Fun, Fast, Formative FeedbackCherice MontgomeryBrigham Young University

Cherice_Montgomery@byu.edu

http://byuspanteach.wikispaces.comImage: Crirez

1) Escojan una tarjeta.2) Escuchen la pregunta.3) Hablen de la respuesta.4) Levántense cuando

escuche el nombre de su tarjeta.

5) Contesten la pregunta.

Image: Tookapic

I can . . .

1) Define formative assessment.

2) Support proficiency development using formative

assessment.

3) Use a variety of web 2.0 tools to facilitate formative

assessment.

4) Give effective feedback.

Novice: ¿Qué puedes hacer?

¿Qué sabes hacer bien (bailar, cocinar, jugar baloncesto, etc.)?

(Respuestas: No más que 20 carácteres)

https://answergarden.ch/view/309159Image: Creative Heroes

https://www.peardeck.com/

¿Cómo sabes cuando lo haces bien?

(Pear Deck: Essay Box)

Image: Bryce Purcella

Novice Superior

Encouragement & Feedback Encouragement

v. Assessment

Gave up too soon

Images Elise Traught

Images: Elise Traught

Image:. Cherice Montgomery

“Nothing motivates like

success!” - Susan Gross

Image: Elise Traught

Would you like to climb a waterfall?

(Pear Deck: Yes/No)

(Pear Deck: Ask 3 more questions)

Image: Cherice Montgomery

NOVICE-MIDVery Familiar Topics

Variety of Memorized/Practiced Words & Phrases

NOVICE HIGHExchange

InformationFamiliar Topics

Phrases & Simple Sentences

Ask & Answer Simple ?s

INTERMEDIATE LOWParticipate in Conversations

A Number of Familiar Topics

Simple SentencesAsk & Answer Simple

?s

INTERMEDIATE-MIDSentences & Strings

of SentencesAsk & Answer a

Variety of ?s

INTERMEDIATE HIGHEase & Confidence

NarrationDescription

Various Time FramesUnexpected

Complication

Where are your students? (Pear Deck: Dots)Image: Elise Traught Image: Elise Traught Image: Elise Traught Image: Elise Traught Image: Cherice Montgomery

Novice Intermediate AdvancedSCAFFOLD Production of TEXT

TYPES

Nouns = life preserversVerbs = motor

ConjunctionsWord Walls (VERBS)Password PhrasesSentence Stems &

FormulasRejoinders

Time Markers & Ordinal NumbersTransitional Words & Phrases

Sentence Frames

Paragraph Frames (Text Structures)

Academic VocabularyPast, Present, Future Tenses

Idiomatic Expressions

PRACTICE LANGUAGEFUNCTIONS • Asking & answering questions

• Making sentences using formulas, recombination, substitution

• Describing, paraphrasing, circumlocuting• Sequencing events & telling

stories (past)• Adding details• Comparing

• Stating & supporting an opinion

• Justifying & defending an opinion

• Hypothesizing• Synonyms/Antonyms• Complex high freq.structures

EXPAND CONTEXTSTopic Scope (& Variety):

Level of Familiarity:

Complexity/Abstraction:

Level of Creation:

Self

Personal, Familiar, & Informal

Simple & Concrete

Memorize & Recombine

Local or National Current Events

Circumlocute, Elaborate, & Organize

Global/Social Issues & Pers Expertise

Impersonal, Unfamiliar, Formal

Complex & Abstract

Justify & Defend

Cherice Montgomery, Ph.D.

Shifting Proficiency

Spin the Bottle1) Ask questions

about picture prompts

2) Describe a photo

3) Progressive stories

4) Q & A5) Shift

perspectivesImage: Microsoft Clipart

I see, I think, I wonder . . .

• Veo…• Pienso…• Quiero saber… • Me gustaría…saber…• Dudo que…haya…• Ayer…subieron…

Image: Elise Traught

Image: Lockstockb

Instructions:

1) Find a partner.

2) Take out a cell phone.

3) Find a photo on it.

4) Show your photo to another pair.

5) Complete: I see, I think, I wonder

I see, I think, I wonder

Oral Assessment with

1) Go to http://www.vocaroo.com/

2) Press record.

3) Name what you see in the photo.

4) Click stop.

5) Listen to your recording. If you like it, click save. Image: Vocaroo

Oral Assessment

1) Go to http://www.vocaroo.com/

2) Press record.

