Upload
gloria-sellers
View
214
Download
0
Embed Size (px)
Citation preview
ASSESSMENT LEADERSHIP SERIES
FEEDBACK, INQUIRY AND DEEPER LEARNING
Session 2
JANUARY 23 2013Linda Kaser & Judy Halbert
Where we are headed today
• To review how learning intentions have been applied – and what has been learned
• To consider the FOUR questions and what you have learned
• To understand the power of descriptive feedback
• To explore the spiral of inquiry and potential applications
• To commit to further action
Reflection & Conversation
4 Questions & Learning Intentions
VIU March 25-26 2010
Learnersowning theirown learning
Six Key Strategies
‘Descriptive feedback is the key to successful assessment for learning. Students learn from the assessment when the teacher provides specific, detailed feedback and direction to each student to guide his or her learning.’
From “Rethinking Classroom Assessment with Purpose in Mind”. Western and Northern Canadian Protocol for Collaboration in Education.
The most powerful single moderator that enhances learning is feedback.
John Hattie
What Then Is Effective Feedback?
QUALITY FEEDBACK SHOULD:• focus on the learning intention of the task• occur as the learners are doing the learning• provide information on how and why the
learner understands and misunderstands• provides strategies to help the learner to
improve • assist the learner to understand the goals of the
learning
Evaluative Vs Descriptive Feedback
Evaluative Feedback provides judgments of:
• value or appropriateness of responses
• correctness or incorrectness
Evaluative Vs Descriptive Feedback
Descriptive Feedback provides:• descriptions of why a response is appropriate • descriptions of what students have achieved• suggestions of a better way of doing
something • prompts to suggest ways students can
improve
Weaker feedback
Learners are given only the knowledge of their own score or grade; often described as ‘knowledge of results’.
STRONG FORMATIVE ASSESSMENT FEEDBACK
Learners are given information about what is working, some explanation and specific activities to undertake in order to improve.
Connecting Learning Intentions and Feedback
• Excerpt from Clarity in the Classroom Ch 5. Assessment is a Good Thing p. 103 - 110
• Excerpt from Embedded Formative Assessment p. 129 – 132
• Excerpt from International Guide to Student Achievement p. 402-404
Criteria for Success & Feedback
• How will you use the BC performance standards to help learners internalize the criteria?
• How will you determine that learners are improving – short and longer term?
• What evidence sources will you use?• What indications of learner engagement will
you look for?
Working with a Spiral of Inquiry
Spirals of Inquiry for Equity and QualityHalbert & Kaser February 2013
Spiral of Inquiry
What’s going on for our learners?
How do we know?
Why does it matter?
Focusing
Where are we going to put our attention?
Developing a Hunch
What’s leading to this situation?
How are WE contributing to it?
New Professional Learning
How and where will we learn more about what to do?
Taking Action
What will we do differently?
Checking
How will we check that we made enough of a difference?
Between Now and April
• The four questions: What are you doing? What are you learning?
• Learning Intentions: How are you communicating and checking that learners understand what it is they are intended to be learning?
• Descriptive Feedback: What changes are you making in the way you provide feedback to your learners? What are your observations?
• Spiral of Inquiry: How are you using an inquiry spiral to create focus and to deepen learning – of young people and adults?