1. 


*

2. 
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. 
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

5. Where Am I Going?
Strategy 1:
Provide students with a clear and understandable
vision of the learning target.
Strategy
Use examples and models of strong and weak
2:
Where Am I Now?
work.
Strategy
3:
Offer regular descriptive feedback.
Strategy Close Teach students to self-assess and set goals.
How do I 4:
the Gap?
Strategy
Strategy 5:
6:
Strategy 7:
Design lessons to focus on one learning target or
aspect of quality at a time.
Teach students focused revision.
Engage students in self-reflection, and let them

6. 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
*

7. 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?
*

8. AUDIENCE:
The volunteer is going
to describe a picture.
 You must attempt to
draw this picture.
 All you know is:

MODELS OF
RECTANGLES
Strong Example
 The picture contains
rectangles
 The rectangles touch
one another

You may not ask for
feedback or questions
Weak or Incorrect
Examples
*

10. 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 selfassessment

11. To be clear:
Simply flashing
models of strong
work will not yield
replicas of strong
work
STRONG EXAMPLE

12. 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

13. 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.
Score each sample
according to the
rubric.
Using Strong and Weak Examples
1
3.
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
2
*

14. 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#
Strong or
Weak?
Score
Rationale
1
2
Using Strong and Weak Examples
2
*

16. The feedback I provide students…
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.
A: All S: Some
(A, Notor N)
N: S, yet
Please
complete
the selfassessmen
t on page 3
of the
activity
handout.
5) is appropriately limited in regard to
corrective information so the students can
act on the feedback
Offer Regular Descriptive Feedback
3

17. 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)

18. 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)

19. “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)

20. S
S
I
“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)

21. 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

22. 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

23. Offer Regular Descriptive Feedback
3
*

24. Pictures or
Cues
• Stars and Stairs
• That’s Good? Now
This
• Codes
• Immediate Feedback
• Written Comments
• Two-color
Assessment Highlighting
Dialogues • The Three-minute
Conference
AT YOUR
TABLE:
•What do
you
currently
use?
•What will
you try?

25. *

26. “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
(Chappuis, 2009)
*
gap.”

27. 
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)
*

28. 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

30. ORIGINAL
STUDENT WORK
Focused Revision
5
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?”
*

31. Where Am I Going?
Strategy 2:
Use examples and models of
strong and weak work.
Where Am I Now?
Strategy 3:
Offer regular descriptive
feedback.
How Can I Close the Gap?
Strategy 6:
Teach students focused revision.

32. 1)
2)
Turn to your activity packet page 6.
Use the graphic organizer provided to
apply the three strategies to an
upcoming learning target/unit.
Application Activity
6

33. 
Visit the PLT web site:

34. 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 (pp5677). Bloomington, IN: Solution Tree.