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amberdewire

Educational Leadership:Feedback for Learning:Seven Keys to Effective Feedback - 87 views

www.ascd.org/...eys-to-Effective-Feedback.aspx

feedback assessment teaching formative UBD Wiggins

shared by amberdewire on 03 Oct 12 - No Cached
  • Whether the feedback was in the observable effects or from other people, in every case the information received was not advice, nor was the performance evaluated. No one told me as a performer what to do differently or how "good" or "bad" my results were. (You might think that the reader of my writing was judging my work, but look at the words used again: She simply played back the effect my writing had on her as a reader.) Nor did any of the three people tell me what to do (which is what many people erroneously think feedback is—advice). Guidance would be premature; I first need to receive feedback on what I did or didn't do that would warrant such advice.
  • Decades of education research support the idea that by teaching less and providing more feedback, we can produce greater learning (see Bransford, Brown, & Cocking, 2000; Hattie, 2008; Marzano, Pickering, & Pollock, 2001).
  • Feedback Essentials
  • ...25 more annotations...
  • Goal-Referenced
  • Tangible and Transparent
  • Actionable
  • User-Friendly
  • Timely
  • Ongoing
  • Consistent
  • Progress Toward a Goal
  • But There's No Time!"
  • remember that feedback does not need to come only from the teacher, or even from people at all. Technology is one powerful tool—part of the power of computer-assisted learning is unlimited, timely feedback and opportunities to use it.
  • learners are often unclear about the specific goal of a task or lesson, so it is crucial to remind them about the goal and the criteria by which they should self-assess
  • I recommend that all teachers videotape their own classes at least once a month. It was a transformative experience for me when I did it as a beginning teacher.
  • research shows that less teaching plus more feedback is the key to achieving greater learning.
  • Even if feedback is specific and accurate in the eyes of experts or bystanders, it is not of much value if the user cannot understand it or is overwhelmed by it.
  • Adjusting our performance depends on not only receiving feedback but also having opportunities to use it.
  • Clearly, performers can only adjust their performance successfully if the information fed back to them is stable, accurate, and trustworthy. In education, that means teachers have to be on the same page about what high-quality work is. Teachers need to look at student work together, becoming more consistent over time and formalizing their judgments in highly descriptive rubrics supported by anchor products and performances.
  • Score student work in the fall and winter against spring standards, use more pre-and post-assessments to measure progress toward these standards, and do the item analysis to note what each student needs to work on for better future performance.
  • Effective supervisors and coaches work hard to carefully observe and comment on what they observed, based on a clear statement of goals. That's why I always ask when visiting a class, "What would you like me to look for and perhaps count?"
  • . Less teaching, more feedback. Less feedback that comes only from you, and more tangible feedback designed into the performance itself.
  • how we are doing in our efforts to reach a goal.
  • get another opportunity to receive and learn from the feedback.
  • computer games
  • quickly adapt
  • ack, do you have some ideas about how to improve?" This approach will build greater autono
  • ck, do you have some ideas about how to improve?" This approach will build greater autono
  • Mark Gleeson on 03 Oct 12
     
    Wiggins Advice, evaluation, grades-none of these provide the descriptive information that students need to reach their goals. What is true feedback-and how can it improve learning? Who would dispute the idea that feedback is a good thing? Both common sense and research make it clear: Formative assessment, consisting of lots of feedback and opportunities to use that feedback, enhances performance and achievement. Yet even John Hattie (2008), whose decades of research revealed that feedback was among the most powerful influences on achievement, acknowledges that he has "struggled to understand the concept" (p. 173). And many writings on the subject don't even attempt to define the term. To improve formative assessment practices among both teachers and assessment designers, we need to look more closely at just what feedback is-and isn't.
  • amberdewire on 05 Aug 15
     
    Effective Feedback - Grant Wiggins
Mark Glynn

ERIC - Enhancing the Impact of Formative Feedback on Student Learning through an Online... - 49 views

eric.ed.gov/?id=EJ895699

feedback higher education assessment paper 2010 paraskakis hatziapostolou

shared by Mark Glynn on 03 May 16 - No Cached
  • Mark Glynn on 03 May 16
     
    "Formative feedback is instrumental in the learning experience of a student. It can be effective in promoting learning if it is timely, personal, manageable, motivational, and in direct relation with assessment criteria. Despite its importance, however, research suggests that students are discouraged from engaging in the feedback process primarily for reasons that relate to lack of motivation and difficulty in relating to and reflecting on the feedback comments. In this paper we present Online FEdback System (OFES), an e-learning tool that effectively supports the provision of formative feedback. Our aims are to enhance feedback reception and to strengthen the quality of feedback through the way feedback is communicated to the students. We propose that an effective feedback communication mechanism should be integrated into a student's online learning space and it is anticipated that this provision will motivate students to engage with feedback. Empirical evidence suggests that the developed system successfully addressed the issues of student engagement and motivation and achieved its objectives. The results of using the system for two years indicate a positive perception of the students which, in turn, encourage us to further explore its effectiveness by extending its functionality and integrating it into a an open source learning management system"
Florence Dujardin

