Georgia Performance Standards

1
Georgia Performance Standards
6th Grade Mathematics

• Day 7
• Feedback, Commentary, Evaluation
• Also includes
• Manipulative and Calculator
• Training

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Contact Information
Peggy Pool

• Georgia Department of Education
• 1754 Twin Towers East
• Atlanta, Georgia 30334
• Office Phone [phone]
• Office email ppool_at_doe.k12.ga.us

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• Its new . . .
• Its exciting . . .
• Its what youve been waiting for . . .
• Its the new GPS IT Portal, BUT
• WE NEED YOUR HELP TO MAKE IT A
• SUCCESS
• lthttp//www.glc.k12.ga.us/GSO-Builder/GSO_Builder_
  Schematic.htmgt

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4
Grab Bag Activity

• What color is most likely?
• What color is least likely?

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Grab Bag Activity

• Time to watch a video of sixth grade students
  doing what you just did.

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The 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.

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The 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.

8
The 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.

9
The Research

• Working Inside the Black Box
• Assessment for Learning in the Classroom
• Article by Paul Black and Dylan Wiliam
• 2004

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Assessment Terminology
Praise (or blame) Guidance Evaluation Grade
s

• Assessment for learning
• Feedback
• Teacher Commentary
• Student Commentary

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Criteria for Excellent Feedback

• Timely
• User-friendlyin 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.
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Performance Goals for Teacher Commentary

• Use language of the standards
• Provide descriptive and specific comments related
  to the learning goals
• Continued

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Performance Goals for 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

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Oral Teacher Commentary
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Oral Teacher Commentary
Video time
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Maximum/MinimumMeasurements

• 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?

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Maximum/MinimumMeasurements

• See sixth grade students
• involved in this activity.

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Performance Goals for Teacher Commentary

• Use language of the standards
• Provide descriptive and specific comments related
  to the learning goals
• Continued

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Performance Goals for 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

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Written Teacher Commentary
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The Protocol Participants

• The Facilitator
• Keeps the group on task
• Keeps the time
• Maintains a neutral stance

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The Protocol Participants

• The Presenting Teacher
• Provides copies of work
• Remains silent

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The Protocol Participants

• Other Group Members
• Follows steps as specified
• by facilitator
• Avoid making judgments

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The 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.

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The 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.

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The 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?

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The 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.

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The 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.

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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.

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Quote from Grant Wiggins

• The rush to teach results in less learning.
• Rather than re-teaching whenever a student
  doesnt get it,
• we should be providing more feedback and
  commentary,
• more assessment for learning.

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Effective Feedback/Self-Assessment System Results

• Students seek feedback on their own and know that
  it is in their interesteven 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

32
Effective Feedback/Self-Assessment 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

33
Effective Feedback/Self-Assessment 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

34
Effective Feedback/Self-Assessment 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

35
Effective Feedback/Self-Assessment 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.

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Fraction Puzzles

• 1. Solve the four puzzles.
• Record and color each of your
• solutions on triangle paper and cut them
  out.
• Label the back of each solution with
• the puzzle number.

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Group 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

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DNA

• What have I DISCOVERED today?
• What do I still NEED to know?
• What ACTION do I need to take now?

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39
Preview of Day 8

• What
• Evaluation of Phase I, Year I Implementation
• Information for State Board Standards Review
• Plan for Phase I, Year II Implementation
• When
• Late April/Early May 2006
• Prior Preparation
• Distribute and Collect Surveys
• Please note This prior preparation will take
  the place of any Day 8
• Redelivery at the local level.

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THANKS
for all you do!