Strategy 2: Strong/Weak Strategy 2: Strong/Weak ExamplesExamplesStrategy 3: Effective Strategy 3: Effective FeedbackFeedbackStrategy 6: Focused Strategy 6: Focused RevisionRevision

I will:be able to define 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?

be able to explain ways to implement strategies 2, 3, and 6 in my classroom

apply strategies 2, 3, and 6 to my next instructional unit.

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

Strategy 3:

Where Am I Going?Where Am I Going?

Where Am I Now?Where Am I Now?

How do I Close the GapHow do I Close the Gap?

Strategy 2:

Strategy 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

As a table, discuss the As a table, discuss the following: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?

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

AUDIENCE:

By using examples of strong and weak work inconjunction with the learning target, you are:

Clarifying your vision of the intended learning

Shaping the student’s continuum of qualityCommunicating your expectationsAssigning meaning and relevance to

quality levels“[Preparing students to understand] your

feedback to them and to engage in peer-and self-assessment.”

To be clear:

Simply flashingmodels of strongwork will not

yieldreplicas of strongwork

STRONG EXAMPLE

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

AS A TABLE: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.

3. Score each sample according to the rubric.

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.

Sample #

Strong or Weak?

Score Rationale

1

2

WHAT DOES YOUR TABLE THINK?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?

http://www.tubechop.com/watch/1759420

The feedback I provide students… (A, S, or N)

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.

5) is appropriately limited in regard to corrective information so the students can act on the feedback

A: All S: Some N: Not yet

Please complete the self-assessment on page 3 of the activity handout.

“ By quality of feedback, we now realize that we have to understand not just the technical structure of the feedback (such as its accuracy, comprehensiveness, and appropriateness) but also its accessibility to the learner (as a communication), its catalytic and coaching value, and its ability to inspire confidence and hope.”

(Chappuis, 2009,p. 55)

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)

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)

“Directs attention tothe intendedlearning, pointingout strengths andoffering specificinformation to guideimprovement”

Success feedback points out what the student has done well

Intervention feedback

gives specific information to guide improvement

(Chappuis, 2009, p. 57)

Success Feedback

Identify what is done correctly

Describe a quality feature in the work

Point out effective use of strategy or process

Intervention Feedback

Identify a correction

Ask a question

Offer a reminder

Point out a problem with strategy or process

(Chappuis, 2009)

AS A TABLE

Part I- Read the feedback

comments on pg. 3 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

Part III- Examine the

drawing and write quality feedback.

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?

(Chappuis, 2009

“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

QUALITY FEEDBACK “DOES NOT DO THE THINKING FOR THE STUDENT”

Avoid overfeed backing (do the thinking for the student).

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)

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)

AT YOUR

TABLE:

•What do you currently use?

•What will you try?

“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 gap.”

(Chappuis, 2009)

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

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.

(Chappuis, 2009)

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

ORIGINAL STUDENT WORK

•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?”

AS A TABLE

Think about the course you teach (or courses in your division).

Answer the following three questions together on page 6 in your activity handout.

Be prepared to share your thoughts.

Answer the Following… What is a misconception, partial

understanding, or partially developed skill that some of your students will likely demonstrate in your next unit?

What focused instruction will you provide to “close the gap?”

What focused practice will you offer to “close the gap?”

Where Am I Going?Where Am I Going?

Where Am I Now?Where Am I Now?

How Can I Close the Gap?How Can I Close the Gap?

1) Select a learning target you will teach in your next unit.

2) Identify a strong and weak sample of this learning.

3) Outline an activity that would require the students to use these samples to identify what makes the sample strong or weak.

4) Write a quality feedback statement that fits your strong model.

5) Write a quality feedback statement that fits your weak model.

This should include success and interventionist feedback.

6) Confirm the potential misunderstanding you anticipate seeing in your next instructional unit.

7) Outline the focused instruction you will provide to address this misunderstanding.

8) Create the guided practice you will offer to address this misunderstanding.

Visit the PLT web site:

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 (pp56-77). Bloomington, IN: Solution Tree.