1. Inquiry Project: How do students ’ perceive feedback and assessment and what value do they attribute to them?

2. Inspiration & Purpose Inspiration: Achievement gaps Apathetic learners Students becoming the grade Purpose: To determine how their perceptions of feedback and assessment shape them as learners in order to create moments of meaning in our classrooms.

3. Resources Personal teaching experiences 3 scholarly, peer-evaluated articles Student survey via Survey Monkey Phone interviews Informal conversations in the community Oovoo interview with Technology Director of a large urban school district in Texas

4. 1. Segers, M. and Tillema, H. How do Dutch secondary teachers and students conceive the purpose of assessment? Studies in educational evaluation, 37 (2001) 49-54. Purpose: –Benefit class climate –Hold students accountable for learning –Improve learning Purpose: –Way of ranking students –Improve learning –Assigning a grade –Motivation to learn –Validate what I have learned

5. 1. Segers, M. and Tillema, H. How do Dutch secondary teachers and students conceive the purpose of assessment? Studies in educational evaluation, 37 (2001) 49-54. Affect: –Do not ignore –Do not throw away –Create self-image of themselves as learners –Personal enjoyment Affect: –not always representative of what I know –Do not throw away or ignore –Either motivates or demotivates –Become what that grade says I am –Makes me not enjoy learning

6. Students need individual or small group feedback on their work in order to be able to learn how to improve Students need points within the learning process to check for understanding prior to moving to the next step Written feedback the most useful form of feedback because it can be revisited key problem with feedback is that students are expected to interpret it themselves 2. Holmes, K. and Papageorgiou, G. (2009). Good, bad and insufficient: Students’ expectations, perceptions and uses of feedback. Journal of hospitality, leisure, sport & tourism education, 8 (1), 85-96.

7. three conditions for effective feedback: –(a) students need to understand the standards required –(b) they need to compare their work with these standards –(c) finally they need to take action to close the gap

8. 2. Holmes, K. and Papageorgiou, G. (2009). Good, bad and insufficient: Students’ expectations, perceptions and uses of feedback. Journal of hospitality, leisure, sport & tourism education, 8 (1), 85-96. I think feedback is useful when you can go and see academic staff before you submit the work to see roughly where you ’ re at. I ’ m a very stubborn person. I feel that my work is good … if you can justify why my work is not good then I will accept it. Here ’ s one project … this year and I got a feedback form and all the way down it said good, good, good but then my work was 63 and to my mind a ‘ good ’ is a first. Feedback is very important especially in your first assignment … I came from a university where … I was used to getting 85, 90 and then I ’ m coming here and I get 62 and I was shocked. One year is so little time to understand what the teacher expects from you.

9. Evans, C. and Waring, M. (2011). Exploring students’ perceptions of feedback in relation to cognitive styles and culture. Research papers in education. 26:2, 171-190. Cognitive styles mediate how we make sense of information students need time to discuss their assessment/feedback in order to fully understand how to use it teacher and group feedback were the most influential in helping students to attain learning targets Students prefer to receive positive feedback prior to receiving critical feedback

10. Survey Monkey

11. Survey Monkey: Self-perception

12. Survey Monkey: How I Learn…

13. What my students had to say That getting a poor assessment doesn ’ t make you stupid, and you should read the handwritten feedback to improve and also discuss with the teacher why you got that grade. I would like to see more opportunities to see where I am at before taking a huge test that is half my grade. I don't think that teachers should fully rely on assessments because there are students who don't test well but know the information. I would tell teachers to when using assessments take all the data from all the assessments and graph it to help students look at what everyone is have trouble with so that they under stand it is just not them.

14. Technology Director Notes: Creating a Virtual Space Adhere to district technology policies Research sites to match your needs For student safety make sure that it is a closed community Provide time and space for all students who do not have access outside of school Be consistent –Time –Expectations –Use

15. Points to Consider Plan multiple moments of formative feedback during a lesson Create an ongoing community dialogue about learning goals and how to achieve them Create dynamic lessons that incorporate various modes of learning Utilized peer feedback to help build understanding Provide time to discuss feedback with students Communicate learning goals and expectations clearly and often

16. Using the Research to Create Genres Genre 1: Lesson Plan Genre 2: Student Handouts (lesson plan implementation) Genre 3: Blog Plan (taking my classes to the Internet)