The document discusses strategies for formative assessment. It defines strategies 2, 3, and 6, which involve using examples of strong and weak work, providing descriptive feedback, and teaching focused revision respectively. It also discusses applying the strategies, with strategy 5 addressing common misunderstandings and strategy 6 allowing focused practice. The document emphasizes that effective feedback directs attention to the learning target, occurs during learning, addresses partial understanding, requires student thinking, and limits corrections. It stresses using examples to clarify expectations and shape quality.
2.
I will:
be able to explain how the 7 strategies are
designed to assist the student in answering the
following questions:
Where am I headed?
Where am I now?
How do I close the gap?
be able to define Strategies 2, 3, and 6.
apply strategies 2 and 3 to my area of work.
3.
Review of the PLC Cycle & 7 Strategies
Name that Strategy
Strategy #2 (Strong & Weak Examples)
Key ideas
Let’s Try
Ways to implement
Strategy #3 (Effective Feedback)
Self-assessment
Characteristics of Effective Feedback
Let’s Try
Strategy #6 (Focused Revision)
Quick Overview
How can I apply the strategies to my job?
4.
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. AS A TABLE
Read the provided
scenarios.
Determine which of
the 7 strategies is
being employed.
Write the name of the
reflected strategy
next to each
scenario.
Each strategy is used
only once.
Activity Packet Pg. 1 & 2
7. STRATEGY
SCENARIO
After working with a student to examine his math
4
grades, you ask the student to:
(Self- Assessment 1. Identify his current academic and behavioral
& Goal-Setting)
strengths and weaknesses in math.
2. Point to evidence that supports his opinion.
3. Set a SMART goal to address his weaknesses.
6
(Focused
Practice/
Focused
Revision)
After demonstrating two methods of organization to a
student, you charge her with organizing her binder
according to these methods for two weeks. At the
conclusion of the two weeks, you meet with the
student to review her progress.
8. 7
At the conclusion of the sophomore year, you administer a year
(Selfend survey to your students. This survey asks each student to
Reflection) examine his/her unofficial transcript and determine:
1. the number of credits he/she has achieved to date.
2. the specific credits he/she still needs in order to secure
graduation.
3. the positive trends in his/her academic performance.
4. whether or not he/she is on track to meeting his/her postsecondary goals, and explain his/her opinion.
1
The counselor posted the following learning target for her
(Learning group guidance session.
Target)
I can create a 4 year plan that meets LT graduation
requirements and post secondary preferences.
9. 3
(Effective
Feedback)
One of your students came to complain about their math
class, which they are failing. In an effort to determine the
cause of failure, you access the student’s grade portal. You
made the following feedback statement to the student:
Your test grades are strong; however, your overall grade in this
course is low. Look at your assignment grades. What is
bringing your overall average down? How can this be
corrected?
5
(one
instructional
focus/
focused
instruction)
A student services staff member is working with a small
group of students that struggle with executive functioning.
This group of students is not meeting their learning targets
because they struggle with organizational skills.
You teach the students two methods of organizing:
1. Using dividers to separate items in the course binder by topic
and assignment type
2. Color coding the information according to topic (for studying)
10. 2
(Provide
Models)
During group guidance, the counselor split the 9th graders
into groups and asked each group to:
highlight the graduation requirements exhibited in two
sample 4 year plans
determine which sample plan was ideal
justify which sample plan was ideal by referring to
graduation requirements
11.
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.
Students highlight the
college requirements in a
strong and weak sample
four year plan
2. Students rank/score the
college essay samples
according to a college
essay rubric
15. 3. Students watch sample
“counseling group” video
and identify and discuss
examples of “normed”
behavior and inappropriate
behavior.
16. AS A TABLE:
Select your context.
1.
3.
One on one meeting
Group Counseling
Group Guidance
College Workshop
Select a strong and
weak example of your
learning target.
4.
Outline an activity that
the students will
engage in to determine
what makes each
example strong or
weak.
Activity Packet Pg. 3
1.
2.
3.
4.
Write your learning
target.
2.
Create your vision of the
intended learning
17. AS A TABLE:
Your Learning Target
Your Strong Sample
Your Weak Sample
Reasons that the
samples are strong
and weak
Describe your activity
Activity Packet Pg. 3
18.
19. A: All S: Some N: Not yet
The feedback I provide students…
1) directs attention to the intended learning.
(A, S, or N)
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
page 4 of the
thinking.
activity
5) is appropriately limited in regard to
handout.
corrective information so the students can
act on the feedback
20. 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)
21. 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)
22. “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)
23. Success Feedback
Intervention Feedback
Identify what is done
correctly
Describe a quality
feature in the work
Point out effective use of
strategy or process
Identify a correction
Ask a question
Offer a reminder
Point out a problem with
strategy or process
(Chappuis, 2009)
SUCCESS: Today you were on time to class so you were able
to complete your bellringer and earn points.
INTERVENTION: What can you do again tomorrow to make
sure you are on time for class?
