descriptive feedback: moving to the next level astrid fossum, mathematics teaching specialist,...
TRANSCRIPT
Descriptive Feedback: Moving to the Next Level
Astrid Fossum, Mathematics Teaching Specialist, [email protected]
Jan Brockunier, Math Teacher Leader, 81st Street,[email protected]
Toya Jenkins-Glenn, Math Teacher Leader, Engleburg,[email protected]
www.mmp.uwm.edu
In this session…
Participants will: Deepen their understanding of
different types of feedback. Analyze student work in
mathematics while writing effective feedback statements.
Discuss ways to use feedback in the classroom to guide student learning in mathematics.
Research “Achievement gains are maximized in
context where educators increase the accuracy of classroom assessments, provide students with frequent informative feedback, and involve students deeply in the classroom assessment, record keeping, and communication process. In short, these gains are maximized where teachers apply the principles of assessment for learning.”
Stiggins, 2005
Research
“Once students realize that information from both teacher feedback and their own self-assessment can help them improve, they will process material more deeply, persist longer, and try harder. In short, they will become more self-regulated learners.”
Brookhart, 2006
Descriptive Feedback…Our Journey
To use student work from CABS to drive instructional decisions on “what we do next” in the classroom and to provide appropriate and continuous feedback to students.
How do teachers give students descriptive feedback that prompts them to self-reflect on ways to improve their work?
Types of Feedback
Motivational Feedback
Evaluative Feedback
Descriptive Feedback
Effective Descriptive Feedback
Motivational Feedback
Goal is to make the learner feel good.
Feedback that is intended to encourage and support the learner.
Does not give guidance on how to improve the learner’s reasoning.
“I like how you completed the assignment.”
Evaluative Feedback
Goal is to measure student achievement with a score or a grade.
Feedback that is intended to summarize student achievement.
Does not give guidance on how to improve the learner’s reasoning.
73%
Descriptive Feedback Goal is to improve student achievement by telling
the learner what steps to take in order to move forward in the learning process.
Feedback that is intended to tell the learner what needs to be improved.
Gives specific guidance as to how to improve the learners’ reasoning.
“You accurately found the number of students in 4th grade who said ice cream was their favorite. You now need to divide this number by the total number of students to get the percent who said ice cream was their favorite.”
Effective Descriptive Feedback
Goal is for students to internalize the effective feedback.
Feedback that is intended to be used by the learner to independently move their reasoning to the next level.
“I agree with the pattern that you have identified in the table. I am not convinced that the rule you wrote works for all the values in the table. How could you prove this?”
Types of Feedback
Motivational Evaluative Descriptive Effective
Feedback is primarily motivational
Feedback is primarily evaluative
Descriptive feedback primarily tells the student how to correct their reasoning.
Descriptive feedback asks the student what to do to move their reasoning to the next level.
Purpose: to encourage and support the learner
Purpose: to measure student achievement with a score or a grade
Purpose: to improve learning by indicating to the student what needs to be improved
Purpose: to improve learning, by moving student reasoning to the next level
More Summative More Formative
6th grade CABS
Wendell is planning to carpet the room below. He does not plan to carpet the closet. What is the area of his room in square yards?
1 square yard = 9 square feet
Answer: _______
Explain how you determined the area of the room:
Engleburg School
Students Evidence of
understanding
Effectiveness
The unexpected
Future Goals
Teachers Record keeping
Buy in
The unexpected
Future Goals
81st Street Story…Our Journey
The path of the student
The path of the teacher Time Collaboration Paradigm shift
The road not known…Our next steps…
Questions
Implementation Students’ responses Teachers’ responses Administration Future Plans Support
In closing…
“The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops of feedback’.” Hattie, 1992