Developing first-year engagement with written feedback - 37 views

alh.sagepub.com/...113.abstract

undergraduate writing feedback engagement first-year relationship teacher

shared by Florence Dujardin on 24 Jun 11 - No Cached
  • Florence Dujardin on 24 Jun 11
     
    Assessment feedback continues to be a relatively under-researched area in higher education despite its fundamental role in learning and teaching. This article positions assessment feedback as a complex meaning-making process requiring dialogue and interpretation.The article outlines an evaluative case study investigating a feedback review meeting organized through the personal tutor system. This meeting is designed to support students' engagement with written feedback at their first formal feedback 'moment' when confidence and self-esteem can be at risk. The evaluation of the review meeting suggests students benefit from one conversation about all their written feedback. The article concludes that developing positive learning relationships with personal tutors at the point of assessment feedback can encourage a sense of achievement and success at a time when learners may feel most vulnerable to low self-esteem. In this way, the intervention can be valuable as part of an institution's retention strategy.
Tracy Tuten

How Can We Make Assessments Meaningful? | Edutopia - 170 views

www.edutopia.org/...ningful-heather-wolpert-gawron

assessment rubric learning edutopia classroom teaching howto

shared by Tracy Tuten on 09 Aug 12 - Cached
  • Criteria for a Meaningful Classroom Assessment To address these requirements, I ask myself the following guided questions: Does the assessment involve project-based learning? Does it allow for student choice of topics? Is it inquiry based? Does it ask that students use some level of internet literacy to find their answers? Does it involve independent problem solving? Does it incorporate the 4Cs? Do the students need to communicate their knowledge via writing in some way? Does the final draft or project require other modalities in its presentation? (visual, oral, data, etc...)
  • So how can high-stakes assessments be meaningful to students? For one thing, high-stakes tests shouldn't be so high-stakes. It's inauthentic. They should and still can be a mere snapshot of ability. Additionally, those occasional assessments need to take a back seat to the real learning and achievement going on in every day assessments observed by the teacher. The key here, however, is to assess everyday. Not in boring, multiple-choice daily quizzes, but in informal, engaging assessments that take more than just a snapshot of a student's knowledge at one moment in time. But frankly, any assessment that sounds cool can still be made meaningless. It's how the students interact with the test that makes it meaningful. Remember the 4 Cs and ask this: does the assessment allow for: Creativity Are they students creating or just regurgitating? Are they being given credit for presenting something other than what was described? Collaboration Have they spent some time working with others to formulate their thoughts, brainstorm, or seek feedback from peers? Critical Thinking Are the students doing more work than the teacher in seeking out information and problem solving? Communication Does the assessment emphasize the need to communicate the content well? Is there writing involved as well as other modalities? If asked to teach the content to other students, what methods will the student use to communicate the information and help embed it more deeply?
  • Another way to ensure that an assessment is meaningful, of course, is to simply ask the students what they thought. Design a survey after each major unit or assessment. Or, better yet, if you want to encourage students to really focus on the requirements on a rubric, add a row that's only for them to fill out for you. That way, the rubric's feedback is more of a give-and-take, and you get feedback on the assessment's level of meaningfulness as soon as possible.
  • ...1 more annotation...
  • Download the example (left) of a quick rubric I designed for a general writing assessment. I included a row that the participants could fill out that actually gave me quick feedback on how meaningful or helpful they believed the assessment was towards their own learning.
  • Tracy Tuten on 09 Aug 12
     
    Worthwhile article on designing meaningful assessments
Sharin Tebo

5 Research-Based Tips for Providing Students with Meaningful Feedback | Edutopia - 85 views

www.edutopia.org/...gful-feedback-marianne-stenger

21daysSDW feedback W4L assessment feedforward Edutopia

shared by Sharin Tebo on 27 Oct 15 - No Cached
  • providing students with meaningful feedback can greatly enhance learning and improve student achievement.
  • feedback
  • here are five research-based tips for providing students with the kind of feedback that will increase motivation, build on existing knowledge, and help them reflect on what they've learned.
  • ...9 more annotations...
  • feedback is most effective when it is given immediately
  • researchers suggest taking the time to provide learners with information on what exactly they did well, and what may still need improvement. They also note that it can be helpful to tell the learner what he is doing differently than before.
  • Sooner the Better
  • Specific
  • the researchers found that participants who were given immediate feedback showed a significantly larger increase in performance than those who had received delayed feedback.
  • Advancement Toward a Goal
  • it should be clear to students how the information they are receiving will help them progress toward their final goal.
  • Involve Learners in the Process
  • When students have access to this information, they develop an awareness of their learning, and are more easily able to recognize mistakes and eventually develop strategies for tackling weak points themselves.
Sharin Tebo

