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Texas ASCD 10/21/2008 Mathematics Feedback that enables student ownership
of learning & promotes ‘Revision & Redemption’
Norma Jost & Jeff Davis
Austin ISD Secondary Mathematics Department
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Intended Learnings• What mathematics feedback
processes are applicable and possible at your campus?
• How will revision and redemption look in classes at your campus?
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Grading QuestionI have the following grading practices:
1) Allow corrections on assessments/assignments
2) Use a 4 point system
3) Use a 100 point system
4) Have some assessments with students in groups
5) Allow late work to be turned in
6) Have students come in for tutoring/corrections
7) Students grade their own work
8) Students monitor their own progress
9) Some of the above
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Assessment For Learning QuestionWhat do you know about Assessment For Learning?
A) I have heard/read about AFLB) I am trying AFL in my classroomC) I am working with other teachers on
using AFLD) I am working with my department on
using AFLE) I am wondering about AFLF) Other
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A Different Way of AssessmentClassroom Assessment: Minute by Minute, Day by Day
1. Clarify and Share Intentions2. Engineer Effective Discussion3. Feedback that Moves Learners4. Activate Student Ownership5. Students as Instructional Resources6. Evidence of Learning to Adapt Instruction
Discuss what you think of feedback that moves learners forward with a partner, citing text evidence.
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Activating Background KnowledgeQuick write: What has been your most memorable feedback and how did it affect you? Please record thoughts on your handout.
Share with a partner.
Feedback Quick Write:
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Feedback QuestionWhat kind of feedback is on your campus? A) Teacher verbal feedbackB) Teacher grades onlyC) Teacher grades/written feedback (corrections, hints,
etc.)D) Teacher grades/written feedback (questions)E) Teacher written feedback only in the form of
questionsF) Student written/verbal feedbackG) Some of the aboveH) Other
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Revision QuestionWhat kind of ‘revision process’ do you have?
A) Corrections on assessments
B) Make up tests, assignments, etc.
C) Extra assignments
D) Drop lowest grade(s)
E) Some of A-D
F) None
G) Other
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How does
Assessment for Learning
and
Building a Culture of Revision & Redemption
promote
Mathematics feedback that enables student ownership of learning?
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Building a Culture of Revision & Redemption
Students need “opportunities to revise and re-do around standards” in order to create a
“culture of revision and redemption…”
April 3, 2006
Dr. Linda Darling Hammond to AISD redesign teacher representativesRead more about Adaptive Pedagogy at: http://www.schoolredesign.net/srn/server.php?idx=226
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Type Purpose Roles & Responsibilities
Formative“Assessment for Learning”
Improve learning
Inform instruction
Student & Teacher
Summative“Assessment of Learning”
Grading
Placement
Promotion
Accountability
Teachers & external tests
External tests (& teacher)
Classroom Assessment and the National Science Education Standards (National Research Council); p 20
Types, Purposes, Roles & Responsibilities for Different Kinds of Assessments
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Importance of Formative Assessment to Student Achievement
There is a body of firm evidence that formative assessment is an essential feature of classroom work and that development of it can result in large learning gains.
Black & Wiliam, p. 148.
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Research: Butler - On FeedbackOverview
• 132 students aged 12 from 12 classes in 4 schools
• Selected top 25% and bottom 25% for data analysis
Experiment
• All students given same teaching by two teachers
• All students given same aims and criteria, asked to produce the same work for marking
• Divided students into 3 groups (within each class): A, B, and C
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Research: Butler - Study Design
Group Feedback Level Pre/Post Results Interest
A Comments Only
High
Low
B Marks OnlyHigh
Low
C Marks and Comments
High
Low
Butler, Ruth, 1988. Enhancing and undermining intrinsic motivation: The effects of task-involving and ego-involving evaluation on interest and performance. British Journal of Educational Psychology, 58, pp. 1-14.
Gain/Positive
No Gain/Neutral
Loss/Negative
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Feedback comments should include…
• Individualized information which relates specifically to aspects of the task; and
• Suggestions for improvement.
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What do you think they found?1. Discuss the study with your table group.2. Based on your experience, predict the results (Pre/Post
Results and Interest) for each sample.3. Place a dot (see below) in each column based on your
discussion.
Dot Color Pre/Post Results Interest
Green Gain Positive
Blue No Gain Neutral
Red Loss Negative
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What do you think they found?
Group Feedback Level Pre/Post Results Interest
A Comments Only
High
Low
B Marks Only High
Low
C Marks and Comments
High
Low
Butler, Ruth, 1988. Enhancing and undermining intrinsic motivation: The effects of task-involving and ego-involving evaluation on interest and performance. British Journal of Educational Psychology, 58, pp. 1-14.
Green: Gain Positive
Blue: No Gain Neutral
Red: Loss Negative
GainGain
No GainNo GainNo GainNo Gain
PositivePositivePositiveNegativePositiveNegative
Pre/Post Interest
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Mathematics feedback that enables student ownership of learning
• Researched in AISD Spring 2008• 4 high school and 1 middle school
mathematics teacher• Three kinds of feedback (without grades):
1) Teacher verbal feedback2) Teacher written feedback3) Student written feedback
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Teacher Written
Feedback Example
What do you notice about this teacher written feedback?
How does this feedback enable revisions?
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Teacher Written
Feedback Example
What do you notice about this teacher written feedback?
How does this feedback enable revisions?
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Teacher Written Feedbacka) Start on something small and meaningful, like quizzes.
b) The assessment items had to be rigorous (i.e. have multiple strategies) and not an easy number to determine their score
c) Too many comments shut students down so make sure commenting on the mathematics goals.
d) If providing feedback on more than one revision, have students revise on a separate sheet of paper stapled to the original.
e) Sometimes students needed additional support with revisions so some teachers allowed students to work together, to come in for individual assistance, to work on revisions in a revision ‘station’ about once a week, etc.
f) Record a grade in pencil in the grade book. Give students a reasonable revision process/amount of time.
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Teacher Written Feedback• Feedback
Starters
• Assessing & Advancing Questions
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Try it! Teacher Written FeedbackUse the Feedback Student Work Samples to practice
some teacher written feedback.
1) Do the mathematics work yourself. Think of other ways students might solve the problem.
2) Review Student work samples A-C. With a partner, write for each sample:
a) an ‘Assessing & Advancing’ question orb) a ‘Noticing & Wondering’
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Student Written Feedback• Generate a ‘N & W’ Criteria Chart with
students• Generate a ‘N & W’ T-Chart with students
on a class task; keep it publicly displayed• Have student groups do ‘N & W’s’ on the
work of another group (T-Chart or Post-it)• Have students revise their work• Review/adjust the ‘N & W’ Criteria Chart
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Class N&W: Progress over 2 tasks
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‘Noticings & Wonderings’
with post-it notes on group work
poster and individual
student reflection
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Feedback QuestionConsidering ‘Revision and Redemption’ what are the
next steps in your classrooms? A) Explore Assessment For Learning ideasB) Incorporate formative & summative Clicker
assessment questionsC) Implement effective teacher verbal feedbackD) Develop a teacher written feedback processE) Develop a student written feedback processF) Some of the aboveG) I’m wondering….I need more informationH) We’re fine the way we are in the 20th century,
thank you.
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Intended Learnings
Please fill out the Exit Slip to give me feedback.
Thank you!
• What feedback processes and applicable and possible at your campus?
• How will revision and redemption look in mathematics classes at your campus?
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