The Rest of the 7 Student-Centered

Strategies of Assessment for

Learning

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

Objectives:

I will:be able to explain how the 7 strategies are

designed to assist the student in answering the following questions:Where am I headed?Where am I now?How do I close the gap?

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

apply strategies 2 and 3 to my area of work.

Agenda: Review of the PLC Cycle & 7 Strategies

Name that Strategy

Strategy #2 (Strong & Weak Examples) Key ideas Let’s Try Ways to implement

Strategy #3 (Effective Feedback) Self-assessment Characteristics of Effective Feedback Let’s Try

Strategy #6 (Focused Revision) Quick Overview

How can I apply the strategies to my job?

The PLC Cycle & Formative Assessment

The Seven Student-Centered Strategies of Formative Assessment

Strategy 1: Provide students with a clear and understandable vision of the learning target.

Use examples and models of strong and weak work.

Offer regular descriptive feedback. Strategy 4:

Teach students to self-assess and set goals.

Strategy 5: Design lessons to focus on one learning target or aspect of quality at a time.

Teach students focused revision.Strategy 7: Engage students in self-reflection, and let

them keep track of and share their learning.

Strategy 3:

Where Am I Going?

Where Am I Now?

How do I Close the Gap?

Strategy 2:

Strategy 6:

Name that Strategy…

AS A TABLE

Read the provided scenarios.

Determine which of the 7 strategies is being employed.

Write the name of the reflected strategy next to each scenario.

Each strategy is used only once.

Activity Packet Pg. 1 & 2

And the Strategy is…

STRATEGY SCENARIO 4

(Self- Assessment & Goal-Setting)

After working with a student to examine his math grades, you ask the student to:1. Identify his current academic and behavioral

strengths and weaknesses in math.2. Point to evidence that supports his opinion.3. Set a SMART goal to address his weaknesses. 

 6(Focused Practice/Focused Revision)

After demonstrating two methods of organization to a student, you charge her with organizing her binder according to these methods for two weeks. At the conclusion of the two weeks, you meet with the student to review her progress. 

And the Strategy is…

 7(Self-

Reflection)

At the conclusion of the sophomore year, you administer a year end survey to your students. This survey asks each student to examine his/her unofficial transcript and determine:1. the number of credits he/she has achieved to date.2. the specific credits he/she still needs in order to

secure graduation.3. the positive trends in his/her academic performance.4. whether or not he/she is on track to meeting his/her

post-secondary goals, and explain his/her opinion.1

(Learning Target) 

The counselor posted the following learning target for her group guidance session. I can create a 4 year plan that meets LT graduation

requirements and post secondary preferences.

And the Strategy is… 3

(Effective Feedback)

One of your students came to complain about their math class, which they are failing. In an effort to determine the cause of failure, you access the student’s grade portal. You made the following feedback statement to the student: Your test grades are strong; however, your overall

grade in this course is low. Look at your assignment grades. What is bringing your overall average down? How can this be corrected?

5(one

instructional focus/focused

instruction)

A student services staff member is working with a small group of students that struggle with executive functioning. This group of students is not meeting their learning targets because they struggle with organizational skills.You teach the students two methods of organizing:1. Using dividers to separate items in the course binder

by topic and assignment type2. Color coding the information according to topic (for

studying)

And the Strategy is…

 2

(Provide Models)

During group guidance, the counselor split the 9th graders into groups and asked each group to:

highlight the graduation requirements exhibited in two sample 4 year plans

determine which sample plan was ideal justify which sample plan was ideal by referring

to graduation requirements

Strategy 2:

Use Examples and Models of Strong and Weak Work

Strategy 2:Use examples and models of

strong and weak work.

By using examples of strong and weak work inconjunction with the learning target, you are:

Clarifying your vision of the intended learningShaping the student’s continuum of qualityCommunicating your expectationsAssigning meaning and relevance to quality

levels“[Preparing students to understand] your

feedback to them and to engage in peer-and self-assessment.”

