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Similaire à Meister & Martinez The Rest of the 7 Student-Centered Strategies of Assessment for Learning
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Meister & Martinez The Rest of the 7 Student-Centered Strategies of Assessment for Learning
- 2. Strategy 2: Strong/Weak Examples Strategy 3: Effective Feedback Strategy 6: Focused Revision
- 3. I will: be able to define 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? be able to explain ways to implement strategies 2, 3, and 6 in my classroom apply strategies 2, 3, and 6 to my next instructional unit.
- 4. 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
- 6. Where Am I Going? Strategy 2: Where Am I Now? Strategy 3: How do I Close the Gap ? Strategy 6:
- 7. 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. 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. 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
- 12. By using examples of strong and weak work in conjunction with the learning target, you are: Clarifying your vision of the intended learning Shaping the student’s continuum of quality Communicating your expectations Assigning meaning and relevance to quality levels “[Preparing students to understand] your feedback to them and to engage in peer-and self-assessment.”
- 13. To be clear: Simply flashing models of strong work will not yield replicas of strong work STRONG EXAMPLE
- 14. 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
- 15. 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.
- 16. 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? Sampl e # 1 2 Strong or Weak? Score Rationale
- 19. A: All S: Some N: Not yet 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. Please complete the 3) addresses partial understanding self4) is phrased so the students must do the assessment on thinking. page 3 of the activity 5) is appropriately limited in regard to handout. corrective information so the students can act on the feedback
- 20. “ 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)
- 21. 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)
- 22. 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)
- 23. “Directs attention to the intended learning, pointing out strengths and offering specific information to guide improvement” Success feedback points out what the student has done well Intervention feedback gives specific information to guide improvement (Chappuis, 2009, p. 57)
- 24. Success Feedback Identify correctly what is done Describe a quality feature in the work Point out effective use of strategy or process Intervention Feedback Identify Ask a correction a question Offer a reminder Point out a problem with strategy or process (Chappuis, 2009)
- 25. 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.
- 27. 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?
- 28. (Chappuis, 2009
- 29. “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
- 30. QUALITY FEEDBACK “DOES NOT DO THE THINKING FOR THE STUDENT ” Avoid overfeed backing (do the thinking for the student). 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)
- 31. 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)
- 32. AT YOUR TABLE: •What do you currently use? •What will you try?
- 35. “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 (Chappuis, 2009) closing the gap.”
- 36. 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
- 37. 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)
- 38. 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
- 41. ORIGINAL •Identify STUDENT WORK 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?”
- 42. 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?”
- 43. Where Am I Going? Where Am I Now? How Can I Close the Gap?
- 44. 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.
- 45. 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.
- 46. 7) Outline the focused instruction you will provide to address this misunderstanding. 8) Create the guided practice you will offer to address this misunderstanding.
- 47. Visit the PLT web site:
- 48. 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.
Notes de l'éditeur
- The session is 70 minutes in length.
- PLC Cycle: Formative Assessment falls as the third step in the PLC Cycle. Formative Assessment addresses question 2: How do we know when a student has learned something? What is formative assessment? After establishing what we are going to teach students (learning targets), and then teaching it (through varied instructional strategies), we must assess student understanding. This assessment occurs in a variety of ways: discussion, q &a, exit slips, bell work, homework assignment, quiz, etc. When an assessment is used for learning, when it is used to inform a teacher’s instruction, then it is formative. Typically, teachers: assess student understanding of the learning target formatively determine their next instructional steps as a result of student performance either re-teach or enhance the initial learning eventually administer a summative assessment
- What are the 7 Strategies? Jan Chappuis has developed 7 Strategies of Assessment for Learning. These 7 strategies revolve around 3 questions (for the students): 1) Where Am I going?- Strategy 1 (Captain Target: Learning Target); Strategy 2 (Model Master: Models or examples of the continuum of quality) 2) Where Am I Now?, - Strategy 3 (Flash Feedback: Effective Feedback); Strategy 4 (Goal Guard: Student Self-Assessment & Goal Setting) 3) How do I Close the Gap?- Strategy 5 (One-der-Woman: focus on 1 target at a time); Strategy 6 (Robin Revision: focused revision); Strategy 7 (Reflecto Man: Tracking learning and Self-Reflection) Why are we going to study the 7 Strategies? LT is going to engage in the study and application of these 7 strategies of assessment this school year because research has demonstrated: “Innovations that include strengthening the practice of formative assessment produce significant and often substantial learning gains.” (Black & Wiliam, 1998b) “formative assessment practices greatly increase the achievement of low-performing students” (p. 3) 7 strategies are “designed to meet students’ information needs to maximize both motivation and achievement, by involving students from the start in their own learning” (Chappuis, p. 11). These 7 strategies facilitate meta-cognition, which strong learners already engage in, but low-level learners need to be taught explicitly to think about their thinking. Today’s focus: In August we were briefly introduced to these strategies. In today’s session, we are going to delve into strategies 4 & 7.