The Importance of Low-Stakes Student Feedback | ASSESSMENT | MindShift | KQED News - 62 views

ww2.kqed.org/...of-low-stakes-student-feedback

W4L assessment feedback

shared by Sharin Tebo on 25 Oct 15 - No Cached
  • culture of learning” instead of a “culture of earning.”
  • Creating that kind of culture isn’t easy, but Bull continually goes back to formative assessment as the key.
  • “I find that formative assessment tends to be the most important aspect of a learning assessment plan,” he said. “It has the most impact on a student’s learning.”
  • ...2 more annotations...
  • grade-less report card, where words like “outstanding” or “needs improvement” are used in place of letter or number grades.
  • digital or paper portfolios that display a collection of student work. “It’s a very reflective process,” said Bull. It works best if students analyze their own body of work
  • Sharin Tebo on 25 Oct 15
     
    Low-Stakes Student Feedback & Assessment
Florence Dujardin

Embedding academic writing instruction into subject teaching: A case study - 0 views

alh.sagepub.com/...69.short

writing EAP feedback

shared by Florence Dujardin on 01 Apr 11 - No Cached
  • Florence Dujardin on 01 Apr 11
     
    The benefits of embedding the teaching of writing into the curriculum have been advocated by educators and researchers. However, there is currently little evidence of embedded writing instruction in the UK's higher education context. In this article, we present a case study in which we report the design, implementation and evaluation of an academic writing intervention with first-year undergraduate students in an applied linguistics programme. Our objectives were to try a combination of embedded instructional methods and provide an example that can be followed by lecturers across disciplines and institutions. Through the integration of in-class and online writing tasks and assessment feedback in a first-term module, we supported students' writing development throughout the first term. We evaluated the effects of the intervention through the analysis of notes on classroom interaction, a student questionnaire and interviews, and a text analysis of students' writing and the feedback comments over time. The evaluation findings provide insights into the feasibility and effectiveness of this approach. The embedded writing instruction was perceived as useful by both students and teachers. The assessment feedback, whilst being the most work-intensive method for the teachers, was valued most by the students and led to substantial improvements in the writing of some. These findings suggest that embedded writing instruction could be usefully applied in other higher education contexts.
Brianna Crowley

@shareski's Right: My Students CAN Assess Themselves! - The Tempered Radical - 74 views

teacherleaders.typepad.com/...selfassessment-assessment.html

assessment study_skills student_feedback formative_assessments

shared by Brianna Crowley on 11 May 12 - No Cached
  • Brianna Crowley on 11 May 12
     
    An engaging look at student self-assessment used to increase learning skills and feedback while decreasing teacher load for formative feedback. Two templates included. 
H DeWaard

Blended and Online Assessment Taxonomy Infographic - e-Learning Infographicse-Learning ... - 45 views

elearninginfographics.com/ssessment-taxonomy-infographic

blended assessment taxonomy infographic online

shared by H DeWaard on 12 Feb 15 - No Cached
  • H DeWaard on 12 Feb 15
     
    The Blended and Online Assessment Taxonomy Infographic presents types of activities and grading and feedback criteria to help you plan better assessments.
Siri Anderson

Creating Custom Learning Assessment and Student Feedback Applications with Google Apps ... - 88 views

cultivatingchange.wp.d.umn.edu/ing-custom-learning-assessment

flubaroo assessment google Google_apps

shared by Siri Anderson on 30 Oct 12 - No Cached
  • Siri Anderson on 30 Oct 12
     
    "This chapter offers a case study for using apps scripts to facilitate assessment of student learning and to automate the creation of student feedback reports."
Aly Kenee

Days Like This… | alytapp - 132 views

alytapp.com/...days-like-this

jing assessment screencast edtech

shared by Aly Kenee on 04 Oct 11 - No Cached
  • Instead of scribbling marks in the margins of printed papers, I opened each student’s paper in Google Docs, highlighted text and inserted comments to clarify my thoughts, and then turned on the screen recorder (Jing) to record my voice as I scrolled through the paper and pointed to items with my mouse. Right after recording, I uploaded the finished recording to Jing’s companion hosting site, and then I simply copied and pasted the link to the recording directly into the Google Doc.
    • brianhammel
      brianhammel on 04 Oct 11
       
