40
SCIENCE CAPACITY DEVELOPMENT AND SCHOOL REFORM ACCOUNTABILITY School District of Palm Beach County Utilizing Assessments for Descriptive Feedback

SCIENCE CAPACITY DEVELOPMENT AND SCHOOL REFORM ACCOUNTABILITY

Embed Size (px)

DESCRIPTION

SCIENCE CAPACITY DEVELOPMENT AND SCHOOL REFORM ACCOUNTABILITY. School District of Palm Beach County. Utilizing Assessments for Descriptive Feedback. Agenda. Defining descriptive feedback Effective vs. ineffective feedback Analyzing descriptive feedback example - PowerPoint PPT Presentation

Citation preview

Page 1: SCIENCE CAPACITY DEVELOPMENT AND SCHOOL REFORM ACCOUNTABILITY

SCIENCE CAPACITY DEVELOPMENT AND SCHOOL REFORM ACCOUNTABILITY

School District of Palm Beach County

Utilizing Assessments for Descriptive Feedback

Page 2: SCIENCE CAPACITY DEVELOPMENT AND SCHOOL REFORM ACCOUNTABILITY

Agenda

•Defining descriptive feedback

•Effective vs. ineffective feedback

•Analyzing descriptive feedback example

•Strategies for descriptive feedback

•Student tools

•Student sample activity

Page 3: SCIENCE CAPACITY DEVELOPMENT AND SCHOOL REFORM ACCOUNTABILITY

Norms►Tend to personal needs

►Open your mind to new information

►Organize your thoughts by writing or drawing

►Listen respectfully to your colleagues

►Share your ideas

Page 4: SCIENCE CAPACITY DEVELOPMENT AND SCHOOL REFORM ACCOUNTABILITY

Our Philosophy• Students must know

what the target is if they are expected to hit it.

• Students should know where they are in relationship to the target.

• Clear communication of goals should be on an individual and personal basis.

Page 5: SCIENCE CAPACITY DEVELOPMENT AND SCHOOL REFORM ACCOUNTABILITY

SAL-P Individual Student ReportSAL-P Individual Student Report

Student NameID

Diagnostic PredictedLevel is based on a

student’s performance on the Fall and Winter

Diagnostic Tests.

Page 6: SCIENCE CAPACITY DEVELOPMENT AND SCHOOL REFORM ACCOUNTABILITY

What should your FCAT/SSS Science Scale Score goal be?

A Scale Score at Level 3 or above.

Grade Level 1 Level 2 Level 3 Level 4 Level 5

5 100-272 273-322 323-376 377-416 417-500

8 100-269 270-324 325-386 387-431 432-500

11 100-278 279-323 324-379 380-424 425-500

Page 7: SCIENCE CAPACITY DEVELOPMENT AND SCHOOL REFORM ACCOUNTABILITY

What is your definition of descriptive feedback?

PDCA Instructional Cycle

PLAN

ACT

DO

CHECK

• Data Disaggregation

• Calendar Development• Direct Instructional

Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring

Page 8: SCIENCE CAPACITY DEVELOPMENT AND SCHOOL REFORM ACCOUNTABILITY

What is descriptive feedback?

Feedback…..• Focuses on providing

information to the student with the goal of improving what is being addressed.

• Allows the student to adjust and revise their thinking.

• It is conversational, less formal and is not judgmental or evaluative.

Page 9: SCIENCE CAPACITY DEVELOPMENT AND SCHOOL REFORM ACCOUNTABILITY

“Here is how close you are to the knowledge or skills you are trying to develop and here’s what you need to do next.”

Feedback is a conversation……

Page 10: SCIENCE CAPACITY DEVELOPMENT AND SCHOOL REFORM ACCOUNTABILITY

How can we provide assessment experiences for students that will start them on an “upward

spiral?”

Assessment FOR Learning has 3 major components:

• Accurate Information

• Descriptive Feedback

• Student Involvement

Page 11: SCIENCE CAPACITY DEVELOPMENT AND SCHOOL REFORM ACCOUNTABILITY

Setting up for success

• Setting the purpose• Student friendly rubrics• Contrasting student samples• Focus on one skill vs. several skills• Be positive and specific• Provided in a timely manner

Page 12: SCIENCE CAPACITY DEVELOPMENT AND SCHOOL REFORM ACCOUNTABILITY

Effective Descriptive Feedback

• Should be specific to how to improve performance

• Should be timely

• Should be based on data

• Should be relevant to the student and their goals

• Should be clear and concise

Page 13: SCIENCE CAPACITY DEVELOPMENT AND SCHOOL REFORM ACCOUNTABILITY

Feedback CONTENT can be EFFECTIVE or INEFFECTIVE.

