(Beutjer & Drogos) The Rest of the 7 Student-Centered Strategies of Assessment for Learning
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Transcript of (Beutjer & Drogos) The Rest of the 7 Student-Centered Strategies of Assessment for Learning
The Rest of the 7 Student-Centered Strategies of Assessment for Learning
Jon Beutjer & Erin Shook
Strategy 2: Strong/Weak ExamplesStrategy 3: Effective FeedbackStrategy 6: Focused Revision
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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 questions: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.
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Agenda: Strategy #2 (Strong & Weak Examples)
Key ideas Ways to implement Let’s Try
Strategy #3 (Effective Feedback) Self-assessment Characteristics of Effective Feedback Let’s Try Suggestions for Offering Feedback
Strategy #6 (Focused Revision) How do I close the gap? Strategy 5 & 6 Strategy 5 & 6 in AP Let’s Try
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:
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?
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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
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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
levelsPreparing 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
Get students to use the models of work to help see your vision.
How can I do this?
1. Match the phrase in the rubric to the relevant aspect of the sample work
2. Rank/score the samples according to a rubric
3. 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
practicesThe 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 3 of the
activity handout.Offer Regular Descriptive Feedback 3
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)
Effective Feedback…
“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 or Intervention?? “The information you found is
important to your topic and answers questions the reader is likely to have.”
“The table you drew really helped solve the problem.”
“The drawing you made didn’t seem to help you solve the problem. Try drawing a Venn diagram and placing information in it.”
(Chappuis, 2009)
S
S
I
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
Let’s Try…
AS A TABLE
Part I- Read the feedback comments on pg.
3 of the activity packet For each feedback comment, please :
add context revise the comment to make it effective
success + intervention
Offer Regular Descriptive Feedback 3 Offer Regular Descriptive Feedback 4
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How would your table turn these comments into interventionist feedback?
Offer Regular Descriptive Feedback 3*
Suggestions for Offering Feedback
Pictures or Cues
• Stars and Stairs• That’s Good? Now
This• Codes• Immediate
Feedback
Assessment
Dialogues
•Written Comments•Two-color Highlighting•The Three-minute Conference
AT YOUR TABLE:
•What do you currently use?
•What will you try?
Strategy 6:
Teach Students Focused Revision
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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 6:Teach students focused revision.
Remember Strategy 5? Strategy 5 gives students focused instruction.
Strategy 6 offers students focused practice to ensure they avoid the common misunderstandings or correct them.
(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
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
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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?
Application Activity
1) Turn to your activity packet page 6.
2) Use the graphic organizer provided to apply the three strategies to an upcoming learning target/unit.
Application Activity 6
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.