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HOW TO PROVIDE MEANINGFUL FEEDBACK TO ESL STUDENTS

University of Alberta: EDPY 413By Naomi, Katie and Angela

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OVERVIEW Meaningful assessments and feedback:

Are valid Are individualized Are understandable Communicate high expectations Lower emotional barriers

Assessment of content-area knowledge: Formative Assessment Summative Assessment

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Overview Strategies that will be useful in the four

major elements of Language Arts and other content area classes:SpeakingListeningReadingWriting

How to communicate feedback to students Direct or Indirect feedback Parental Involvement Peer Feedback

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PRINCIPLES FOR FAIR STUDENT ASSESSMENTPRACTICES FOR EDUCATION IN CANADAI.1) Assessment methods should allow us to make

valid inferences about the knowledge, skills, attitudes, and behaviours possessed by each student1

-A valid assessment will assess what we intend it to assess.

1Principles for Fair Student Assessment Practices for Education in Canada, 1993 (as reproduced in Gronlund, 2004, Appendix B 1-5)

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PRINCIPLES FOR FAIR STUDENT ASSESSMENTI.5) Assessment methods should suit the

background and prior experiences of the student1

-Assessment should be free from biases such as culture, ethnicity, or language

1Principles for Fair Student Assessment Practices for Education in Canada, 1993 (as reproduced in Gronlund, 2004, Appendix B 1-7)

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PRINCIPLES FOR FAIR STUDENT ASSESSMENTIII.4) Comments on student work should be

presented in a way that allows students to understand and use them1

-Comments should encourage learning and help students to understand how they can improve

1Principles for Fair Student Assessment Practices for Education in Canada, 1993 (as reproduced in Gronlund, 2004, Appendix B 1-7)

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TEACHER EXPECTATIONS: A SELF-FULFILLING PROPHECY Students perceive differences in teacher

expectations by watching how the teacher behaves towards them1

With time, students' achievement and behaviour conform more and more closely to the expectations of the teacher

1(Alderman, 2004, p. 171)

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COMMUNICATING HIGH EXPECTATIONS Guidelines for communicating high

expectations when assessing ESL students1: Give sincere praise regarding a specific area of

development Provide frequent and understandable feedback Focus on what the students can do rather than

what they cannot Provide ample response time Provide tasks to challenge the students

1(Gottfredson, 1991, p. 9)

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ANXIETY “Sometimes when I speak English in class, I

am so afraid I feel like hiding behind my chair.” 1

“I feel like my French teacher is some kind of Martian death ray: I never know when he’ll point at me!” 1

“When I’m in my Spanish class I just freeze! I can’t think of a thing when my teacher calls on me. My mind goes blank.” 2

1 (Gardner, 1991, p. 27)2 (Gardner, 1991, p. xiii)

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ANXIETY Steinberg and Horwitz (1986) found that

anxiety affects communication strategies1

Certain grammar points may also be “forgotten”2

Krashen’s Affective Filter3

This affects the validity of the assessment

1 (Gardner, 1991, p. 28)3 (Herrell & Jordan, 2008, p. 4)2 (Gardner, 1991, p. 29)

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MEANINGFUL FEEDBACK? We will show assessment methods and ways

to communicate results to students that:1) Are valid2) Fit students’ backgrounds3) Are understandable4) Communicate high expectations5) Lower emotional barriers

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ASSESSING ACADEMIC CONTENT KNOWLEDGE ELLs often understand more

than they can express1

Use assessments that are less dependent on language proficiency1

Assess in the same way students are taught1

Demonstrations Creation of a product Speech-based Written products

1(Herrell & Jordan, 2008, p. 6)

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ASSESSING THE TASK: FORMATIVE ASSESSMENT (ASSESSMENT FOR LEARNING) These types of assessments occur on a daily

basis and help teachers decide what they can do to help students progress1: Student Reflections (learning journals, concept

maps) Anecdotal Note-taking Conversations with students Peer Assessments

1 (Government of Manitoba, 2008, p. 29)