- DESCRIBE IT! To begin today we are going to participate in the activity: Describe It! We need one volunteer. Who would like to volunteer? Directions for the Volunteer: Please seat the volunteer in a chair so their back is to the audience. Please give the volunteer the picture and have them keep it hidden from the audience. Please tell the volunteer that his/her task is to DESCRIBE the picture to their audience in such a manner that the audience members will be able to recreate the picture. Please prohibit the volunteer from giving feedback or asking questions. Directions for the Audience: Our volunteer is going to describe a picture which you will draw on the provided piece of paper. You may not ask questions or ask for feedback. Please listen to his/her description and replicate the drawing. You should be aware that the picture contains rectangles and these rectangles can/do touch.
- Unhide this slide following the Describe It! Activity (Right click on the slide and select “Hide Slide”) Directions: Ask the audience to: examine the original drawing Determine to what degree he/she was able to replicate the original Find evidence that can justify his/her opinion in his/her drawing Ex: I was able to replicate this drawing with 75% accuracy. I had 4 of 6 rectangles facing the correct direction and overlapping their neighbors to the correct degree. My rectangles were all equally sized.
- Put time limit on this.
- Ask Your Audience to Contemplate the Following: If we had provided examples to accompany our initial directions of strong and weak rectangles, how would this have impacted your ability to replicate the drawing?
- Talking Points: Strategy 2 is intended to answer the question: Where am I headed? It works in conjunction with strategy 1. The idea is that you present the models of the strong and weak work in order to further communicate your learning target or vision of the intended learning. Oftentimes teachers present models of work to demonstrate project expectations rather than to communicate a learning target. This strategy involves using the model to clarify and communicate the learning target. If used in this way, then models of work can:---do all of this before you assign something, not after they’ve done it Clarify your vision of the intended learning Shape the student’s continuum of quality-expectations- Communicate your expectations Assign meaning and relevance to quality levels “[Prepare students to understand] your feedback to them and to engage in peer-and self-assessment.” Strategy 2 is considered an enabling strategy because it enables the students to understand your feedback (which is provided with strategy 3).
- To officially shape a students’ continuum of quality, to make them understand our expectations or the vision of learning in our head, we can’t simply show a model and expect it will yield a great and similar outcome.---they need to interact with the models in some way. If we show Starry, Starry night to the class, the class will agree it is excellent, but they won’t know why it is excellent. If they students can’t explain why this excellent, if they can’t point to what the artist did to make this excellent, then he/she won’t be able to reach a similar outcome.
- Strategy 2 involves getting the students to USE the models of work to “buy into” your vision of learning or your levels of quality. In order to buy into your vision of learning, students must understand what makes a strong sample STRONG and what makes a weak sample WEAK. As educators, we can structure activities that force the students to examine the work to the point where they are determining why the work is strong or weak. Here are some activities that facilitate this: Match the phrase in the rubric to the relevant aspect of the sample work Students are asked to underline the portion of the rubric that captures the relevant aspect of the work in the provided sample If the product is a paper, then students can highlight the portion of the sample paper and the portion of the rubric that are aligned to one another 2) Rank the samples according to the rubric The teacher would provide one example of work per quality level in the rubric (Example: 3 samples- one excellent, one emerging, and one barley there). The students would examine the work and the rubric to determine which quality level describes each sample. Students then justify their opinion with verbiage from the rubric and evidence from the sample work. 3) Take a strong and weak essay. For each essay, cut up quotes from the paper and cut up the accompanying comments. Have students collaborate to match the appropriate teacher comment with the relevant student quote.
- Directions: Turn to the first page of your activity packet. Read the rubric. Read the problem on the second page. Examine each student work sample. As a table, score these samples. Match elements of the student sample to the verbiage in the rubric to justify your scores. Be prepared to share your table’s responses to the following questions: 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?
- Directions: Bring all groups back together and review responses. “Take a look at the rubric. Then, read the math problem and examine the student responses. Based on the rubric, where would you say each student’s work is on the continuum from strong to weak. Why?” Example Responses: Sample #1= Strong- Score of 5 Rationale=The student “translated the problem into a useful mathematical form” by determining how many liters each person would need per day, then multiplying the number of people, and then multiplying by the number of days. The student then “applied the selected plan,” “which involved multiple approaches,” “through to completion” and arrived at the correct answer. The student’s answer of 60 liters was “reasonable and consistent with the context of the problem.” Sample #2= Weak- Score of 3 (but Score of 1 could be defended with rubric language)
- Prior to beginning discussions concerning strategy 3, have participants take a self-assessment concerning their feedback practices. This self-assessment is on pg. 3 of the activity handout. They should write A for All of the Time, S for Some of the Time, and N for Not Yet.
