The Rest of the 7 Student-Centered

Strategies of Assessment for

Learning

Strategy 2: Strong/Weak ExamplesStrategy 3: Effective FeedbackStrategy 6: Focused Revision

Describe It!

WHO WOULD LIKE TO VOLUNTEER?

Volunteer

Sit with your back to the audience.

Examine the following picture.

Describe this picture to the audience.

YOU MAY NOT: Give feedback Ask questions of the

audience

AUDIENCE:

The volunteer is going to describe a picture.

You must attempt to draw this picture.

All you know is: The picture contains

rectangles The rectangles touch one

another You may not ask for

feedback or questions

Describe It!

As a table, discuss the following:

How close was your picture to reflecting the volunteer’s original?What led to your success?What would have helped you be more successful?How did you feel when participating? Why?

What if…?

The volunteer is going to describe a picture.

You must attempt to draw this picture.

All you know is: The picture contains

rectangles The rectangles touch

one another You may not ask for

feedback or questions

AUDIENCE: MODELS OF RECTANGLES

Strong Example

Weak or Incorrect Examples

Objectives: I will:

be able to define and apply Strategies 2, 3, and 6

be able to explain how strategies 2, 3, and 6 are related to the our students:Where am I headed?Where am I now?How do I close the gap?

apply strategies 2, 3, and 6 to my next instructional unit.

aspire to use the 7 strategies of student-centered formative assessment.

Agenda: Discuss and Apply

Strategy #2 (Strong & Weak

Examples)

Strategy #3 (Effective Feedback)

Strategy #6 (Focused Revision)

The PLC Cycle & Formative Assessment

Formative Assessment Strategies Previously Discussed:

Strategy 1: Communicating and understandable learning target.

Strategy 4: Teach self-assessment and set goals

Strategy 5: Design lessons to focus upon one learning target at a time.

Formative Assessment Strategies Today’s Discussion:

Strategy 2: Use models of strong and weak work.

Strategy 3: Give regular descriptive feedback

Strategy 6: Design lessons to focus upon one learning target at a time.

Strategy 2:

Use Examples and Models of Strong and Weak Work

Strategy 2:Use examples and models of

strong and weak work.

Why use samples?Clarifying your vision of the intended

learningShaping the student’s continuum of

qualityCommunicating your expectationsAssigning meaning and relevance to

quality levels

It’s About More than the Model

To be clear:

Simply flashingmodels of strongwork will not

yieldreplicas of strongwork

STRONG EXAMPLE

ENGAGING THE KIDS IN THE SAMPLES

Match the phrase in the rubric to the relevant aspect of the sample work

ENGAGING THE KIDS IN THE SAMPLES

1. Rank/score the samples according to a rubric

ENGAGING THE KIDS IN THE SAMPLES

Match up quotes from an essay to feedback comments

Let’s Try:Score the Samples According to a Rubric

AS A TABLE:

1. Read the rubric on pg. 1 of your activity handout.

2. Examine the two student work samples on pg. 2 of your activity handout.

3. Score each sample according to the rubric.

4. Provide a rationale for your score by identifying the phrases or concepts that are associated with this score in the rubric.

5. Record your score and rationale on pg. 2 of your activity handout.

Using Strong and Weak Examples 1 Using Strong and Weak Examples 2

Let’s Share Our Thoughts

Sample #

Strong or Weak?

Score Rationale

1

2

WHAT DOES YOUR TABLE THINK?•How would you score each sample?•What evidence in the work justifies your score?•How does an activity like this facilitate student understanding of the vision for learning?

Using Strong and Weak Examples 2

Strategy 3:

Offer Regular Descriptive Feedback

Self- assess the frequency of your current feedback

practices

The feedback I provide students… (A, S, or N)

1) directs attention to the intended learning.

2) occurs during learning so there is time for

students to apply the feedback.

3) addresses partial understanding

4) is phrased so the students must do the thinking.

5) is appropriately limited in regard to corrective information so the students can act on the feedback

A: All S: Some

N: Not yet

Please complete the self-

assessment on

page 3 of the

activity handout.Offer Regular Descriptive Feedback 3

Quality Feedback

“ By quality of feedback, we now realize that we have to understand not just the technical structure of the feedback (such as its accuracy, comprehensiveness, and appropriateness) but also its accessibility to the learner (as a communication), its catalytic and coaching value, and its ability to inspire confidence and hope.”

(Chappuis, 2009,p. 55)

The Research has Shown…

KLUGER & DE NISI’S META-ANALYSIS (1996):

1/3 feedback worsens performance

1/3 feedback yields no change

1/3 feedback led to consistent improvements

Feedback focuses on person instead of task

Feedback focuses on elements of the task & gives guidance on ways to make improvement

(Chappuis, 2009, p. 56)

Direct attention to the intended learning….

WAYS TO PROVIDE FEEDBACKSuccess Feedback

Identify what is done correctly

Describe a quality feature in the work

Point out effective use of strategy or process

Intervention Feedback

Identify a correction Ask a question Offer a reminder Point out a problem

with strategy or process

(Chappuis, 2009)

Let’s Try…

AS A TABLE

Part I- Read the feedback

comments on pg. 3 of the activity packet

Label each comment as Success or Interventionist

Part II- For each feedback

comment, please : add context revise the comment to

make it effective success +

intervention

Part III- Examine the drawing

and write quality feedback.