3) Name what you see in the photo.

4) Click stop.

5) Listen to your recording. If you like it,

click save.

Image: Bulli1308

Giving Feedback

Image: Screencastify

Closure as Formative Assessment

(Tickets Out or Homework)

SummarizeSynthesize

Consolidate Learning

Image: Cherice Montgomery

AcrosticFORMakes sure each assessment targets proficiencyActively involves students Tells both students & teachers what to do nextIVE Image: Cherice Montgomery

Image: Cherice Montgomery

Reflection on Group Processes

& Next Steps

Foldables

Image: Cherice MontgomeryImage: Foldables are

Wonderful

3-2-1 Ticket Out

Reflection on Lesson

Content

Image: Cherice Montgomery

Novice Level Peer Assessment

Adapted from Claudette Moran

Image: Cherice Montgomery

Me gusta…

Con mis amigos

Con mi fam

iliaEn la

escuela

En el trabajo

Image: Oddball27

Los fines de sem

anaGimme 5

¡Pásamelo!: La escuela 1) Formen un grupo de 4.

2) Escuchen el tema.

3) Escriban una palabra relacionada al tema. O corrijan errores. los estudiantes, leer, estudiar, la clase

4) Formen una oración de las palabras. Los estudiantes leen y estudian mucho en la clase de inglés. Les gustan las clases de arte y música.

5) Combinen las frases. Los estudiantes leen y estudian mucho en la clase de inglés, pero les gustan las clases de arte y música. Image: Cherice Montgomery

En menos de 140 carácteres…

• Den un resumen de la lectura• Digan lo que aprendiste hoy• Explíquen el punto principal

de la lección• Hagan una pregunta cultural• Recuenten la historia

Image: Adventures with Language

How do you get inside their

heads?

Image: Microsoft Clipart

https://titanpad.com/zRc2I9NOsk

Image: Bibin9363pbr

Self-Assessing

Metacognition: Am I getting it?

Learners need to see progress

It tells everyone what to do next

If they internalize it, they become more autonomous learners

Establishing the Climate“Mistakes are how we learn!”

Austin’s Butterfly

Image: Expeditionary Learning

FEEDBACK

• Tell learners what they are doing successfully

• Identify no more than 3 changes learners can make

• Provide concrete strategies for improvement

• End with encouragement

Image: Anne White

Feedback Roundtables

1) Form a group of 4.2) Present your project.3) Tell what was EFFECTIVE about your project (30 seconds).4) The group comments on what was effective (1-2 minutes).5) The presenter turns his/her chair so the back is facing the group.6) The group discusses the project (+ & -) (1-2 minutes).

7) The presenter takes notes.8) The presenter does NOT get to respond to the group’s comments.9) The group applauds the presenter.10) The group moves to the next person’s presentation.

Fishbowlwith Employment Interview

Parting Thoughts

Image: DePorter, Reardon & Singer-Nourie

"In real life, negative feedback doesn't mean failure--or anything else. It has no intrinsic meaning. It's just a message that says, 'Try again.'" (DePorter, Reardon, & Singer-Nourie, 1999, p. 196)[1]

Questions?

Credits• Adventures with Language. (2015, January 28). A twitter worksheet for engaging

language practice. Adventures with Language. Retrieved April 8, 2015, from http://adventureswithlanguage.com/2015/01/28/a-twitter-worksheet-for-engaging-language-practice/ • Bibin9363pbr. (2015). Speedometer speed meter fast power. Pixabay. Retrieved

March 15, 2016, from https://pixabay.com/en/speedometer-speed-meter-fast-power-1063350/ Used under a CC0 Public Domain License. Free for commercial use. No attribution required.• Bulli1308. (2009, April 16). Market fruit vegetables healthy. Pixabay. Retrieved