- Quality feedback: Communicates to the student what they did well & guides them towards improvement Coaches the student Inspires hope
- EFFECTIVE FEEDBACK: “maximizes the chances that student achievement will improve as a result” (Chappuis, p. 56) Is about quality not presence Is about progress & how to proceed not the person emphasizes effort not perfection provides opportunity for practice not a summative judgment on what has yet to be practiced 5 Characteristics of Effective Feedback: Communicates performance without being evaluative. Creates a relationship between the student/ teacher, student/student and student/learning. It helps students identify where they are now with respect to where they are headed and prompts further learning. Individualizes and customizes learning. Takes place in the classroom.
- Feedback should revolve around the learning target. Point out strengths related to the target & provide guidance so the intended learning is achieved. THE TERMS SUCCESS & INTERVENTION AVOID THE ASSOCIATION WITH POSITIVE AND NEGATIVE; THEY SUGGEST THAT MISTAKES ARE OKAY & THERE IS ROOM TO GET BETTER Consider a check plus or check minus what message is being sent by these symbols?
- Example: You used a logical strategy of drawing a table to solve this problem. Try converting all your data points to meters and then re-enter them in the table and solve the problem again. SUCCESS WAS USING A TABLE AS PROBLEM SOLVING STRATEGY INTERVENTION IS “TRY” (Suggestion) CONVERTING YOUR DATA POINTS TO COMMON UNITS & THEN SOLVE AGAIN
- Circulate while the tables are working on the activities on pgs. 3 & 4 and check answers for each table to PART I. PART I ANSWERS Success Success Intervention Success (This one often tricks people. The success is in the fact that the student corrected her own process.) Intervention Success
- Reconvene large group to review Part II : Call on tables to offer quality feedback for PART II. Possible Responses Instead of Incomplete: Showing your work in numbers 1-3 demonstrated you have the right process. Can you apply the correct process when given word problems. Try numbers 4-10 to find out. Instead of Keep Studying: Try making flashcards for your unit vocabulary and then practice “quizzing” yourself with these cards for ten minutes each night. Instead of more effort needed: Let’s see what type of still-life you can produce if you … What do you need to do to reach the Excellent & Beyond category on the rubric?
- Reconvene large group to review III: Call on tables to review possible feedback for Describe It activity. Possible Response: 5 of your 6 rectangles are all correctly oriented. – SUCCESS PORTION In this particular exercise, all of the rectangles are the same size. How could you adjust your drawing to embody this fact?- INTERVENTIONIST PORTION
- CHARACTERISTIC #2: Effective feedback is provided when there is still time to act on it. Students have to be encouraged to learn, but this means mistakes will occur. You must communicate it is okay to make mistakes. If formative assessments are not graded, then you are sending the message it is okay to make mistakes because you are: 1) providing practice and 2) avoiding punishments via grades for mistakes. There must be time to practice before the work is graded summatively. Once the work is graded, then mistakes truly do count against you. The goal is to provide opportunities for practice that provide feedback to guide improvements prior to making a final judgment of learning. CHARACTERISTIC #3: Quality feedback highlights the student’s success and then attempts to correct misconceptions, partial understanding, or undeveloped skills through interventionist feedback. If a students does not understanding anything, then feedback will not be helpful. You must re-teach.
