment Techniques: A Handbook for College Teachers. San Francisco: Jossey-Bass, 1993.

Barkley, Elizabeth F. Student Engagement Techniques: A Handbook for College Faculty. San Francisco: Jossey-Bass, 2010.

Black, Catherine. The Dynamic Classroom: Engaging Students in Higher Education. Madison: Atwood, 2010

Blumberg, Phyllis. Assessing and Improving Your Teaching: Strategies and Rubrics for Faculty Growth and Student Learning. San Francisco: Jossey Bass, 2014.

Braskamp, Larry , Lois Calian Trautvetter and Kelly Ward. Putting Students First; How Colleges Develop Students Purposefully. Boston: Anker, 2006.

Brookhart, Susan and Anthony J. Nitko. Assessing and Grading in Classrooms. Upper Saddle River: Pearson, 2008.

Brookhart, Susan. How to Create and Use Rubrics for Formative Assessment and Grading. Alexandria: ASCD, 2013.

Brookhart, Susan. How to Give Effective Feedback to Your Students. Alexandria: ASCD, 2008.

Fisher, Douglas & Nancy Frey. Checking for Understanding: Formative Assessment Techniques in Your Classroom. Alexandria: ASCD, 2007

Grunert O’Brien, Judith, Barbara Millis and Margaret W. Cohen. The Course Syllabus: A Learner Centered Approach, 2nd edition. San Francisco: Jossey-Bass, 2008.

Jackson, Robyn. Never Work Harder Than Your Students & Other Principles of Great Teaching. Alexandria: ASCD, 2010.

Linehan, Patricia. Win Them Over: Techniques for College Adjuncts and New Faculty. Madison: Atwood, 2007.

Mezeske, Richard J. and Barbara Mezeske. Beyond Tests and Quizzes: Creative Assessment in the College Classroom. San Francisco: Josey Bass, 2007.

Mueller, Jon. Authentic Assessment Toolbox. http://jfmueller.faculty.noctrl.edu/toolbox/rubrics.htm

Orlando, John. Feedback for Learning. A Magna Publications White Paper, 2015

Suskie, Linda. Assessing Student Learning: A Common Sense Guide. Bolton: Anker, 2004.

University of Connecticut Website: How to Create Rubrics, http://assessment.uconn.edu/docs/How_to_Create_Rubrics.pdf

Weimer, Maryellen. Learner-Centered Teaching: Five Key Changes to Practice. San Francisco; Jossey-Bass, 2002.

Wiggins, Grant. “Seven Keys to Effective Feedback.” Educational Leadership 70:1 (2012) 10-16. Print.

http://jfmueller.faculty.noctrl.edu/toolbox/rubrics.htm

http://assessment.uconn.edu/docs/How_to_Create_Rubrics.pdf

[FEEDBACK TO FEED FORWARD: WHAT OUR...

Documents

Transcript of [FEEDBACK TO FEED FORWARD: WHAT OUR...