Using Descriptive Feedback to Improve Student Achievement

Thursday, May 3, 2007

Presenters:

Jeanne DeHaro- Milwaukee Public Schools-Teacher

Pandora Bedford- Milwaukee Public Schools- Mathematics

Teaching Specialist

Ingrid Henry- Milwaukee Public Schools-Teacher

Geen Lake Conference- Descriptive Feedback Presentation

Goals for the session (A, B, and C)

  1. (OH) Understand the Difference Between Evaluative and Descriptive Feedback-
  1. Ask the participants to explain the difference between evaluative anddescriptive feedback and chart their responses. (Partner discussion)
  2. (OH) Descriptive Feedback tells what they’ve done well and what they need to do to improve. Evaluative Feedbackprovides language for students and teachers based on evidence of the student’s level of achievement.
  3. (OH) Give green “Descriptive or Evaluative Feedback?” sheet. Do it by yourself. Discuss with neighbors. Whole group. Go back to the chart to connect their ideas.
  4. (OH) Closing quote- Effective Feedback… will help kids to know what to do after the feedback. Motivational Feedback… without helpto improve, it is an empty promise.

B. (OH) Understand That CABS Must be Aligned With Learning Targets and Descriptors.

  1. (OH) Define CABS. (A CABS is a classroom assessment that gives you a snapshot of a big idea. It is meant for formative instruction.)
  2. Hand out a blank copy of Gr. 2 formative assessment (N&O). Have them complete the CABS individually.
  3. Ask participants: What is the mathematics that this assessment addresses?
  4. Pass out theGr. 2Learning Target #1 and descriptors to participants. Define targets.(MPS- “umbrella ideas” for math strands) Define descriptors.Why are descriptors important?... They are based on the WI State Standards. TCB McGraw Hill uses them to generate test questionsfor the WKCE!!. (Every CABS does not have all of the descriptors!!! The descriptors get included in our teaching even if not individually tested. Descriptors are not a checklist for instruction.) To which descriptors does this CABS align? (T.1 & D.1, 8, 9,15)
  1. Understand How to Provide Descriptive Written Feedback on Student Work(Make sure 8 charts are up for students 1, 2, 3, and 4- one for each of the two parts of the CABS to write descriptive feedback.)
  1. (OH) Pass out Key Features of Expectations sheet. What are some key features that demonstrate evidence of understanding? As a whole group, complete key features on the overhead that demonstrate evidence of understanding for exercises 1&2.
  2. Pass out yellow folders with student work samples 1-4. Ask participants to look at sample 1. Do student 1 with the whole group to provide practice. (Remember to tell what they did well and what they need to do to improve.) Chart feedback.
  3. (Video)- Shows students giving descriptive feedback for question #1.
  4. Have participants work in groups of five. Each group focus on student work samples 2,3, and 4. Using post-its, participantswill write descriptive feedback and share their feedback with their group. Each group will come to consensus of the descriptive feedback for the student work samples. (Remember…tell what they did well and what they need to improve on.) Each group will record 1 descriptive feedback on each chart paper. Each group should use a different color marker when charting.
  5. Share and discuss descriptive feedback.
  6. Revisit original chart on descriptive feedback vs. evaluative feedback.
  7. Run video showing highlights of students providing feedback for question #2.

(OH) Instructional Summary – What are some BIG ideas about the things that we did today to improve instruction? (Descriptive vs. Formative, alignment of CABS to targets and descriptors, key features of expectations, work samples, and video samples of students giving descriptive feedback.) How can this activity help your instructional practice and enhance student learning?

(OH)Close with quotes from Striggins.

Session Goals:

To foster a common understanding of evaluative and descriptive feedback

To build an understanding of the alignment between MPS Learning Targets, State Descriptors, and CABS

To understand the process of developing descriptive feedback

What is the difference between descriptive and evaluative feedback?

Descriptive feedback helps students to understand what they have accomplished and what they need to work on.

Evaluative feedback provides language for students and teachers based on evidence of the student’s level of achievement.

What is the mathematics that this assessment addresses?

What are some BIG things that we did today?

What did you learn about descriptive feedback?

Effective feedback…will help kids know what to do after the feedback.

Motivational feedback…without help to improve, is an empty promise.

Directions:

  1. Analyze student work samples
  1. Individually write descriptive feedback on post-it
  1. Share feedback with group
  1. Come to consensus of descriptive feedback for student work samples
  1. Chart your group’s descriptive feedback

Key Features of Expectations

(What are some key features that demonstrate evidence of understanding?)

Exercise #1 Exercise #2