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LEARNING JOURNALS

Allow students to: Record personal

responses to content Record questions

about confusing terms

Record observations Illustrate or describe

conceptsEmphasis is on content rather than grammar and mechanics1

1(Hurley, & Tinajero, 2001, p. 94)

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(Sweetland, 2005)

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CONCEPT MAPS Visual representations of the student’s

mental structure1

Kidspiration or Inspiration2

1(Birbili, 2006)2(Inspiration Software, 2008)

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(Inspiration Software, 2008)

Grade 6 Social Studies: Greece

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WHY USE LEARNING JOURNALS AND CONCEPT MAPS?

Knowledge demonstrated pictures and/or words1

Student-centred and promote reflection 2

Teacher can assess preconceptions and misconceptions3

1 (Hurley & Tinajero, 2001, p. 92)2 (Genesee & Upshur, 1996, p. 123)3 (Birbili, 2006)

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CONCEPT MAPS & LEARNING JOURNALS: ASSOCIATED ISSUES Too much guidance or too little guidance? 1

Must be addressed immediately1

Judgements will discourage students, making the formative assessment less useful to the teacher2

1 (Shanahan, 2007)2 (Nunan, 2004, p. 159)

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ANECDOTAL RECORDS Small number of students observed each

day1

1 (Genesee Upshur, 1996, p. 94)

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WHY USE ANECDOTAL RECORDS? Good indicators of student progress1

Do not increase language demands, or anxiety

Allow you to assess without interrupting the natural classroom activities2

1 (Herrell & Jordan, 2008, p. 7)2 (Austin & Haley, 2004, p. 129)

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ANECDOTAL RECORDS: ASSOCIATED ISSUES If not organized, they become pieces of

paper with random notes on them1

May overlook vital issues2

1 (Genesee & Upshur, 1996, p. 86)2 (Genesee & Upshur, 1996, p. 94)

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FORMAL AND INFORMAL CONVERSATIONS Conferencing1

Having impromptu conversations Making notes afterwards2

1 (Austin & Haley, 2004, p. 132)2 (Genesee & Upshur, 1996, p. 114)

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WHY HAVE CONVERSATIONS? Conveys high expectations1

Informal conversation is a natural way to get a feel for level of understanding

Gives students the opportunity to seek clarification

1 (Gottfredson, 1991, p. 9)

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CONVERSATION: ASSOCIATED ISSUES Learners may be uncomfortable discussing

areas in which they are struggling1 Open conversation may be hindered by low

levels of English language proficiency

1 (Austin & Haley, 2004, p. 131)

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ASSESSING THE TASK: SUMMATIVE ASSESSMENT (ASSESSMENT OF LEARNING) Assessment used for reporting purposes to

ensure that students have achieved the curricular outcomes1: Portfolios Student Self-Assessments Rubrics Checklists and Rating Scales

1 (Government of Manitoba., 2008, p. 55)

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PORTFOLIOSTwo types:

Developmental Portfolio1

Showcase Portfolio2

Students actively participate by purposefully selecting entries2

Teachers assist with entry selection and provide feedback during conferences3

1 (Gronlund, 2004, p. 157)2 (Gronlund, 2004, p. 158)3 (Gronlund, 2004, p. 159)

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PORTFOLIO REFLECTION A reflection is attached to each entry1

Other possibilities include: Reflections written in first language Reflections recorded by the teacher Reflections recorded by a peer/parent who

speaks the same L1

1 (Gronlund, 2004, p. 158)

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WHY USE PORTFOLIOS? Completed without pressure or

time constraints1

Clearly demonstrate progress over time1

Develop active learners1

Conversations about entries demonstrate comprehension and the ability to use academic language2

1 (Nunan, 2004, p. 160)2 (Austin & Haley, 2004, p. 130)

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SELF-ASSESSMENT Teachers need to provide students

with words, definitions or concepts they will need to understand the task1

Common formats include1: yes or no questions

I can name the regions of Canada Yes No

Sentence completion I am still confused about...