• Focus

• Comparison

• Function

• Valence (positive)

• Clarity

• Specificity

• Tone

Page 14: SCIENCE CAPACITY DEVELOPMENT AND SCHOOL REFORM ACCOUNTABILITY

Ineffective Descriptive Feedback

• Irrelevant

• General

• Delayed

• Overwhelming

Page 15: SCIENCE CAPACITY DEVELOPMENT AND SCHOOL REFORM ACCOUNTABILITY

Utilizing Descriptive Feedback in Science:

• Science notebooks

• Homework assignments

• Science Projects

• Reports

• Research Papers

• Performance Task Items

• Presentations

Page 16: SCIENCE CAPACITY DEVELOPMENT AND SCHOOL REFORM ACCOUNTABILITY

Effective vs. Ineffective? you be the judge

Page 17: SCIENCE CAPACITY DEVELOPMENT AND SCHOOL REFORM ACCOUNTABILITY

Descriptive Feedback Sample 1: “I love the chart that starts with trees and ends up at the recycling plant (instead of back at more trees).

It follows the relevant section of your report and illustrates the complete cycle so clearly! How did you come up with that idea? “

FocusComparisonFunctionValence (positive)ClaritySpecificityTone

Effective Descriptive Feedback

Page 18: SCIENCE CAPACITY DEVELOPMENT AND SCHOOL REFORM ACCOUNTABILITY

Descriptive Feedback Sample 2:

“Your report was the shortest one in the class. You didn’t put enough in it. “

FocusComparisonFunctionValence (positive)ClaritySpecificityTone

Ineffective Descriptive Feedback

Page 19: SCIENCE CAPACITY DEVELOPMENT AND SCHOOL REFORM ACCOUNTABILITY

Do your students look like this? OR

Page 20: SCIENCE CAPACITY DEVELOPMENT AND SCHOOL REFORM ACCOUNTABILITY

Effective Descriptive Feedback addresses both cognitive and motivational factors.

• Cognitive factors:

Corrective feedback gives specific information students can use. It focuses on their strengths and ways to improve.

• Motivational factors:

Once the students feel they understand what to do and why, a sense of control is developed.

Page 21: SCIENCE CAPACITY DEVELOPMENT AND SCHOOL REFORM ACCOUNTABILITY

So, how can we give descriptive feedback that is informational

as well as motivational?

Page 22: SCIENCE CAPACITY DEVELOPMENT AND SCHOOL REFORM ACCOUNTABILITY

Descriptive Feedback Strategies

Page 23: SCIENCE CAPACITY DEVELOPMENT AND SCHOOL REFORM ACCOUNTABILITY

Descriptive Feedback Strategy #1

Model both giving and using feedback:

•Use think-aloud activities so students see how revisions are made and why

•Create a classroom environment where feedback is expected and “mistakes” are recognized as opportunities for learning

•Provide feedback PRIOR to providing the grade

Page 24: SCIENCE CAPACITY DEVELOPMENT AND SCHOOL REFORM ACCOUNTABILITY

Descriptive Feedback Strategy #2

Be clear about the learning target and the criteria for good work:• Use assignments with obvious value and

interest• Explain to the student why an assignment is

given; set a relevant purpose for the work• Make directions clear• Utilize student friendly rubrics• Have students develop their own rubrics or

translate yours into student friendly language if appropriate

• Design lessons that incorporate using the rubrics as students work

Page 25: SCIENCE CAPACITY DEVELOPMENT AND SCHOOL REFORM ACCOUNTABILITY

Descriptive Feedback Strategy #3

Teach students self and peer assessment skills.

This will:

• Teach students where feedback comes from

• Increase students’ interest in feedback by helping them to ‘own’ it and track it themselves

• Answer students’ own questions

• Develop self-regulation skills, necessary for using any feedback

Page 26: SCIENCE CAPACITY DEVELOPMENT AND SCHOOL REFORM ACCOUNTABILITY

Student ToolsStudents can use these tools to help determine and track their own data and feedback.

HOW CLOSE AM I TO MY TARGET?