- Overfeed backing is when we provide so much information to the student that we do the thinking for him/her If time allows-have them give each other feedback based on their drawings. Example: grammar key-accel circle mistakes, prep circle mistakes and give them key code
- REMEMBER: All students are different Your professional judgment is sound Getting a student to improve one thing is a step in the right direction If a student has to fix many things or their paper is completely filled with marks, the student could interpret their work as wrong, riddled with mistakes, and unlikely to get better…this is where the student could develop harmful feelings regarding their potential Comment on a one thing at a time (limited number) To select which thing to comment on, always consider the learning target- focus the feedback on the learning target
- The following suggestions are timesaving strategies that meet the requirements of effective feedback. (SEE PACKET OF TEMPLATES pg. 204, 205, 80,81 -if need more time, can take out “at your table” section I. Pictures or Cues: Stars and Stairs- (p. 75) Star= what student did well Stair= specific intervention feedback That’s Good? Now This- (p. 77) Simple form with two areas for feedback to ensure that you are including both the success and intervention feedback Codes Consider using codes to indicate common errors and write the code in the margin, then the students must do the work to figure out which problem they had, where it is, and they must correct it. Ex: In foreign language you may use GTPWO= Gender, Tense, Plural, Word Choice Immediate Feedback The more immediate feedback can be, the more likely it is to assist the student on their path to attaining the learning target II. Assessment Dialogues: * Intended for performance assessment with a rubric Written Comments- Identify a focus for the feedback (the focus should be one portion of the rubric related to the learning target you are/have been teaching) Students use the rubric to identify their success and one aspect of the work they need to work on Students complete the “My Opinion” portion of the Assessment Dialogue Form) Review their work & write your “Feedback” in the are for Teacher’s Comments After reading your comments, students take their opinion and your comments into consideration and develop a plan for revision Two-color Highlighting- Have students take a yellow highlighter and highlight the phrases on the rubric that they think describes their work The student submits the highlighted rubric with their work You review the rubric and highlight the phrases on the rubric that describe their work in blue Areas where you and the student agree are in green and those remaining in blue are areas the student should reflect upon The Three-minute Conference- The students should complete the “My Opinion” portion of the Assessment Dialogue Form Student Self-Assessment Will get the student to think about quality Accesses prior info. Start the conf. off by asking the student to share his/her thoughts about strengths and areas to improve Share your feedback Student should right down your comments on the Assessment Dialogue Form
- Strategies 5 & 6 work in tandem Strategies 5 & 6 work to answer the question: How do I close the gap in learning? Strategy 5 should be viewed in relation to the question How do I close the learning gap? It encourages the student to focus on the one aspect of the target that he/she has a misconception about, an incomplete understanding, and a partially developed skill.
- Strategy 5 = focused instruction Instruction is focused on the aspect of the learning target that each student misunderstands or partially understands Strategy 6= focused practice Opportunities to practice the one portion of the learning target that is misunderstood are developed and completed
- 3 Steps to Take when attempting to answer the question How Do I Close the Gap: Identify the Common Misunderstanding, Misconception, or Partially Developed Skill Provide instruction specifically on the one area that was identified as “missing” and “needed to closing the gap” Provide practice specifically focused on the skill or applying the content that was identified as “missing” and “needed to closing the gap”
- The following document was created by an AP History Teacher (Paul Kelley- currently a principal in Elk Grove). This teacher examined his AP History Course Essential Outcome: I will be able to write an argumentative essay defending a historical thesis statement with relevant supporting evidence. Through reviews of his student’s essays, he quickly determined that the students had a partial understanding of what constitutes relevant historical evidence. As a result, he developed opportunities for students to work with simply one the portion of the learning target that pertains to collecting and using “relevant supporting evidence” The first opportunity consists of ten evidence statements. For each statement, the student must decide whether it helps to answer the prompt. If it helps, the student must say how. If it doesn’t help, the student muse explain why it doesn’t work.
- As a result, he developed opportunities for students to work with simply one the portion of the learning target that pertains to collecting and using “relevant supporting evidence” The second opportunity consists of a prompt. Students must select 7-10 pieces of evidence that can be used to answer the prompt.
- Have participants turn to pg. 5 in the activity handout and work as a table to record their responses. Together as a table, the participants will: Compare our student work sample to the original Determine the misunderstanding or partially developed skill reflected in the student work Identify the instruction that is needed Outline an activity that would provide focused revision/practice Ex: The misunderstanding was that he/she had to draw rectangles that were the same. Develop a strategy to make 5 rectangles exactly the same size. Teach students how to draw a rectangle .5 x 1 inches using a ruler The student will apply the technique to a drawing of 5 identical rectangles.
- ** can cut if we don’t have time. People from the same division will be sitting together. Ask them to consider their next unit and predict a common student misconception, partial understanding, or partially developed skill that you will likely see in your next unit. Ask them to determine the focused instruction they will need to provide students with this misconception to close the gap. Ask them to describe an activity for focused practice that they will create to close the gap.
- Today, we have reviewed Strategies 2, 3, and 6 which are each linked to a different formative question. Strategy 2 clarifies the vision for learning (Where I am going) by providing samples of strong and weak work related to the learning target. Strategy 3 helps the student determine Where Am I Now by providing quality feedback which point outs the students success (as it relates to the learning target) and his/her areas to improve upon (as it relates to the learning target). Strategy 6 works in tandem with Strategy 5 to close the learning gap by providing the student focused instruction and focused practice on the aspect of the learning target that he/she doesn’t completely understand.
- Tell participants that they will be sharing their work at the end.