      Adding value in context rather than providing repetitive written comments in the summation.
  • After about four minutes, they began the next task, copying and pasting my reflection questions into the bottom of their docs, and then responding to those prompts as they reflected on their work and my feedback.
  • As I watched them, I couldn’t help but remember the way that I used to provide feedback. Students would receive their graded papers, flip past the comments I had scribbled in the margin, glance at the final grade, and then forget all about it.
  • ...7 more annotations...
  • I always knew there was more I wanted to convey to them about their writing, about how they had or had not created meaning for the reader.
  • It took me about 10 minutes per paper, times 68 papers, so the last week and a half have been intense. If you’re doing the math, that’s over 11 hours of paper grading. If I am going to put in that kind of time for grading, I must see my students growing as writers. Period.
    • brianhammel
      brianhammel on 04 Oct 11
       
      Technology tool is NOT a time saver. The main goal for using the tool is not increased productivity by the teacher, but instead increased understanding by the student.
    • Aly Kenee
      Aly Kenee on 05 Oct 11
       
      Yes! You state that so eloquently. We often think of tech as nothing more than a tool for expediency.
  •  I liked knowing that my essay got individual attention, individual feedback, and I feel like you cared about what I wrote.
  • A small number of students (actually, fewer than 5) said that they didn’t feel that the verbal comments were all that helpful.
  • hurtful to hear me say out loud what was wrong with their papers
  • Writing is personal, and feedback can feel like an attack.
    • brianhammel
      brianhammel on 04 Oct 11
       
      On the flipside, writing is personal, and receiving impersonal and confusing written feedback can also be hurtful. The student spends so much time writing the assignment, but only receives a small amount of scribbled comments in the margin.
  • tried out a new way of assessing student work — screencasting
Martin Burrett

Giving Feedback Shouldn't be Boring - And it doesn't have to be by @Hubert_AI - 34 views

ukedchat.com/...giving-feedback-boring

feedback assessment

shared by Martin Burrett on 26 May 18 - No Cached
  • Martin Burrett on 26 May 18
     
    "Anyone who's actively been trying to collect feedback on something knows what a struggle it is. You put down the work, figure out questions, deciding appropriate scales, thinking through how to phrase the questions, rephrase them 3 times more, and then, finally, input everything into your favourite survey tool and press send."
Martin Burrett

Whole Class Feedback Template by @JNewsumEnglish - 55 views

ukedchat.com/...te-jnewsumenglish-ukedresource

feedback assessment marking

shared by Martin Burrett on 11 Sep 17 - No Cached
  • Martin Burrett on 11 Sep 17
     
    "Feedback template with sections for SPaG errors, presentation, next steps, targets and more."
Lisa C. Hurst

Inside the School Silicon Valley Thinks Will Save Education | WIRED - 9 views

www.wired.com/altschool

shared by Lisa C. Hurst on 05 May 15 - No Cached
  • Lisa C. Hurst on 05 May 15
     
    "AUTHOR: ISSIE LAPOWSKY. ISSIE LAPOWSKY DATE OF PUBLICATION: 05.04.15. 05.04.15 TIME OF PUBLICATION: 7:00 AM. 7:00 AM INSIDE THE SCHOOL SILICON VALLEY THINKS WILL SAVE EDUCATION Click to Open Overlay Gallery Students in the youngest class at the Fort Mason AltSchool help their teacher, Jennifer Aguilar, compile a list of what they know and what they want to know about butterflies. CHRISTIE HEMM KLOK/WIRED SO YOU'RE A parent, thinking about sending your 7-year-old to this rogue startup of a school you heard about from your friend's neighbor's sister. It's prospective parent information day, and you make the trek to San Francisco's South of Market neighborhood. You walk up to the second floor of the school, file into a glass-walled conference room overlooking a classroom, and take a seat alongside dozens of other parents who, like you, feel that public schools-with their endless bubble-filled tests, 38-kid classrooms, and antiquated approach to learning-just aren't cutting it. At the same time, you're thinking: this school is kind of weird. On one side of the glass is a cheery little scene, with two teachers leading two different middle school lessons on opposite ends of the room. But on the other side is something altogether unusual: an airy and open office with vaulted ceilings, sunlight streaming onto low-slung couches, and rows of hoodie-wearing employees typing away on their computers while munching on free snacks from the kitchen. And while you can't quite be sure, you think that might be a robot on wheels roaming about. Then there's the guy who's standing at the front of the conference room, the school's founder. Dressed in the San Francisco standard issue t-shirt and jeans, he's unlike any school administrator you've ever met. But the more he talks about how this school uses technology to enhance and individualize education, the more you start to like what he has to say. And so, if you are truly fed up with the school stat
Roland Gesthuizen

