1. Setting Objectives and Providing Feedback

2. Setting Objectives Three Generalizations Instructional goals narrow what students focus on Can have a negative effect: if students are too focused on goal, they may not synthesize information not specifically related to the goal.

3. Setting Objectives Three Generalizations Instructional goals should not be too specific Goals written in behavioral objective format (The student will be able to…) are too specific and show only moderate gain. Rather, goals should be broad standards. QCC vs. GPS.

4. Setting Objectives Three Generalizations Students should be encouraged to personalize the teachers goals Based on teachers broad goals, students should be encouraged to create goals based on their personal needs. Contracts.

5. RESEARCH RESULTS FOR GOAL SETTING RESEARCH RESULTS FOR GOAL SETTING (p. 114)

6. Setting Objectives Specific but Flexible Goals I want to know… I want to know more about…

7. ILLUSTRATION 1: SET SPECIFIC YET FLEXIBLE GOALSILLUSTRATION 1: SET SPECIFIC YET FLEXIBLE GOALS (p. 107)

8. Setting Objectives Contracts Teachers give broad goals & timeline for unit. Students sign contracts outlining their progress over a given time.

9. ILLUSTRATION 2: CONTRACT FOR GOALSILLUSTRATION 2: CONTRACT FOR GOALS (p. 107)

10. Providing Feedback Four Generalizations Feedback should be corrective in nature Provide students with explanation of what is correct & what is incorrect. Simply telling students that a test answer is right or wrong can have negative effect.

11. Providing Feedback Four Generalizations Feedback should be timely Feedback given immediately after a testing situation is best. Longer delays in providing feedback = less improvement in achievement. Feedback in the form of tests shows greatest benefit when given one day after content is taught.

12. Providing Feedback Four Generalizations Feedback should be specific to a criterion Feedback is most useful when it references a specific level of skill or knowledge. Rubrics. Feedback that is norm-referenced provides students with little information.

13. Providing Feedback Four Generalizations Students can effectively provide some of their own feedback Self-evaluation Peer-evaluation

14. RESEARCH RESULTS FOR PROVIDING FEEDBACK RESEARCH RESULTS FOR PROVIDING FEEDBACK (p. 116)

15. RESEARCH RESULTS FOR CORRECTIVE FEEDBACK RESEARCH RESULTS FOR CORRECTIVE FEEDBACK (p. 117)

16. GENERAL RUBRIC FOR INFORMATIONGENERAL RUBRIC FOR INFORMATION (p. 109)

17. ILLUSTRATION 3: RUBRIC FOR INFORMATIONILLUSTRATION 3: RUBRIC FOR INFORMATION (p. 110)

18. GENERAL RUBRIC FOR PROCESS AND SKILLSGENERAL RUBRIC FOR PROCESS AND SKILLS (p. 109)

19. ILLUSTRATION 4: RUBRIC FOR SKILLS OR PROCESSESILLUSTRATION 4: RUBRIC FOR SKILLS OR PROCESSES (p. 111)

20. Additional Resources RubiStar – rubric templates http://rubistar.4teachers.org/index.php Also available as a link from the Teacher Resources page on the DHS website Coil, C. & Merritt, D. (2001). Solving the Assessment Puzzle Piece by Piece. Marion, IL: Pieces of Learning. PRO 372.126 COI Fiderer, A. (1999). 40 Rubrics & Checklists to Assess Reading and Writing. NY: Scholastic. PRO 372.6044 FID Other books available from DHS Professional Collection and DCSS Professional Library

21. Bibliography Marzano, R. J., Pickering, D. J., & Pollock J. E. (2001). Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development. Marzano, R. J., Gaddy, B. B., & Dean, C. (2000). What works in classroom instruction. Aurora, CO: Mid- continent Research for Education and Learning. Online version: http://www.mcrel.org/PDF/Instruction/5992TG_What_Works.pdf