Offer Regular Descriptive Feedback 3 Offer Regular Descriptive Feedback 4

How would your table turn these comments into interventionist feedback?

Offer Regular Descriptive Feedback 3

Providing Quality Feedback that will guide the student toward creating a more

accurate replication.

ORIGINAL STUDENT WORK

Quality Feedback: 5 of your 6 rectangles are correctly oriented. In this particular exercise, all of the rectangles are the same size. How could you adjust your drawing to embody this fact? Offer Regular Descriptive Feedback 4

5 Characteristics of Effective Feedback:

1) Directs attention to the intended learning, pointing out strengths and offering specific information to guide improvement

2) Occurs during learning, while there is still time to act on it

3) Addresses partial understanding

4) Does not do the thinking for the student

5) Limits corrective information to the amount of advice the student can act on( Table from Chappuis, 2009,

p. 57)

OCCURS DURING LEARNING

Not gradedTime to make corrections

Guides learner to the next step

ADDRESS PARTIAL UNDERSTANDING

I can see you understand…

Re-teach if there is “no understanding”

A student with no understanding will not benefit from feedback

Quality Feedback does not do the thinking for the student…

Try:Point out the error without fixing it.Allow explorationIf needed, carefully pose a question

to guide the corrective process

“Good thinking spurs thoughtful action”

(Chappuis, 2009)

LIMIT THE NUMBER OF CORRECTIVES

LIMIT THE NUMBER OF CORRECTIVES

Provide “as much intervention feedback as the individual student can reasonably act on”

For students with many errors…consider limiting the focus of corrections to one criterion at a time

(Chappuis, 2009)

Suggestions for Offering Feedback

• Stars and Stairs• That’s Good? Now

This• Codes• Immediate

Feedback

Pictures or Cues

• Written Comments

• Two-color Highlighting

• The Three-minute Conference

Assessment

Dialogues

AT YOUR TABLE:

•What do you currently use?

•What will you try?

Strategy 6:

Teach Students Focused Revision

How do I close the gap?

“Sadler (1989) identified that, in order for improvement to take place, the child must first know the purpose of the task,

then how far this was achieved, and finally be given help in knowing how to move closer toward the desired goal or ‘in closing the gap.”

(Chappuis, 2009)

Strategy 5: Design lessons to focus on one

learning target or aspect of quality at a time.

Strategy 5 addresses the aspect of the learning gap that is typically misunderstood or confused

Targets instruction to the learning gaps Incomplete

understanding Misconceptions Partially developed

skills

Strategy 6:Teach students focused revision.

Strategy 5 answers “the operative question: When students go sideways on this learning target, what are the typical problems?” Strategy 5 gives students focused instruction.

Strategy 6 offers students focused practice to ensure they avoid or correct the common misunderstandings.

(Chappuis, 2009)

How do I Close the Gap?Strategy 5 & 6 in AP

STEPS TAKEN: Identified Common Misunderstanding

Collecting evidence that supports the thesis statement

Provided Instruction The criteria for historical evidence

Provided Practice Read the evidence statement & determine does it help

or hurt answer the prompt Prompt provided for you to support with 7-10

statements of evidence

Focused Practice

Collecting Evidence that Supports the Thesis Statement

Focused Practice

Collecting Evidence that Supports the Thesis Statement

Let’s Try:Applying Strategy 6 to “Describe It!”

ORIGINAL STUDENT WORK

AS A TABLE:•Identify the misconception, partial understanding, or partially developed skill in the student work.• What focused instruction would be provided to “close the gap?”•What focused practice would be created to “close the gap?”

Focused Revision 5

Let’s Try…

AS A TABLE

Think about the course you teach (or courses in your division).

Answer the following three questions together on page 6 in your activity handout.

Be prepared to share your thoughts.

Answer the Following… What is a misconception, partial

understanding, or partially developed skill that some of your students will likely demonstrate in your next unit?

What focused instruction will you provide to “close the gap?”

What focused practice will you offer to “close the gap?”

Focused Revision 6

In your classroom, how will a student know…

Strategy 2:

Use examples and models of strong and weak work.

Strategy 3:

Offer regular descriptive feedback.

Strategy 6:

Teach students focused revision.

Where Am I Going?

Where Am I Now?

How Can I Close the Gap?

Application Activity

1) Select a learning target you will teach in your next unit.

2) Identify a strong and weak sample of this learning.

3) Outline an activity that would require the students to use these samples to identify what makes the sample strong or weak. Application Activity 7-8

Application Activity

4) Write a quality feedback statement that fits your strong model.

5) Write a quality feedback statement that fits your weak model.

This should include success and interventionist feedback.

6) Confirm the potential misunderstanding you anticipate seeing in your next instructional unit.

Application Activity 7-8

Application Activity

7) Outline the focused instruction you will provide to address this misunderstanding.

8) Create the guided practice you will offer to address this misunderstanding.

Application Activity 7-8

For More Information:

Visit the PLT web site:

References

Chappuis, Jan (2009). Seven strategies of assessment for learning. Boston: Pearson Education, Inc. 2009.’

Stiggins, R (2007). Assessment for learning: An essential foundation of productive instruction. In Douglas Reeves (ed.), Ahead of the curve (pp56-77). Bloomington, IN: Solution Tree.