SCIENCE CAPACITY DEVELOPMENT AND SCHOOL REFORM ACCOUNTABILITY Utilizing Assessments for Descriptive Feedback SCIENCE CAPACITY DEVELOPMENT AND SCHOOL REFORM ACCOUNTABILITY School District of Palm Beach County 1

Agenda Defining descriptive feedback Effective vs. ineffective feedback Analyzing descriptive feedback example Strategies for descriptive feedback Student tools Student sample activity 2

Norms  Tend to personal needs Open your mind to new information Organize your thoughts by writing or drawing Listen respectfully to your colleagues Share your ideas 

Our Philosophy Students must know what the target is if they are expected to hit it. Students should know where they are in relationship to the target. Clear communication of goals should be on an individual and personal basis.

SAL-P Individual Student Report Student Name ID This is an example of the report that students can receive when being informed of their individual scores. It can be generated from the Educational Data Warehouse or EDW. As you can see, it contains most recent student FCAT and SRI Lexile scores. Diagnostic Predicted Level is based on a student’s performance on the Fall and Winter Diagnostic Tests.

What should your FCAT/SSS Science Scale Score goal be? A Scale Score at Level 3 or above. Grade Level 1 Level 2 Level 3 Level 4 Level 5 5 100-272 273-322 323-376 377-416 417-500 8 100-269 270-324 325-386 387-431 432-500 11 100-278 279-323 324-379 380-424 425-500 What should your FCAT Science Scale Score be? (click) Level 3 is considered the FCAT on-grade proficiency level. (click) Therefore, your goal should be to score Level 3 or above. (click) For example, if you are in 5th grade, (click) your science scale score goal should be from (click) 323 to 500. (click) This score describes your achievement of the SSS benchmarks in science. It is based on what you are expected to know at your grade level.

What is your definition of descriptive feedback? 7

What is descriptive feedback? Focuses on providing information to the student with the goal of improving what is being addressed. Allows the student to adjust and revise their thinking. It is conversational, less formal and is not judgmental or evaluative. Feedback is ongoing and cyclical. It describes to the student where they are in comparison to where they need to be. It also provides a road map of how to get to the desired goal. Students should be able to see their own progress

Feedback is a conversation…… “Here is how close you are to the knowledge or skills you are trying to develop and here’s what you need to do next.” Feedback is only effective when it translates into a clear, positive message that students can understand

Assessment FOR Learning has 3 major components: How can we provide assessment experiences for students that will start them on an “upward spiral?” Assessment FOR Learning has 3 major components: Accurate Information Descriptive Feedback Student Involvement

Setting up for success Setting the purpose Student friendly rubrics Contrasting student samples Focus on one skill vs. several skills Be positive and specific Provided in a timely manner If we want students to be successful, we need to make sure we set the stage for this to happen. Students need to know the purpose of the assignment, explaining why and how the assignment relates to their lives helps them be better motivated. Rubrics need to be in student friendly language so the student knows what is expected of them. Students always need a sample of what is exemplar and what is not. This helps them gauge were their work is compared to where it needs to be. Only focus on one skill at a time. In order for students to be successful they need time to practice and get a hold on the skill at hand. When the focus is on several skills students can be come overwhelmed resulting in confusion or worse… frustration! Being positive doesn’t mean saying something is good when it’s not, but it does mean describing how the students work matches the criteria. When making suggestions give the students choices. Such as, You many want to put more details about the animals habitat to give the reader a better understanding or you could describe the physical characteristics of the animal in more detail. Which would you like to try first. By giving the student a choice they take ownership and have a specific area that they can improve upon making them feel successful.

Effective Descriptive Feedback Should be specific to how to improve performance Should be timely Should be based on data Should be relevant to the student and their goals Should be clear and concise

Feedback CONTENT can be EFFECTIVE or INEFFECTIVE. Focus Comparison Function Valence (positive) Clarity Specificity Tone

Ineffective Descriptive Feedback Irrelevant General Delayed Overwhelming

Utilizing Descriptive Feedback in Science: Science notebooks Homework assignments Science Projects Reports Research Papers Performance Task Items Presentations

Effective vs. Ineffective? you be the judge In front of you there are two writing pieces I want you to evaluate the effectiveness of the feedback of both pieces Share what you find to be effective or ineffective about each. I’ll give you a few minutes to look over each.

