Using Feedback in the Classroom for Learning and Evaluation

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Using Feedback in the Classroom for Learning and
Evaluation

• Lori Nebelsick-Gullett (lnebels_at_lps.org)
• Rob McEntarffer (rmcenta_at_lps.org)
• Assessment and Evaluation Specialists
• ESU 18, Lincoln Public Schools

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In your classroom, you will set the standards
of assessment quality. It is your vision that
you will translate into performance criteria,
exercises, and records of student achievement.
Stiggins, R.J. (1997). Student Centered Classroom
Assessment, 2nd Ed. Prentice Hall, Columbus, OH.
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• Students must remain at the center--
• during planning
• during assessment
• during evaluation and interpretation
• during the construction of feedback

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Curriculum
Students
Instruction
Assessment
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Students at the Center of Assessment
STUDENT CONTROL
Independent

• Student Group Processing

Guided

• Teacher Facilitated Student Group Processing

Interactive

• Shared Processing of Examples

Modeling

• Modeling the Process

TEACHER CONTROL
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• What about Assessment
• as Feedback?

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• Specific meaningful feedback brings assessment
  into the learning process
• Provides information on the gap between current
  and desired performance
• Supports self assessment and self correction
• Allows us to see the consequences of our actions
  and plan for moving toward our intentions

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A. Costa and B. Kollick
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• Summative Assessment Assessment OF Learning
• Assessments used to determine how much students
  have learned as of a particular point in time in
  order to report achievement status to others.
• Formative Assessment Assessment FOR Learning
• All those activities undertaken by teachers and
  by their students that provide information to be
  used as feedback to modify the teaching and
  learning activities in which they are engaged and
  to close gaps in learning.

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Formative Assessment (Assessment for Learning)
Seven Strategies

• 1. Provide an understandable vision of the
  learning target.
• 2. Use models of strong and weak work.
• 3. Offer regular descriptive feedback.
• 4. Teach students to self-assess and set goals
  for learning.
• 5. Design lessons to focus on one aspect of
  quality at a time.
• 6. Teach students focused revision.
• 7. Engage students in self-reflection. Let them
  keep track of and share what they know.

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• Evaluative Feedback
• Typically uses a single measurement (e.g. grade)
  to summarize student work
• May compare students to each other
• Does not give students information about specific
  elements (knowledge, skills) they perform well
• May encourage competition and student
  globalizing self-judgment
• Sometimes linked to rewards vs. punishments
• Descriptive Feedback
• Describes features of work or performance
• Relates directly to learning targets and/or
  standards of quality
• Points out strengths and gives specific
  information about how to improve
• Often uses models in relation to students work
• May provide strategies for moving forward

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Assessment and Feedback(The info in each box
came from group discussion.)
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• What feedback do we typically give students?

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Anyone can use assessment to destroy a students
confidence. Are we good enough to use assessment
to build student confidence-especially once it
has been destroyed? Richard
Stiggins Student-Centered Classroom Assessment
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Making Instructional/ Learning Connections

• Curriculum/Assessment Content Standards

• Affective
• Intrinsic motivation
• Emotions
• Relationships
• Sense of Autonomy
• Sense of future/purpose

• Cognitive
• Daily Experiences
• Knowledge
• Interests
• Abilities
• Significant relationships
• Metacognition

From Exploring Learning and the Achievement Gap,
B. Williams (LPS Multicultural Conference, 2006)
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Inside the Black Box Raising Standards Through
Classroom Assessment
Teachers need to know about their pupils
progress and difficulties with learning so that
they can adapt their own work to meet pupils
needs--needs that are often unpredictable and
that vary from one pupil to another.
From the Phi Delta Kappan, 1998, 80(2) 139-148
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Strengthening Formative Assessment Boosts Test
Scores

• Typical gain .4 to .7 standard deviations
• Most studies showed a larger gain for low
  achievers
• Overall result was typically a reduced spread in
  scores with an overall gain

Profound positive effects!
From Assessment for Learning, Black, et. al
(2003)
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Research on Formative Assessment found four
categories that emerged as most useful for
teachers

• Questioning
• Feedback without marking
• Peer- and self- assessment
• The formative use of summative tests

From Assessment for Learning, Black, et. al
(2003)
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• How does our feedback impact students?
• What should we do differently in regard to
  student feedback?

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Item/Task Analysis Follow-up Question ____ Obj.
___
Vocabulary/Concepts Are students familiar with
all the vocabulary and all the concepts in the
question?
Format/Context Is there something in the question
that students have not experienced?
Prior Knowledge Is there some prior knowledge
that the students needed to be successful?
Distractors What answers pulled students off the
correct one? What themes were present in student
answers that were off task? What did students say
when questioned?
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Psychology test Self-assessmentExample from
Robs Classroom
Developmental Psychology Self-Assessment Please
use the following chart to think about how well
you did on the developmental psychology test.
Fill in the item number in the appropriate space,
and then answer the questions below the chart.
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Thank You!
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