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Georgia Performance Standards
Day 7: Day 7: Feedback, Commentary, & EvaluationFeedback, Commentary, & EvaluationAlso includes:Also includes: Manipulative and CalculatorManipulative and Calculator TrainingTraining
66thth Grade Mathematics Grade Mathematics
Contact InformationContact Information
Georgia Department of Education1754 Twin Towers EastAtlanta, Georgia 30334
Office Phone: (404) 657-9063Office email: [email protected]
Peggy Pool
It’s new . . .
It’s exciting . . .
It’s what you’ve been waiting for . . .
It’s the new GPS IT Portal, BUT
WE NEED YOUR HELP TO MAKE IT A
SUCCESS<http://www.glc.k12.ga.us/GSO-Builder/GSO_Builder_Schematic.htm>
Clip art licensed from the Clip Art Gallery on
DiscoverySchool.com
Grab Bag ActivityGrab Bag Activity
• What color is most likely?
• What color is least likely?
Grab Bag ActivityGrab Bag Activity
Time to watch a video of sixth grade students doing what you just did.
The ResearchThe Research
“The most powerful single moderator that enhances achievement is feedback.”
Hattie, J. (1999, 2 Aug.). “Influences on Student Learning,” Inaugural
Lecture: Professor of Education, University of Auckland.
The ResearchThe Research
Providing students with specific information
about their standing in terms of particular learning goals
increased their achievement by 37 percentile points.
Hattie, J. (1999, 2 Aug.). “Influences on Student Learning,” Inaugural Lecture: Professor of Education, University of Auckland.
The ResearchThe Research
Achievement is enhanced to the degree that students develop self-strategies.
Hattie, J. (1999, 2 Aug.). “Influences on Student Learning,” Inaugural Lecture: Professor of Education, University of Auckland.
The ResearchThe Research
Working Inside the Black Box:
Assessment for Learning in the Classroom
Article by Paul Black and Dylan Wiliam
2004
Assessment TerminologyAssessment TerminologyAssessment for
learning
Feedback
Teacher Commentary
Student Commentary
Praise (or blame)
Guidance
Evaluation
Grades
Criteria for Excellent FeedbackCriteria for Excellent Feedback• Timely• User-friendly—in approach and amount• Descriptive & specific in regard to performance • Consistent• Expert• Accurate• Honest, yet constructive• Derived from concrete standards• On-going
“Less Teaching, More Assessing: Learning via Feedback,” ASCD Conference on Teaching & Learning, San Francisco, October 2005. Used with permission of Grant Wiggins.
Performance Goals Performance Goals for Teacher Commentaryfor Teacher Commentary
• Use language of the standards
• Provide descriptive and specific comments related to the learning goals
Continued…
Performance Goals Performance Goals for Teacher Commentaryfor Teacher Commentary
• Include honest and constructive guidance about steps to take or strategies to try next
• Celebrate success and/or progress toward the learning goals
Oral Teacher CommentaryOral Teacher Commentary
Oral Teacher CommentaryOral Teacher Commentary
Video time
Maximum/MinimumMaximum/MinimumMeasurementsMeasurements1. Use the Centimeter Cubes to build all
possible rectangular prisms using 12 cubes.
2. Record your work by sketching each prism and labeling the surface area.
3. Which prisms have the greatest and least surface areas for a volume of 12 cm3?
Maximum/MinimumMaximum/MinimumMeasurementsMeasurements
See sixth grade students
involved in this activity.
Performance Goals Performance Goals for Teacher Commentaryfor Teacher Commentary
• Use language of the standards
• Provide descriptive and specific comments related to the learning goals
Continued…
Performance Goals Performance Goals for Teacher Commentaryfor Teacher Commentary
• Include honest and constructive guidance about steps to take or strategies to try next
• Celebrate success and/or progress toward the learning goals
Written Teacher CommentaryWritten Teacher Commentary
The Protocol: ParticipantsThe Protocol: Participants
The Facilitator :
Keeps the group on task
Keeps the time
Maintains a neutral stance
The Protocol: ParticipantsThe Protocol: Participants
The Presenting Teacher :
Provides copies of work
Remains silent
The Protocol: ParticipantsThe Protocol: Participants
Other Group Members :
