Cassendra Erkens... encore...

J’ai tellement aimé l’atelier de ce matin présenté par Cassendra Erken que j’ai décidé de poursuivre en après-midi ma formation en évaluation des apprentissages avec une autre présentation intitulée ; « B+ » Isn’t Enough Meaningful Feedback.

Voici donc un résumé de mes notes…
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Who is the number-one instructional decision-maker with assessment data? Is the student…They will opted-in or opted-out…

Given that, what should we be doing with feedback as assessment data in order to provide opportunities for student success?

“Assessment tools that calculate solely how well student achievement measures up to the standards, however reliable, will not suffice. Assessment must serve as a vehicle for improving the quality of learning for every student.” National Research Council 2001

Who give feedback? Teachers, peers, self, external expert(s)/consumers…

How to judge the work, not the person? Assessment will put kids in or kick them out. It’s a powerful tool. We could ask a kid to weight-up on a scale every day. Unless we do something with the information, there will be no change…

Feedback from teachers; when we mark a test we need to ask ourselves…Would he be able to fix it? Can he identify his strengths, isolate his weakness, tells him how to improve his work and can he successful and independently set goals to address his learning gap. This is how we get them involved.

Understanding feedback from personal experience: bad feedback received VS good feedback received. Feedback should be; constructive and gives some clarity of what I need to improve, has to be detail and specific, there is opportunity for growth, is sincere, it need to be focused and manageable, specific, timely, trustworthy, verbal (does’t always to be written…), respect the proximal development zone of the student, know the learner…This is what the research says…

Take a day and count the evaluative comments…We are very evaluation oriented in our conversation…

You need to connect with student so they hear you (Not like Charlie Brown Teacher…)

“Truth without grace will destroy me. Grace without truth will deceive me. Graceful truth is how I will grow.

Descriptive VS Evaluative … How can we be more descriptive feedback? You start with what is excellent and then what I see as an assessor…

Celebration and Stretch Points

Affirmation and Recommendations

Feedback with a rubric…
You can develop a rubric with 4 levels on competency who all have 3 targets each of which have a dot (bullet). When you evaluate for learning, you need on the first step give feedback on 2 dots only. The next step, you could have to 6 dots an on the next step all the 12 dots…

Working with Data Sheets: Plus/Delta Data Sheets…Teacher model the process by using Plus/Delta at the end of each week for student feedback on the instruction

You can have class-assigned codes…

Self assessment is important.;
- describe what’s happening
- write a statement of fact
- identify the potential root causes for that fact
- select a cause that seems appropriate to your experience
- write a personal goal to address that cause

Create a sheet with a PDGA Cycle
Plan, Do, Act & Check….Have the student fill them like a journal…at any level…

Another idea is to create a check list could be all questions with 4 rows and have the students check…Right, wrong, simple misstate, understand… Students have a chance to close their own gap that they didn’t master…