Rating scales I cooperated with my group

(never) 1 2 3 4 (always) Picture cues or by discussion

beforehand.

1 (Austin & Haley, 2004, p. 135)

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WHY SELF-ASSESSMENT?

Builds metacognitive competence1

Students can tell us a lot

Creates independent learners1

Assesses both the learning process as well as outcomes2

1 (Austin & Haley, 2004, p. 135)2 (Nunan, 2004, p. 149)

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PORTFOLIOS AND SELF-ASSESSMENT: ASSOCIATED ISSUES

Students may not accurately judge own ability1

Language barrier The notion that students have a role in

assessment may be difficult to accept2

Learners may be uncomfortable sharing work that is in need of improvement3

Learners may be hesitant to take pride in their achievements3

1 (Nunan, 2004, p. 149)2 (Austin & Haley, 2004, p. 130)3 (Austin & Haley, 2004, p. 131)

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RUBRICS

Holistic 1

Analytic 2

Use between 4 and 8 points to avoid a “middle dumping ground”1

Assess the content rather than language proficiency3

1 (Gronlund, 2004, p. 134)2 (Austin and Haley, 2004, p. 131)2 (Austin and Haley, p. 132)

Excellent(4)

Good(3)

Satisfactory(2)

Needs Improvement

(1)

Score

Understanding of animal

lifecycle

Illustrations of the infant and adult

accurately portray the creature in its respective stage. Small details have

been recognized and included.

Illustrations of the infant and adult

portray the creature and demonstrate an

understanding of the lifecycle.

Illustrations of the infant and adult

somewhat portray the creature and demonstrate a

generalized understanding of

the lifecycle.

Illustrations of the infant and

adult are completely

inaccurate or demonstrate no

difference between the two

forms.

/4

Habitat Student has provided a detailed illustration

of the animal’s habitat

Student has provided a basic illustration the

animal’s habitat (land, water, etc)

Student has provided an

illustration of the animal’s habitat that is lacking is

some regard.

Student has not provided an

illustration of the animal’s habitat,

or the habitat drawn is incorrect

/4

Strategy used to organize

ideas

Student has chosen an appropriate

strategy to organize their findings. The chart is completed

correctly, is neat, and contains details

above and beyond what was asked

Student has chosen an appropriate

strategy to organize their findings. It is

correct and contains all pertinent information

Student has attempted to use a strategy, but

has used it incorrectly or the

chart is incomplete

Student has not selected a strategy.

Information is recorded at

random.

/4

Total: /20

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RATING SCALES AND CHECKLISTSChecklists: check off the items that correspond to

what you have observed or inferred1

Ex. Student cooperates in a group setting ___Rating scales: Allow you to specify the degree to

which the item was achieved2

(1= never, 2= rarely, 3= frequently, 4= always)Ex. Student completes homework every night 1 2 3 4

1(Genesee & Upshur, 1996, p. 88)2 (Genesee & Upshur, 1996, p. 90)

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TRY ASSESSING! Read the ESL writing sample and use the

checklist to assess it. Then talk to a partner:

What did you like about it? What problems did you encounter?

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WHY USE CHECKLISTS, RATING SCALES AND RUBRICS? Assigns justifiable

grades to authentic classroom activities1

Used in self-assessment and clarify teacher’s expectations1

After construction, they require little time or effort to complete2

Show specific areas of strength and need3

1 (Gronlund, 2004, p. 136)2 (Genesee & Upshur, 1996, p. 90)3 (Genesee & Upshur, 1996, p. 91)

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CHECKLISTS AND RATING SCALES: ASSOCIATED ISSUES Require precise and well-

articulated categories and criteria1

Take a considerable amount of time to construct2

Are highly specific and will likely need to be modified each time3

Language to can be complex and difficult for an ESL student to understand

1 (Genesee & Upshur, 1996, p. 87)2 (Genesee & Upshur, p. 90)3 (Genesee & Upshur, p. 91)

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OVERVIEW Strategies that will be useful in the four

major elements of Language Arts and other content area classes:SpeakingListeningReadingWriting

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Speaking

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(Collier, Combs, & Ovando, 2003)

Stages of Language ProductionBeginning stage: Silent period, rely

on gestures and picturesEarly production stage: usage of

more grammarSpeech Emergence stage: can

handle more academic concepts Intermediate Fluency stage: fewer

errors in speaking Fluency stage: at level of fluency but

are still learning

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(Oxford, 1990)

Vocabulary Instruction Provide both explicit and implicit vocabulary

instruction.