Follows steps as specified
by facilitator
Avoid making judgments
The Protocol: Step 1The Protocol: Step 1
1. Read the sample of student work silently.
2. As you read, write descriptive feedback in the margins.
3. Remember, as a group member, you are not to provide guidance, praise, or blame.
The Protocol: Step 2The Protocol: Step 2
1. In your table groups, share your descriptive feedback for this sample of student work.
2. Avoid providing guidance, praise, or blame.
The Protocol: Step 3The Protocol: Step 3
1. From your observations, what do you think the student is working on?
2. In your table groups, list any questions you have about this student work sample?
The Protocol: Step 4The Protocol: Step 4
1. The presenting teacher shares the task or prompt, the conceptual learning goals, and the specific standards.
2. The presenting teacher answers any questions about the student and or the task that the group still has.
The Protocol: Step 5The Protocol: Step 5
Without consultation, each group member matches his/her descriptive comments to the purpose of the task; and, using the language of the standard(s) writes commentary that will provide specific feedback and guidance to the student.
Procedures for Students
• Establish protocols for developing commentary on their own work.
• Practice identifying exemplary and less than exemplary work.
• Train students to provide peer commentary.
Quote from Grant WigginsQuote from Grant Wiggins
The rush to teach results in less learning.
Rather than re-teaching whenever a student doesn’t get it,
we should be providing more feedback and commentary,
more assessment for learning.
Effective Feedback/Self-Effective Feedback/Self-Assessment System ResultsAssessment System Results
• Students seek feedback on their own and know that it is in their interest—even if the news is bad
“Less Teaching, More Assessing: Learning via Feedback,” ASCD Conference on Teaching & Learning,
San Francisco, October 2005. Used with permission of Grant Wiggins.
Continued…
Effective Feedback/Self-Effective Feedback/Self-Assessment System ResultsAssessment System Results
• Performance improves at all levels
“Less Teaching, More Assessing: Learning via Feedback,” ASCD Conference on Teaching & Learning,
San Francisco, October 2005. Used with permission of Grant Wiggins.
Continued…
Effective Feedback/Self-Effective Feedback/Self-Assessment System ResultsAssessment System Results
• Improved performance occurs more rapidly than is typical or expected
“Less Teaching, More Assessing: Learning via Feedback,” ASCD Conference on Teaching & Learning,
San Francisco, October 2005. Used with permission of Grant Wiggins.
Continued…
Effective Feedback/Self-Effective Feedback/Self-Assessment System ResultsAssessment System Results
• Quarrels about the results are few
“Less Teaching, More Assessing: Learning via Feedback,” ASCD Conference on Teaching & Learning,
San Francisco, October 2005. Used with permission of Grant Wiggins.
Continued…
Effective Feedback/Self-Effective Feedback/Self-Assessment System ResultsAssessment System Results
• What was once considered extraordinary performance becomes much more common
“Less Teaching, More Assessing: Learning via Feedback,” ASCD Conference on Teaching & Learning,
San Francisco, October 2005. Used with permission of Grant Wiggins.
Fraction PuzzlesFraction Puzzles
1. Solve the four puzzles.
2. Record and color each of your
solutions on triangle paper and cut them out.
3. Label the back of each solution with
the puzzle number.
Group PracticeGroup Practice
• Form groups of 3-4 persons
• Distribute one student sample to each group member
• Presenting teacher will be facilitator
• Follow the steps of the protocol
• Repeat with next student work
DNADNA
• What have I DISCOVERED today?
• What do I still NEED to know?
• What ACTION do I need to take now?
Clip art licensed from the Clip Art Gallery on DiscoverySchool.com
Preview of Day 8Preview of Day 8What: • Evaluation of Phase I, Year I Implementation• Information for State Board Standards Review• Plan for Phase I, Year II ImplementationWhen:
Late April/Early May 2006Prior Preparation*:
Distribute and Collect Surveys
*Please note: This prior preparation will take the place of any Day 8Redelivery at the local level.
for all you do!
