The Rest of the 7 Student-Centered

Strategies of Assessment for

Learning

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

2

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.

3

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

4

The PLC Cycle & Formative Assessment

5

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:

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

8

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?

9

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

Strategy 2:

Use Examples and Models of Strong and Weak Work

11

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.”

12

It’s About More than the Model

To be clear:

Simply flashingmodels of strongwork will not

yieldreplicas of strongwork

STRONG EXAMPLE

13

3 Ways to Implement or USE Strong and Weak Examples

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

14

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

15

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

17

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

18

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)

19

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)

20

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)

21

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)

22

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

(Chappuis, 2009)

23

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

24

How would your table turn these comments into interventionist feedback?

Offer Regular Descriptive Feedback 3

25

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

26

The Research Says…

Hattie and Timperley (2007)

“There can be deleterious effects on the feelings of self-efficacy and performance when students are unable to relate the feedback to the cause of their poor performance. Unclear evaluative feedback, which fails to clearly specify the grounds on which students have met with achievement success of otherwise , is likely to exacerbate negative outcomes, engender uncertain self-images, and lead to poor performance. “ (Chappuis, 2009

27

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

28

Characteristic # 4

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

Avoid overfeed backing

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)

29

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)

30

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

32

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)

33

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

34

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)

35

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

36

Focused Practice

Collecting Evidence that Supports the Thesis Statement

37

Focused Practice

Collecting Evidence that Supports the Thesis Statement

38

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

39

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

40

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?

41

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

42

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

43

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

44

For More Information:

Visit the PLT web site:

45

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.