24. AS A TABLE
Part I
Read the feedback
comments on pg. 4
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
Activity Packet Pg. 4 & 5
25. FEEDBACK
COMMENTS
Seek
assistance
Talk to your
teacher
Keep Studying
More effort
needed
REVISED FEEDBACK COMMENT
(Success + Intervention)
Ex: Your grades in English and World History indicate that
you are mastering the content on quizzes and tests. Your
mathematics quiz and test grades suggest that you are
struggling with this material. When will you make an
appointment with the teacher to review the material before
the next quiz?
26.
Hattie and Timperley (2007)
“Unclear evaluative feedback, which
fails to clearly specify the grounds on
which students have met with
achievement success or otherwise, is
likely to exacerbate negative
outcomes, engender uncertain selfimages, and lead to poor
performance. “
(Chappuis, 2009
27. “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. QUALITY FEEDBACK
“DOES NOT DO THE THINKING FOR THE STUDENT”
Avoid over-feedbacking
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. 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.
31. “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.”
32. 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
33.
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.
34. STRATEGY
SCENARIO
5
A student services staff member is working
with a small group of students that struggle
with executive functioning. This group of
students is not meeting their learning targets
because they struggle with organizational
skills.
You teach the students two methods of
organizing:
(one
instructional
focus/
focused
instruction)
1. Using dividers to separate items in the course binder by
topic and assignment type
2. Color coding the information according to topic (for studying)
36. 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.
37.
Take a moment to answer the following
question individually:
How can I apply the formative assessment
strategies to my work?
▪ In which context will I use them?
▪ Which strategies will I use?
▪ How will I use them?
Be prepared to share your response.
Activity Packet Pg. 6
38. 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.
Notes de l'éditeur
The session is 50 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?This question can be rephrased to say…how do we know when a student has learned something from group guidance? About the college application process? About means to cope with their substance abuse problem?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…After trying to teach students either through one-on-one counseling or 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 performanceeither re-teach or enhance the initial learningeventually 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.
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:Clarify your vision of the intended learningShape the student’s continuum of qualityCommunicate your expectationsAssign 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. 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 workStudents are asked to underline the portion of the rubric that captures the relevant aspect of the work in the provided sampleIf 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 another2) Rank the samples according to the rubricThe 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.
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 workStudents are asked to underline the portion of the rubric that captures the relevant aspect of the work in the provided sampleIf 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 another2) Rank the samples according to the rubricThe 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) For counseling: watch video, identify & discuss behavior.
Directions:Turn to the third page of your activity packet.Select a context as a table.Write a learning target for this context.Select a strong and weak example of work to shape the student’s continuum of quality as it relates to this learning target.Outline an activity will that will engage the students in determining what makes this sample good or weak.
Directions:Turn to the third page of your activity packet.Select a context as a table.Write a learning target for this context.Select a strong and weak example of work to shape the student’s continuum of quality as it relates to this learning target.Outline an activity will that will engage the students in determining what makes this sample good or weak.
Prior to beginning discussions concerning strategy 3, have participants take a self-assessment concerning their feedback practices.This self-assessment is on pg. 4 of the activity handout.First select a context of your work: Group guidanceGroup CounselingOne on one meetingCollege WorkshopThen, write A for All of the Time, S for Some of the Time, and N for Not Yet for the feedback you provide students in that context.
EFFECTIVE FEEDBACK COMMUNICATES WHAT THE STUDENT DID WELL CONCERNING THE LEARNING TARGET AND HOW THE SUDENT NEEDS TO IMPROVE IN RELATION TO THE LEARNING TARGET
EFFECTIVE FEEDBACK:“maximizes the chances that student achievement will improve as a result” (Chappuis, p. 56)Is about quality notpresenceIs about progress & how to proceed notthe personemphasizes effort notperfection provides opportunity for practice not a summative judgment on what has yet to be practiced5 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 BETTERConsider 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 STRATEGYINTERVENTION 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 ANSWERSSuccessSuccessInterventionSuccess (This one often tricks people. The success is in the fact that the student corrected her own process.)InterventionSuccess
Reconvene large group to review Part II :Call on tables to offer quality feedback for PART II.Possible ResponsesInstead of Seek assistance:Your grades in English and World History indicate that you are mastering the content on quizzes and tests. Your mathematics quiz and test grades suggest that you are struggling with this material. When will you make an appointment with the teacher to review the material before the next quiz?Instead of Talk to Your Teacher:Try making an appointment with your teacher to discuss potential methods of studying the material.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?
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
REMEMBER:All students are differentYour professional judgment is soundGetting a student to improve one thing is a step in the right directionIf 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 potentialComment 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
Strategies 5 & 6 work in tandemStrategies 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 instructionInstruction is focused on the aspect of the learning target that each student misunderstands or partially understandsStrategy 6= focused practiceOpportunities to practice the one portion of the learning target that is misunderstood are developed and completedThink about the Name that Strategy Activity we participated in at the beginning of this session. Teaching the student with executive functioning deficiencies the two organizational strategies was the focused instruction- Strategy 5. Charging the student with keeping her binder organized according to these methods for two weeks was the focused practice- Strategy 6.
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.