1. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

2. Responsive Action: Feedback, Part 2

3. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel ORAL WRITTEN Ways of Providing Feedback Slide 1 Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

4. In the moment A juncture point during the lesson After the lesson Timing of Feedback Slide 2 Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

5. Feedback is only formative if it is used by students Teachers must allow time for students to use feedback Using Feedback Slide 3 Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

6. “Your design shows that you are clear about what you want to measure, and you have listed four factors that should remain constant in your test and one that will change. There is one other factor that must remain constant. You are planning to measure the time that parachutes of different sizes take to fall to the ground. Can you review your plan and think about what else needs to be constant? I'll be back in a few moments to hear your ideas.” Oral Feedback – In the Moment Slide 4 (Heritage, 2010)

7. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Using Oral Feedback Slide 5 “Your design shows that you are clear about what you want to measure, and you have listed four factors that should remain constant in your test and one that will change. There is one other factor that must remain constant. You are planning to measure the time that parachutes of different sizes take to fall to the ground. Can you review your plan and think about what else needs to be constant? I'll be back in a few moments to hear your ideas.” Student use of feedback  Student reviewed his plan and realized that the height from which the parachute is dropped needs to be constant. He revised his design to include that information. (Heritage, 2010)

8. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Written Feedback – After Lesson Slide 6 LEARNING GOALSUCCESS CRITERIA 1.I can set up the problem in the paragraph 2.I can include contrasting imagery and action in the paragraph to create an engaging scenario 3.I can use vivid vocabulary to make the contrasts powerful Write an opening paragraph that introduces a problem and uses contrasting imagery and/or actions to create an engaging scenario

9. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Teacher feedback  Samantha, the contrast of the blood curdling screech vs. the still quietness of the night is powerful and engaging. How can you highlight the contrast between the bird and the children? (Adapted from Clarke, 2005) Written Feedback – After Lesson Slide 7 It was a freezing night in First Falls…The old, grey walls glistened in the moonlight. There was a blanket of frost covering the whole parking lot, it was as if the whole place was a crystal. Max and Jenny had escaped from their beds to catch the culprit – Mr. Pedding. Abruptly, a blood curdling screech invaded the still quietness. Max spun around to see a huge bird, bigger than an eagle, bigger even than a full grown human being. Its dark shadowy figure came lumbering towards them, getting closer and closer. Before they knew it, the creature had snatched Jenny and sped off with her, while Max watched in horror, speechless and motionless.

10. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Student’s use of feedback (sentence revision)  “Max spun around to see a huge bird, bigger than an eagle, larger than an adult human being, dwarfing the delicate children, making them seem inadequate.” (Adapted from Clarke, 2005) Using Written Feedback Slide 8 It was a freezing night in First Falls…The old, grey walls glistened in the moonlight. There was a blanket of frost covering the whole parking lot, it was as if the whole place was a crystal. Max and Jenny had escaped from their beds to catch the culprit – Mr. Pedding. Abruptly, a blood curdling screech invaded the still quietness. Max spun around to see a huge bird, bigger than an eagle, larger than an adult human being, dwarfing the delicate children, making them seem inadequate. Its dark shadowy figure came lumbering towards them, getting closer and closer. Before they knew it, the creature had snatched Jenny and sped off with her, while Max watched in horror, speechless and motionless.

11. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Try It Out Collect samples of student work where students have used the feedback you provided. In your TLC, discuss the students’ use of feedback: Did the feedback result in improvements? If so, how? Are you satisfied with the feedback you provided? How can you improve the quality of your feedback? Slide 9 Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

12. Decisions, Decisions?! Slide 10 Feedback? Instruction and Feedback? Instruction?

13. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Heritage & Niemi, 2006 T: I see you have used a whole number counting strategy here. Can you think of another strategy? (Teacher moves on to another student) S: Okay, I’ll try. (Student thinks for several minutes, then raises his hand to get the teacher’s attention) S: I don’t know another strategy. Can you give me an example or an idea? T: I have just seen that Diana has used the same strategy as you have. Let’s meet at the table now and talk about your strategies. Teacher Decisions Slide 11

14. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel Your Turn In small groups, discuss: When is instruction more appropriate than feedback? When is feedback more appropriate than instruction? When is feedback combined with instruction most appropriate? Slide 12 Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel

16. On a scale of 1 to 5, rate the degree to which you have met the Module 5 success criteria (1 = not at all, 3 = somewhat, 5 = to a great extent): Explain why teachers should take responsive action Explain how teachers can take responsive action Describe the characteristics of effective feedback Explain desired consequences of students’ use of feedback Check Your Learning

17. Copyright © 2012 Assessment and Accountability Comprehensive Center & North Central Comprehensive Center at McRel