Teach strategies for how to handle unfamiliar words

Language Learning Strategies: using clues, asking for clarification, using keywords.

Exposure to high frequency vocabulary through meaningful activities.

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(Hewings, 2004)

Pronunciation Five things to ensure students understand:

ConsonantsClusterVowel lengthWord stressProminence or tonic stress

For example, teach:Stress-timed versus syllable-timed language

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(Fisher & Rothenberg, 2007)

BICS and CALP Basic Interpersonal Communication Skills

Cognitive Academic Language Proficiency

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(Fisher & Rothenberg, 2007)

SOLOMStudent Oral Language Observation Matrix

Allows observation of oral language proficiency; BICS and CALP

Assesses real day to day classroom purposes and activities.

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Potential Problems Vocabulary instruction

Implicit can cause problems for students- they may think they understand but they do not

Explicit may teach rote memorization and not meaningful understanding.

Pronunciation Instruction:Students’ L1s may interfere if they have a

syllable timed language.

BICS and CALPCALP cannot be inferred, it has to be

directly taught and modeled.

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Handout: Speaking

Guide to Implementation (Alberta Education, 2007, P. 161) SOLOM: Student Oral Language Observation Matrix (Cabral, Herrera, & Murry, 2007)

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Listening

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(Herrell, & Jordan, 2008)

Strategy for Improving Listening and Oral communication skills

Dictoglos

Focus is on fluent academic language

Supports recalling information by listening to English language models.

Process:ListenTake notes Partners, groups Re-create text

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(Fisher & Rothenberg, 2007)

Develop listening skills: Explicitly teach how to listen:

Selective AttentionAsk for clarification: teach students how to

recognize when they have misunderstood, and teach the questions to ask to get back on track.

Model strategies aloud.Provide graphic organizers or fill in the blanks

for videos and lectures, so they can concentrate on listening rather than writing.

Build background knowledge: “Frontload” Use self-assessments of how well they listened.

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Potential ProblemsWhen listening, students:

may not recognize when they do not understand

may not know they need clarification or further explanation

may not know how to formulate questions to get the answers they seek

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Handout: Listening

Guide to Implementation (Alberta Education, 2007, p. 160) BICS and CALP Checklist (Cabral, Herrera, & Murry, 2007)

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Reading

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(Herrell &Jordan, 2008)(Bright, Pollard, Tompkins, & Winsor, 2008)

Running records/Miscue Analysis

Finds oral reading errors

Helps to see what strategies the reader is using and points to areas of instruction.

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(Herrell & Jordan, 2008)

Cloze Activities: Support language acquisition and reading

skills

Are from written text where some words are left out and blanks are inserted instead.

Are used to assess reading comprehension

Provide opportunities to teach vocabulary and reading decoding skills.

Example: I went for a walk to the ______.I wanted to _______ a _______.

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Potential Problems:

Running Records/Miscue Analysis May be hard to find a reading passage that is at

the student’s reading level.

Cloze Time consuming to make for students’ specific

needs

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Handout: Reading

Guide to Implementation (Alberta Education, 2007, p. 162)

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Writing

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(Bright, Pollard, Tompkins, & Winsor, 2008)

The writing process Prewriting: use drawing to gather ideas, talk

about the topic, or dramatize the topic. Students choose topics that are familiar. Graphic organizers, webbing.

Drafting: emphasize expressing ideas, not handwriting skills or conventional spelling.

Revising: rereading, making few changes or adding to clarify, slowly try and address audience.

Editing: de-emphasize until the students have learned conventional spelling, rules for capitalization, etc.