SUBJ ECT:

Date: Date: Date:

Date: Date: Date:

100%

100% 100%

80%

100% 100%

80% 80%

80% 80%

80%

100%

Data-Feedback-Strategy Method in the CLASSROOM / STUDENT

Name: Subject:

Date: Assessment:

Question f or Simple More I am good at:

# CORRECT Mistake Study

1

2

3

4

5

6

7 To avoid simple mistakes, I must:

8

9

10

11

12

13

14

15 To improve my skill(s), I plan to:

16

17

18

19

20

21

22

23 I am not sure how to learn:

24

25

26

27

28

29

30

Total # CORRECT: My Score/ Grade:

DFSM/C- 2a

Page 27: SCIENCE CAPACITY DEVELOPMENT AND SCHOOL REFORM ACCOUNTABILITY

Descriptive FeedbackStrategy #4

Design lessons in which students use feedback on previous work to produce better work:

• Provide opportunities to redo assignments• Give new but similar assignments for the same

learning targets• Give opportunities for students to make the

connections between the feedback they received and the improvement of their work

Page 28: SCIENCE CAPACITY DEVELOPMENT AND SCHOOL REFORM ACCOUNTABILITY

To keep in mind…….

“It is neither the presence nor amount of feedback that increases learning; it is the direct connection to achievement targets that makes the difference.”

(Atkin, Black, and Coffey 2001)

Page 29: SCIENCE CAPACITY DEVELOPMENT AND SCHOOL REFORM ACCOUNTABILITY

How will you know if your feedback was effective?

• Your students learn; their work improves.

• Your students become more motivated; they believe they can learn, want to learn and take more control over their own learning.

• Your classroom becomes a place where feedback is valued and viewed as productive.

Page 30: SCIENCE CAPACITY DEVELOPMENT AND SCHOOL REFORM ACCOUNTABILITY

Descriptive Feedback Starter Stems

Page 31: SCIENCE CAPACITY DEVELOPMENT AND SCHOOL REFORM ACCOUNTABILITY

Let’s review some student work and provide feedback!

Page 32: SCIENCE CAPACITY DEVELOPMENT AND SCHOOL REFORM ACCOUNTABILITY

More Science

Page 33: SCIENCE CAPACITY DEVELOPMENT AND SCHOOL REFORM ACCOUNTABILITY

Math (critical thinking)

Page 34: SCIENCE CAPACITY DEVELOPMENT AND SCHOOL REFORM ACCOUNTABILITY

Note:

Even though performance

task items will not be

assessed on the 2009-2010

FCAT, they are a critical

component of instruction.

They assist teachers in

understanding a student’s

ability to think critically

and they prepare students

for rigorous question items

.

Page 35: SCIENCE CAPACITY DEVELOPMENT AND SCHOOL REFORM ACCOUNTABILITY

Activity:• Look at the

student sample.

• What type of corrective feedback would you give this student so that they can improve their response.

Page 36: SCIENCE CAPACITY DEVELOPMENT AND SCHOOL REFORM ACCOUNTABILITY

The State’s Descriptive Feedback

Did your Descriptive feedback address these weaknesses?

Page 37: SCIENCE CAPACITY DEVELOPMENT AND SCHOOL REFORM ACCOUNTABILITY

Remember….. You can’t fatten a pig by weighing it.

Use assessment data to improve weaknesses and provide descriptive feedback not just to collect information.

Page 38: SCIENCE CAPACITY DEVELOPMENT AND SCHOOL REFORM ACCOUNTABILITY

In closing descriptive feedback:• Motivates students to improve their

performance

• Should be specific, timely and based on data

• Should be relevant to the student and their goals

• Should be clear

• Corrective feedback in not just something that you do, it is something that you model and a tone that you set in your classroom.

Page 39: SCIENCE CAPACITY DEVELOPMENT AND SCHOOL REFORM ACCOUNTABILITY
Page 40: SCIENCE CAPACITY DEVELOPMENT AND SCHOOL REFORM ACCOUNTABILITY

Science Capacity Development TeamCristian Carranza, Science Manager

[email protected]

Shari [email protected]

William [email protected]

Crystal [email protected]

Adrian [email protected]

Annmarie [email protected]

Amie [email protected]

Christel [email protected]

Heather [email protected]

Terrence [email protected]

Robera [email protected]

Kirk [email protected]

Paul [email protected]

Andrea [email protected]