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Texas ASCD 10/21/2008 Mathematics Feedback that enables student ownership

of learning & promotes ‘Revision & Redemption’

Norma Jost & Jeff Davis

Austin ISD Secondary Mathematics Department

njost@austinisd.org

jeffrey.davis@austinisd.org

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Intended Learnings• What mathematics feedback

processes are applicable and possible at your campus?

• How will revision and redemption look in classes at your campus?

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Grading QuestionI have the following grading practices:

1) Allow corrections on assessments/assignments

2) Use a 4 point system

3) Use a 100 point system

4) Have some assessments with students in groups

5) Allow late work to be turned in

6) Have students come in for tutoring/corrections

7) Students grade their own work

8) Students monitor their own progress

9) Some of the above

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Assessment For Learning QuestionWhat do you know about Assessment For Learning?

A) I have heard/read about AFLB) I am trying AFL in my classroomC) I am working with other teachers on

using AFLD) I am working with my department on

using AFLE) I am wondering about AFLF) Other

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A Different Way of AssessmentClassroom Assessment: Minute by Minute, Day by Day

1. Clarify and Share Intentions2. Engineer Effective Discussion3. Feedback that Moves Learners4. Activate Student Ownership5. Students as Instructional Resources6. Evidence of Learning to Adapt Instruction

Discuss what you think of feedback that moves learners forward with a partner, citing text evidence.

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Activating Background KnowledgeQuick write: What has been your most memorable feedback and how did it affect you? Please record thoughts on your handout.

Share with a partner.

Feedback Quick Write:

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Feedback QuestionWhat kind of feedback is on your campus? A) Teacher verbal feedbackB) Teacher grades onlyC) Teacher grades/written feedback (corrections, hints,

etc.)D) Teacher grades/written feedback (questions)E) Teacher written feedback only in the form of

questionsF) Student written/verbal feedbackG) Some of the aboveH) Other

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Revision QuestionWhat kind of ‘revision process’ do you have?

A) Corrections on assessments

B) Make up tests, assignments, etc.

C) Extra assignments

D) Drop lowest grade(s)

E) Some of A-D

F) None

G) Other

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How does

Assessment for Learning

and

Building a Culture of Revision & Redemption

promote

Mathematics feedback that enables student ownership of learning?

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Building a Culture of Revision & Redemption

Students need “opportunities to revise and re-do around standards” in order to create a

“culture of revision and redemption…”

April 3, 2006

Dr. Linda Darling Hammond to AISD redesign teacher representativesRead more about Adaptive Pedagogy at: http://www.schoolredesign.net/srn/server.php?idx=226

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Type Purpose Roles & Responsibilities

Formative“Assessment for Learning”

Improve learning

Inform instruction

Student & Teacher

Summative“Assessment of Learning”

Grading

Placement

Promotion

Accountability

Teachers & external tests

External tests (& teacher)

Classroom Assessment and the National Science Education Standards (National Research Council); p 20

Types, Purposes, Roles & Responsibilities for Different Kinds of Assessments

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Importance of Formative Assessment to Student Achievement

There is a body of firm evidence that formative assessment is an essential feature of classroom work and that development of it can result in large learning gains.

Black & Wiliam, p. 148.

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Research: Butler - On FeedbackOverview

• 132 students aged 12 from 12 classes in 4 schools

• Selected top 25% and bottom 25% for data analysis

Experiment

• All students given same teaching by two teachers

• All students given same aims and criteria, asked to produce the same work for marking

• Divided students into 3 groups (within each class): A, B, and C

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Research: Butler - Study Design

Group Feedback Level Pre/Post Results Interest

A Comments Only

High

Low

B Marks OnlyHigh

Low

C Marks and Comments

High

Low

Butler, Ruth, 1988. Enhancing and undermining intrinsic motivation: The effects of task-involving and ego-involving evaluation on interest and performance. British Journal of Educational Psychology, 58, pp. 1-14.

Gain/Positive

No Gain/Neutral

Loss/Negative

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Feedback comments should include…

• Individualized information which relates specifically to aspects of the task; and

• Suggestions for improvement.

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What do you think they found?1. Discuss the study with your table group.2. Based on your experience, predict the results (Pre/Post

Results and Interest) for each sample.3. Place a dot (see below) in each column based on your

discussion.

Dot Color Pre/Post Results Interest

Green Gain Positive

Blue No Gain Neutral

Red Loss Negative

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What do you think they found?

Group Feedback Level Pre/Post Results Interest

A Comments Only

High

Low

B Marks Only High

Low

C Marks and Comments

High

Low

Butler, Ruth, 1988. Enhancing and undermining intrinsic motivation: The effects of task-involving and ego-involving evaluation on interest and performance. British Journal of Educational Psychology, 58, pp. 1-14.

Green: Gain Positive

Blue: No Gain Neutral

Red: Loss Negative

GainGain

No GainNo GainNo GainNo Gain

PositivePositivePositiveNegativePositiveNegative

Pre/Post Interest

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Mathematics feedback that enables student ownership of learning

• Researched in AISD Spring 2008• 4 high school and 1 middle school

mathematics teacher• Three kinds of feedback (without grades):

1) Teacher verbal feedback2) Teacher written feedback3) Student written feedback

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Teacher Written

Feedback Example

What do you notice about this teacher written feedback?

How does this feedback enable revisions?

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Teacher Written

Feedback Example

What do you notice about this teacher written feedback?

How does this feedback enable revisions?

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Teacher Written Feedbacka) Start on something small and meaningful, like quizzes.

b) The assessment items had to be rigorous (i.e. have multiple strategies) and not an easy number to determine their score

c) Too many comments shut students down so make sure commenting on the mathematics goals.

d) If providing feedback on more than one revision, have students revise on a separate sheet of paper stapled to the original.

e) Sometimes students needed additional support with revisions so some teachers allowed students to work together, to come in for individual assistance, to work on revisions in a revision ‘station’ about once a week, etc.

f) Record a grade in pencil in the grade book. Give students a reasonable revision process/amount of time.

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Teacher Written Feedback• Feedback

Starters

• Assessing & Advancing Questions

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Try it! Teacher Written FeedbackUse the Feedback Student Work Samples to practice

some teacher written feedback.

1) Do the mathematics work yourself. Think of other ways students might solve the problem.

2) Review Student work samples A-C. With a partner, write for each sample:

a) an ‘Assessing & Advancing’ question orb) a ‘Noticing & Wondering’

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Student Written Feedback• Generate a ‘N & W’ Criteria Chart with

students• Generate a ‘N & W’ T-Chart with students

on a class task; keep it publicly displayed• Have student groups do ‘N & W’s’ on the

work of another group (T-Chart or Post-it)• Have students revise their work• Review/adjust the ‘N & W’ Criteria Chart

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Class N&W: Progress over 2 tasks

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‘Noticings & Wonderings’

with post-it notes on group work

poster and individual

student reflection

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Feedback QuestionConsidering ‘Revision and Redemption’ what are the

next steps in your classrooms? A) Explore Assessment For Learning ideasB) Incorporate formative & summative Clicker

assessment questionsC) Implement effective teacher verbal feedbackD) Develop a teacher written feedback processE) Develop a student written feedback processF) Some of the aboveG) I’m wondering….I need more informationH) We’re fine the way we are in the 20th century,

thank you.

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Intended Learnings

Please fill out the Exit Slip to give me feedback.

Thank you!

• What feedback processes and applicable and possible at your campus?

• How will revision and redemption look in mathematics classes at your campus?