Publishing: putting into a final form, sharing with others.

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(Ferris, 2003, p. 3)

Feedback through comments on student writingThree purposes:

To let students know if their texts have conveyed their intended meaning.

Help students become aware of the questions and concerns of an audience.

To give students a motive for revision.

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(Ferris, 2003, p. 3)

Written Comments:

can take away students’ attention from their own purpose and bring it to the teacher’s purpose.

are not context specific and can be changed from context to context.

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(Ferris, 2003, p. 3)

Error Correction Selective correction: choose several major

patterns of error, rather than all types of errors.

Comprehensive correction: give detailed feedback, so that students are not mislead about correctness if the teachers do not mark all errors.

Direct Feedback: teachers write the correct form on student’s paper.

Indirect Feedback: allows the student to engage in guided problem-solving

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(Bright, Pollard, Tompkins, & Winsor, 2008)

Conferences Students are the focus. They are the writers.

Teachers/Peers help to make choices and define directions for revisions.

The process Students should talk first about their concerns. Ask questions, do not give answers. Give compliments, then suggestions later. Limit the number of revision suggestions.

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Potential Problems Written comments

Generic comments Changes student’s ideas to teacher’s ideas

Error correction Focus on errors on the first draft Lack of hierarchy of important issues for revision Miscommunication with the teacher. Mark what

you have taught.

Conferences Cultural differences

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Handouts: Writing

Guide to Implementation (Alberta Education, 2007, p. 163)

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Differentiating between Content and Language Feedback Keep feedback short and simple to allow the students to

understand it. Ensure feedback is specific to the assignment, not giving

broad or general suggestions Make sure to emphasize ideas over grammar and mechanics. When correcting written work avoid marking sentences that

are technically correct but poorly written or awkward. Focus on errors that the students are familiar with and can understand.

Postpone grammar corrections until the final stages of the assignment to allow for focus on the meaning and idea construction

Errors are a normal part of learning. Make sure the students know it!

Graham (1987)

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Overview This section will cover ways to communicate

feedback to students in a meaningful way. We’ll explore some advantages and disadvantages of each as well as issues and applications.

1. Direct or Indirect Feedback

2. Parental Involvement

3. Peer Feedback

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Direct or Indirect feedback? Direct feedback The teacher identifies an error and corrects it for

the student, providing an example of the proper form

Indirect feedback Feedback where the educator points out that an

error has been made but does not correct it. The students must identify and correct the error themselves.

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Indirect Feedback: Long Term Improvement? Ferris (2002) found that direct feedback on errors

led to more correct revisions than indirect feedback (88% vs 77%).

He also noted that over the course of the school year those who received indirect feedback reduced their error frequency substantially more than those receiving direct feedback.

Fathman and Walley obtained similar results in their 1990 study.

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Direct Feedback: Misdirecting Focus? Fregeau (1999) found that direct feedback

was often inconsistent, unclear, and seemed to overemphasize the negative.

Not understanding the errors made, students often guessed at corrections.

Students also tended to focus more on correcting these errors than improving or extending their ideas.

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Indirect Feedback

Uncoded feedback The teacher indicated an error has been made, but

does not correct the error. The student must diagnose the type of error and correct it.

Coded feedback Gives the exact location of an error and indicates

the type of error involved using a code.

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Applications: Coded Feedback Coded feedback is a combination of direct and

indirect feedback.

Using a predetermined legend, the teacher indicates the presence and type of an error with a symbol.

The students must locate and correct the error themselves.

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An example of Coded Feedback Legend

Sp Spelling

Cap Capitals needed

p Punctuation

w/o Word order

> Missing word

On the weekend I went the zoo >

with amy. There was a big tiger. Cap

He has stripes There also a p

stiped horse. We fed him. We Sp

got to eat pizza and icet cream. Sp

I want to go again back soon. w/o

(Etc)

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Coded Feedback: Remember…

Make sure your students are familiar with and understand the symbols used

Make sure the students understand the underlying grammatical rule

Be consistent!