Descriptive Feedback Sample 1: “I love the chart that starts with trees and ends up at the recycling plant (instead of back at more trees). It follows the relevant section of your report and illustrates the complete cycle so clearly! How did you come up with that idea? “ Effective Descriptive Feedback Focus Comparison Function Valence (positive) Clarity Specificity Tone

Descriptive Feedback Sample 2: Ineffective Descriptive Feedback “Your report was the shortest one in the class. You didn’t put enough in it. “ Focus Comparison Function Valence (positive) Clarity Specificity Tone

Do your students look like this? OR

Effective Descriptive Feedback addresses both cognitive and motivational factors. Cognitive factors: Corrective feedback gives specific information students can use. It focuses on their strengths and ways to improve. Motivational factors: Once the students feel they understand what to do and why, a sense of control is developed.

So, how can we give descriptive feedback that is informational as well as motivational?

Descriptive Feedback Strategies

Descriptive Feedback Strategy #1 Model both giving and using feedback: Use think-aloud activities so students see how revisions are made and why Create a classroom environment where feedback is expected and “mistakes” are recognized as opportunities for learning Provide feedback PRIOR to providing the grade

Descriptive Feedback Strategy #2 Be clear about the learning target and the criteria for good work: Use assignments with obvious value and interest Explain to the student why an assignment is given; set a relevant purpose for the work Make directions clear Utilize student friendly rubrics Have students develop their own rubrics or translate yours into student friendly language if appropriate Design lessons that incorporate using the rubrics as students work

Descriptive Feedback Strategy #3 Teach students self and peer assessment skills. This will: Teach students where feedback comes from Increase students’ interest in feedback by helping them to ‘own’ it and track it themselves Answer students’ own questions Develop self-regulation skills, necessary for using any feedback

Student Tools Students can use these tools to help determine and track their own data and feedback.

Descriptive Feedback Strategy #4 Design lessons in which students use feedback on previous work to produce better work: Provide opportunities to redo assignments Give new but similar assignments for the same learning targets Give opportunities for students to make the connections between the feedback they received and the improvement of their work

To keep in mind……. “It is neither the presence nor amount of feedback that increases learning; it is the direct connection to achievement targets that makes the difference.” (Atkin, Black, and Coffey 2001)

How will you know if your feedback was effective? Your students learn; their work improves. Your students become more motivated; they believe they can learn, want to learn and take more control over their own learning. Your classroom becomes a place where feedback is valued and viewed as productive.

Descriptive Feedback Starter Stems

Let’s review some student work and provide feedback! Talking Point: Veteran teachers should be familiar with the setup of short and extended response questions. Slides 47 through 69 are optional but should at least be addressed with new teachers so they can be familiar with the format of short and extended responses. 31

More Science

Math (critical thinking)

Note: Even though performance task items will not be assessed on the 2009-2010 FCAT, they are a critical component of instruction. They assist teachers in understanding a student’s ability to think critically and they prepare students for rigorous question items . DOK level 3 is 25% of the test

Activity: Look at the student sample. What type of corrective feedback would you give this student so that they can improve their response.

Did your Descriptive feedback address these weaknesses? The State’s Descriptive Feedback Did your Descriptive feedback address these weaknesses?

Remember….. You can’t fatten a pig by weighing it. Use assessment data to improve weaknesses and provide descriptive feedback not just to collect information.

In closing descriptive feedback: Motivates students to improve their performance Should be specific, timely and based on data Should be relevant to the student and their goals Should be clear Corrective feedback in not just something that you do, it is something that you model and a tone that you set in your classroom.

“A hero is an ordinary individual who finds the strength to persevere and endure in spite of overwhelming obstacles.” -Christopher Reeve

Science Capacity Development Team Cristian Carranza, Science Manager cristian.carranza@palmbeach.k12.fl.us Shari Bremekamp bremekamp@palmbeach.k12.fl.us William Rizzo rizzow@palmbeach.k12.fl.us Crystal Clark clarkcr@palmbeach.k12.fl.us Adrian Seepersaud seepersaud@palmbeach.k12.fl.us Annmarie Dilbert dilbert@palmbeach.k12.fl.us Amie Souder souder@palmbeach.k12.fl.us Christel Leahy christel.leahy@palmbeach.k12.fl.us Heather Trapani trapanih@palmbeach.k12.fl.us Terrence Narinesingh narinesingh@palmbeach.k12.fl.us Robera Walker robera.walker@palmbeach.k12.fl.us Kirk Nieveen kirk.nieveen@palmbeach.k12.fl.us Paul Wojciechowsky wojciep@palmbeach.k12.fl.us Andrea Reilly reilly@palmbeach.k12.fl.us