It’s About More than the Model

To be clear:

Simply flashingmodels of strongwork will not

yieldreplicas of strongwork

STRONG EXAMPLE

3 Potential Ways to Implement or USE Strong and Weak Examples

1. Students highlight the college requirements in a strong and weak sample four year plan

2. Students rank/score the college essay samples according to a college essay rubric

3 Potential Ways to Implement or USE Strong and Weak Examples

3. Students watch sample “counseling group” video and identify and discuss examples of “normed” behavior and inappropriate behavior.

Let’s Try

AS A TABLE:

1. Select your context.1. One on one meeting2. Group Counseling3. Group Guidance4. College Workshop

2. Write your learning target.

Create your vision of the intended learning

3. Select a strong and weak example of your learning target.

4. Outline an activity that the students will engage in to determine what makes each example strong or weak.

Activity Packet Pg. 3

Please Share

AS A TABLE:

Your Learning Target

Your Strong Sample

Your Weak Sample Reasons that the

samples are strong and weak

Describe your activity

Activity Packet Pg. 3

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 ACT upon 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 4 of the activity handout.

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)

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)

Characteristic #1

“Directs attention tothe intendedlearning, pointingout strengths andoffering specificinformation to guideimprovement”

Success feedback points out what the student has done well

Intervention feedback gives specific information to guide improvement

(Chappuis, 2009, p. 57)

Success vs. Intervention 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

SUCCESS: Today you were on time to class so you were able to complete your bellringer and earn points.INTERVENTION: What can you do again tomorrow to make sure you are on time for class?

(Chappuis, 2009)

Let’s Try…

AS A TABLE

Part I- Read the feedback

comments on pg. 4 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

Activity Packet Pg. 4 & 5

How would your table turn these comments into interventionist

feedback?FEEDBACK COMMENTS

REVISED FEEDBACK COMMENT(Success + Intervention)

Seek assistance

  

Ex: Your grades in English and World History indicate that you are mastering the content on quizzes and tests. Your mathematics quiz and test grades suggest that you are struggling with this material. When will you make an appointment with the teacher to review the material before the next quiz?

Talk to your teacher 

  

Keep Studying

 

More effort needed 

  

The Research Says…

Hattie and Timperley (2007)

“Unclear evaluative feedback, which fails to clearly specify the grounds on which students have met with achievement success or otherwise, is likely to exacerbate negative outcomes, engender uncertain self-images, and lead to poor performance. “

(Chappuis, 2009

Characteristic # 2 & Characteristic #3

“OCCURS DURING LEARNING”

Feedback is given & then time & opportunity are provided to act on the feedback

Allowed to make mistakes

Practice is not graded Quality feedback

guides next actions/ improvement

“ADDRESSES PARTIAL UNDERSTANDING”

Feedback can address partial understanding Apply success and

interventionist

Re-teach if there is “no understanding” A student with no

understanding will not benefit from feedback

Characteristic # 4

QUALITY FEEDBACK “DOES NOT DO THE THINKING FOR THE STUDENT”

Avoid over-feedbacking

Try: Point out the error Ask the student how he/she will correct it Allow exploration If needed, carefully pose a question to

guide the corrective process

“Good thinking spurs thoughtful action”

(Chappuis, 2009)

Characteristic #5

QUALITY FEEDBACK LIMITS 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)

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 the common misunderstandings or correct them.

(Chappuis, 2009)

And the Strategy is…STRATEGY SCENARIO

5(one

instructional focus/focused

instruction)

A student services staff member is working with a small group of students that struggle with executive functioning. This group of students is not meeting their learning targets because they struggle with organizational skills.You teach the students two methods of organizing:1. Using dividers to separate items in the course binder

by topic and assignment type2. Color coding the information according to topic (for

studying)

And the Strategy is…

STRATEGY SCENARIO

 6(Focused Practice/Focused Revision)

After demonstrating two methods of organization to a student, you charge her with organizing her binder according to these methods for two weeks. At the conclusion of the two weeks, you meet with the student to review her progress. 

Three of the Seven Student-Centered Strategies of Formative Assessment

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?

How can I apply the strategies to my job?

Take a moment to answer the following question individually: How can I apply the formative

assessment strategies to my work?▪ In which context will I use them?▪ Which strategies will I use?▪ How will I use them?

Be prepared to share your response.

Activity Packet Pg. 6

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.