a connection between self reported grades and feedback jaimee sutherland farmington middle school
TRANSCRIPT
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A CONNECTION BETWEEN SELF REPORTED GRADES AND FEEDBACK
Jaimee Sutherland
Farmington Middle School
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SELF REPORTED GRADES
In traditional formative assessment contexts, teachers conduct the assessments, keep records, and track student progress. But in assessment for learning classrooms, we understand that when students self-assess regularly and track and share their progress, their confidence in themselves as learners and their motivation to do well grows along with their rising achievement.
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FEEDBACKFeedback is information provided by an agent (teacher, peer, book, parent, self experience) regarding aspects of one’s performance or understanding.
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HOW DO YOU CONNECT THE TWO?
See Lesson Reflections Handout
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FEEDBACKExample:
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PRACTICE MAKES PERFECT
• Each of you were given a student work sample as you entered the room. Match your sample with the correct level descriptor.
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LEVEL FIVEStudent can add fractions and/or mixed numbers and write the answer in simplest form.
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LEVEL FOURStudent can add fractions and/or mixed numbers but the answer was not in simplest form.
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LEVEL THREEStudent can add fractions but had difficulty working with the whole numbers in problems involving mixed numbers.
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LEVEL TWOStudent made a mathematical error when expanding the fractions, therefore the answer was incorrect.
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LEVEL ONEStudent added the numerators and denominators together without finding a common denominator.
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IN YOUR CLASSROOM• Give students the scale and have them match student work samples to the corresponding level.• Have students complete a formative assessment on a post-it note and then place it under the correct level at various locations in your room.• During a classroom discussion, talk about mistakes students often make when solving problems and match them with levels.
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SELF REPORTED GRADES
• Based on the feedback from the level descriptions and lesson reflections, have students predict their score/grade for the quiz/test.• Have students convert their scores to percentages (math) and graph them on the number line.• Students will compare their prediction to their actual grade and analyze the results.
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PRACTICE MAKES PERFECT
• Use the template to pick a learning target and write descriptors for each level.• What would student work look like at each level? Give specific examples.
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ONE STEP FURTHER: GOAL SETTING
• Communicate with your students about their progress on their reflection sheets• Have students set quarter/semester/unit goals and work together to achieve them• Make excellent samples for parent communication
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DISCUSSION• What ideas do you have to implement this process in your classroom?• How might this process look differently in other subject areas and/or grade levels?• What difficulties do you expect to face when implementing this process?• What benefits do you expect to see from this process?