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Peer Feedback Peer Feedback is a controversial form of feedback

because of its disadvantages. When implemented properly, these disadvantages are minimized, allowing the teacher and student to take full benefit.

Image: Working Together. From: http://pwebs.net/branding/2007/05/developing-business-brand-online.php

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What Students Want

Zhang (1995, p. 1) found that students “overwhelmingly” prefer to receive feedback from their teachers rather than peers.

Carnells 2000 interviews indicated that students like to receive feedback from their peers. They felt more freedom interacting with peers than with a teacher.

Ur (1996) found that students enjoy being consulted for peer feedback, and usually put a lot of effort into trying to give helpful feedback.

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Cultural Differences Alavi and Kaivanpanah (2007, p. 191-193) found that Iranian

students prefer to work alone because they feel they can get better results this way. He also found that the students recognize that there is some value in peer evaluation, but feel that teacher feedback is more accurate and helpful.

Carson and Nelson (1996, p. 1-18) found that Chinese students tend to avoid giving critical commentary for two reasons: students withheld criticism in order to maintain group harmony and they were reluctant to be in a position of authority over their peers.

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Peer Feedback: Advantages Allows for more immediate feedback

Can provide a different kind of feedback than traditional teacher feedback (less authoritarian)

Provides students experience with critical evaluation that can transfer to their own work

Encourages life skills such as collaboration and communication

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Concerns Peer feedback may be inconsistent with teacher

feedback. ELLs may not feel comfortable giving feedback in

their L2. Native language speakers may resent receiving

feedback from ELLs. Shy or reserved students may be uncomfortable

with the exercise.

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What Works Coaching students in providing effective

feedback-Reduces inappropriate feedback-Promotes acceptance and understanding-Allows for discussion to address concerns

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Coaching Students in Providing Effective Feedback

Explain benefits of peer feedback Class discussion of the role of students

(collaborators, not correctors), purpose of activity

Practice and application

Discussion of benefits, weak points, overall success

(Rollinson, 2005, p. 3-7)

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Considerations- Peer Feedback Size of group.

Number of drafts to be written.

Evaluation: will students be evaluated on the level of their feedback?

Written or oral feedback groups? *Written is usually preferable to oral as it allows time for reflection to

avoid inconsiderate comments and lets teacher follow more closely.(Rollinson, 2005, p. 3-7)

(Rollinson 2005)

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Parental Involvement When it comes to parental involvement,

communication is key, although it can be quite difficult due to language barriers.

Parents know their child better than anyone else so they are great resources for the teacher.

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Cultural Differences Korean culture emphasizes trust and respect for

authority figures. As a result, questioning a teacher’s methods is frowned upon and considered extremely impolite (Souyoung, 2005).

As a result, Korean parents may seem less involved than parents who are more vocal.

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Issues Language barriers

Potential gender role conflicts Cultural brokers can assist with this

Ideological differences in teaching methods or styles

Time conflicts and access difficulties

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What Works Frequent contact ensures parents and teacher are working

together and helps avoid parental alienation.

Goal setting with the parents allows the teacher to enlist their support, ensuring the home and school environments are working in harmony.

Conferences or meetings with the parent or guardian allow concerns to be expressed, and also provide an opportunity for the students’ successes to be showcased.

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Applications: Conferences As Angela discussed, student-teacher conferences are an

important method for providing formal and informal feedback.

Parent-teacher-student conferences are good tools for all parties involved to set goals and get to know each other’s expectations.

The conference can be teacher-led or student-led.

Student-led conferences allow the students to showcase their achievements, which can foster a greater sense of pride.

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Be prepared for the conference. If a translator is needed ensure the parents will be comfortable with his/her presence and will understand his/her role.

Ensure that you discuss the student’s strengths as well as any problems or weaknesses.

Have examples of the student’s work prepared. Pick a few pieces from the student’s portfolio that show the student’s strengths and weaknesses.

Use the opportunity to set goals with the help of the parents for all parties involved.

Plan for a follow-up meeting.

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