Elementary Teamwork Rubric - 128 views

www2.uwstout.edu/...elemteamworkrubric.html

rubric teamwork assessment feedback

shared by Roland Gesthuizen on 22 Mar 12 - No Cached
Kate Pok liked it
  • Roland Gesthuizen on 22 Mar 12
     
    This rubric may be used for self-assessment and peer feedback.
Martin Burrett

Triventy - 15 views

ukedchat.com/...triventy

poll quiz vote feedback assessment

shared by Martin Burrett on 17 May 19 - No Cached
  • Martin Burrett on 17 May 19
     
    "Create polls and quizzes for your pupils to answer using their devices. Invite pupils to contribute to quiz questions and collect detailed data for assessment and feedback."
H DeWaard

5 Fantastic, Fast Formative Assessment Tools | Edutopia - 131 views

www.edutopia.org/...e-assessment-tools-vicki-davis

formative assessment tools edutopia Vicki_Davis technology Kahoot Socrative Chatzy Today's_Meet

shared by H DeWaard on 28 Jan 15 - No Cached
scottbeattie liked it
  • H DeWaard on 28 Jan 15
     
    With tools like Socrative, Kahoot, Zaption, Chatzy, and Plickers, teachers can use tech for immediate feedback about how students are learning and understanding the lesson.
Melissa Stager

Seeking Assistance - 37 views

Hi Keith, At some point in the unit we are doing I have each student create a glog showing how all of the pieces we have covered so far fit together. They grab information from youtube, add docume...

Web 2.0 U.S. History II 1920s blog formative assessment summative assessment 21c Skills Tony Wagner

started by Keith Dennison on 12 Sep 10 3 follow-ups, last by Melissa Stager on 14 Sep 10
Suzanne Nelson

Get the Most out of Online Quizzes « classroom2point0 - 156 views

classroom2point0.wordpress.com/...the-most-out-of-online-quizzes

education2.0 quiz assessment onlineclassroom

shared by Suzanne Nelson on 23 Oct 11 - No Cached
  • Unfortunately, life is not multiple choice; it’s a story problem. If we want to prepare our students for the demands of college and the real world, we cannot afford to whittle away their knowledge to a, b, c, d, or e: all of the above. At the same time, our time as teachers is at a premium and very few of us can afford to spend hours grading essay tests.
  • Fortunately, the powers that be are aligning in the classroom teacher’s favor, and there are two great tools you can use to reduce your grading time.
  • So what does QuizStar have that other sites don’t? My favorite feature of QuizStar by far is the “choose all that apply” option. You can create a
  • ...8 more annotations...
  • Edmodo has finally created a quiz application!
  • Edmodo’s quiz feature allows you to create a quiz that mixes multiple choice, short answer, true/false, and fill in the blank.
  • But like QuizStar, Edmodo also analyzes results for you.
  • Rules for ALL Online Quizzes 1.  Never, ever, EVER copy a question from a textbook or a quiz you found online. I can almost guarantee that some enterprising student somewhere has copied the question and placed an answer key online.
  • Getting the Most out of Formative Assessments 1.  Set a time limit that will simultaneously allow students enough time to an
  • Getting the Most out of Open Note Formal Assessments 1.  If you are going to permit students to use notes and worksheets from class, design your questions so that they must apply the information they have at their fingertips. I
  • Getting the Most out of Closed Note Formal Assessments 1.  If no notes are permitted, reduce the amount of time students have to take the test. For multiple choice at the high school level, 45 seconds per question is fairly standard.
  • Experimentation and Feedback As you play around with online quizzes, ask your students to give you feedback. They’ll let you know what’s working and what isn’t.
Randy Rodgers

Naiku Quick Question | Naiku - 67 views

www.naiku.net/quick-question

clickers Teaching_Tools polls student_response assessment Online_Learning_Environments formative_assessment formative

shared by Randy Rodgers on 31 Jul 12 - No Cached
  • Marc Patton on 31 Jul 12
     
    Naiku's Quick Question allows you to get immediate feedback from your students - simply ask a question, and students respond using any web enabled device, such as a smartphone, tablet, netbook, or laptop.
  • Randy Rodgers on 21 Aug 12
     
    Free site lets teachers conduct a variety of web-based assessments using any type of browser-equipped device. Very useful for formative assessment.
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