June 22, 2016, from https://pixabay.com/en/market-fruit-vegetables-healthy-1078047/ Used under a CC0 Public Domain License. Free for commercial use. No attribution required.• Creative Heroes. (2016). AnswerGarden. Retrieved June 21, 2016, from

https://answergarden.ch/view/309159

Credits• Crirez. (2008, Jun. 6). Victoria and the laptop. Stock Xchng. Retrieved

November 24, 2009, from http://www.sxc.hu/photo/1019022. Used under a standard, royalty free, Stock.xchng Image License Agreement. • DePorter, Bobbi, Mark Reardon, & Sarah Singer-Nourie. (1999). Quantum

teaching: Orchestrating student success. Needham Heights, MA: Allyn & Bacon. ISBN 0-205-28664-X.• Expeditionary Learning. (2013, October 9). Austin's Butterfly: Building Excellence

in Student Work - Models, Critique, and Descriptive Feedback. YouTube. Retrieved June 21, 2016, from https://www.youtube.com/watch?v=PZo2PIhnmNY (ViewPure Link: http://viewpure.com/PZo2PIhnmNY?start=0&end=0)• Foldables are wonderful. (n.d.). Foldables are wonderful. Wikispaces. Retrieved

June 22, 2016, from https://foldables.wikispaces.com/• Fotalia. (n.d.). Human brain and skeleton. Microsoft Clipart.• iStockphoto. (n.d.). Student with book. Microsoft Clipart.

Credits• Lockstockb. (2008, October 25). Girl taking pictures. Stock Xchng. Retrieved

February 9, 2013, from http://www.sxc.hu/photo/1097293 Used under a standard, royalty free Stock Xchng license.• Microsoft. (n.d.). Beverages, bottled water. Microsoft Clipart.• Montgomery, Cherice. (n.d.). ABC activity.• Montgomery, Cherice. (2016). Acrostic: Formative.• Montgomery, Cherice. (2016). Assessment handout: Key concepts and terms;

Processes & pedagogical strategies that support assessment.• Montgomery, Cherice. (2016). Assessment handout: Principles for giving

feedback & crafting effective rubrics.• Montgomery, Cherice. (2016, February 13). Carl climbs bowling ball head.• Montgomery, Cherice. (2006). Concept map template. • Montgomery, Cherice. (2016, February 13). The daggar in box canyon.• Montgomery, Cherice. (n.d.). Index card foldable.

Credits• Montgomery, Cherice. (2016). ¡Pásamelo!: La escuela.• Montgomery, Cherice. (2016). Sample sentences for giving effective feedback.

Giving Effective Feedback• Montgomery, Cherice. (2014). Shifting proficiency.• Montgomery, C. (2014). The transformative power of performance-based

assessment. The Language Educator, p. 47. Retrieved March 15, 2016, from http://www.cssu.org/cms/lib5/VT01000775/Centricity/Domain/34/Transformative%20Power%20of%20Performance-Based%20Assessments.pdf• Moran, Claudette. (2002). Three-in-a-row, way to go! Adapted by Cherice

Montgomery.• Oddball27. (2009, Feb. 26). Left hand silhouette--woman. Stock Xchng.

Retrieved September 22, 2011, from http://www.sxc.hu/photo/1152762 Used under a standard, royalty free, Stock.xchng Image License Agreement.• Pear Deck. (n.d.). PearDeck. Retrieved June 21, 2016, from

http://www.peardeck.com/

Credits• Purcella, Bryce. (2013, December 28). Cherice ice climbs. • Screencastify. (n.d.). Screencastify. Retrieved June 22, 2016, from

https://www.screencastify.com/• Montgomery, Cherice. (2007). Critical questions (adapted from Denise Seguine).• Montgomery, Cherice. (n.d). 3-2-1. • TitanPad. (n.d.). TitanPad. Retrieved June 22, 2016, from

https://titanpad.com/zRc2I9NOsk• Tookapic. (2015, July 11). Play cards game fun playing cards. Retrieved June 20,

2016, from https://pixabay.com/en/play-cards-game-fun-playing-cards-932773/ Used under a CC0 Public Domain License. Free for commercial use. No attribution required. • Traught, Elise. (2016, February 13). Cherice ice climbs deep throat maple.• Traught, Elise. (2016, February 13). Cherice climbs the daggar.• Traught, Elise. (2016, February 13). Cherice ice climbs the daggar.

Credits• Traught, Elise. (2016, February 13). Cherice in front of the daggar.• Vocaroo. (2007-2016). Vocaroo. Retrieved June 22, 2016, from

http://vocaroo.com/• White, Anne. (2010, February 20). Vodka for the marinade. Flickr. Retrieved

March 10, 2015, from https://www.flickr.com/photos/annabanana74/4385746658 Used under a Creative Commons Attribution, Non-commercial License.

• Technology-infused Assessment by Cherice Montgomery is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

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