Feedback System
Overview
At Blake Middle School, feedback is a core aspect of our instructional practice- informing our overarching goal to provide meaningful, actionable, learner-centered feedback for all of our learners via...
more descriptive and actionable feedback
to students and families
more meaningful and personalized
assessment and grading practices
and greater calibration of expectations
and assessment practices between/
among teachers
The feedback process outlined below supports impactful teaching and learning while providing families with detailed and understandable information on student progress.
Features
Grades 6-8
All families will receive an in-depth report card that provides detailed feedback on two important facets of learning: Content Knowledge and Learning Skills.
Content Knowledge feedback focuses on demonstrated student understanding of concepts articulated within the Massachusetts Department of Elementary and Secondary Education subject area frameworks. Under the guidance of administration and department chairs, framework standards that most prioritize learning within each subject area are identified. Student understanding of each of these content priority standards is reported using a four-point demonstrative-based scale, that is, a scale dependent on measurable student performance data (e.g., assessments, projects). Below is the four-point Content Knowledge scale used by all Blake teachers:
4= Meets the Standard
3= Approaching the Standard
2= Partially Meeting the Standard
1= Not Meeting the Standard
Learning Skills feedback provides detailed information on a student's demonstrated competency in important skills outside of content. Aligning to the Partnership for 21st Century Skills framework, these skills provide families with information on collaboration, communication, organization, time management, and creativity. These skills are critical attributes for success in an increasingly globalized society.
These skills use a four-point observational-based scale, that is, a measure dependent on behaviors that the teacher can view within the classroom (e.g., classroom activities, interactions with peers). Below is the four-point Learning Skills scale used by all Blake teachers:
C= Consistently Observed
O=Often Observed
S= Sometimes Observed
R=Rarely Observed
Day-to-Day Feedback
Blake teachers provide feedback to students on daily in both verbal and written form. Written feedback can vary and include marks on tests, comments on essays, and narratives on coversheets or rubrics. In addition, teachers provide additional feedback via the content priority standard scale. The scale, articulated above, provides content-specific information on the degree to which a child understands the significant concepts of the unit. This is information in a distilled form-- providing content-specific feedback separate from learning skills. Using these two scales together, families have the depth of knowledge they need to support their child's overall content understanding and growth in skills that enhance learning.
Blake teachers do not use letter grades on daily assessments because these grades represent content knowledge and learning skills performance-- combined. Letter grades do not give the level of detail that the separate content priority grades and learning skills grades provide, in that superior performance in one area may mask performance in another. For example, a 'B' Science presentation may be earned due to an engaging presentation that lacks in-depth analysis. The B is recorded within a teacher's grade book; however without any record of the student's area of strength (communication) or areas of needed improvement (content understanding).
It is important to note if parents/guardians would like to learn more about their child's progress, they are encouraged to reach out to the child's teacher.
Rigorous, Yet Supportive Environment
Instruction is based on the interconnected facets of curriculum design, teaching methods, as well as the amount, timing, and depth of feedback. Blake students experience a learning environment that provides both challenge and support that helps children excel in the following grades and beyond.
Within the classroom, teachers base lessons and units on state-issued content frameworks and utilize differentiated instruction methods to meet students at their level of development. In all ways captured, feedback informs the teacher of student understanding and is used to adjust curriculum and instruction to support individuals’ growth.
Over the past year, the district has encouraged more alignment of curriculum, instruction, and assessment practices across grades 6-12 so that there are clear understandings of expectations and experiences. This takes place in the form of 6-12 department meetings as well as Blake/High School combined professional development workshops.
'Exceeding Expectations' versus 'Exceeding the Standard'
It is commonplace for families and teachers to encourage students to go 'above and beyond' when studying for a test, completing an assignment, or working on a project. That sentiment is widely supported within Blake Middle School as our educators support children to produce their best work in a rigorous yet supportive environment. Typical examples of 'above and beyond' are when a student goes beyond the scope of the assignment, e.g., providing a tremendous amount of related but not essential detail on an assignment, demonstrating inordinate creativity on presentation, or leading a team of classmates to complete a challenging group project.
Feedback on these important facets of the student experience is conveyed to families in multiple ways. In the day-to-day classroom experience, a student may receive feedback via oral and written feedback on the individual assignment. Commenting on exceptional work is a regular aspect of our teachers' daily practice. On the report card, demonstrations of 'above and beyond' work are presented within the learning skills grade because the 'above and beyond' or 'exceeding expectations' generally relates to HOW understanding is presented versus the amount of content a student understands. For example, the student who completes a memorable presentation in social studies may demonstrate superior creativity and communication of assigned concepts. If this student displays these superior creativity and communication skills throughout the term, they will earn a 'C'= Consistently Observed' on the report card to acknowledge their superior skills in this area. The content priority standard will be a "4" because they demonstrated mastery of the content. It is impossible to 'Exceed the Standard' because the '4' is the highest designation that can be earned-- the student demonstrated a deep knowledge of the content.
As outlined above, Learning Skills feedback provides detailed information well beyond what is on a 'traditional' report card. In providing feedback on learning skills separate from content knowledge, families possess an important lens to understand their child's competency in the 21st Century skills needed for success in school and the world-at-large. This additional layer of nuance allows educators and families alike to celebrate well-earned achievements and/or target areas of needed improvement.
Student Motivation
Student motivation is an essential element in classroom teaching and is embedded in our daily work. Research states that motivation develops along a continuum with the ultimate goal of intrinsic motivation. Thus, we incorporate a variety of techniques to support motivation growth including setting high but achievable expectations, making learning relevant to their lives, providing students with multiple ways of demonstrating understanding, and providing meaningful feedback focusing on content understanding and learning skills.
As captured within our internal study, teacher and parent/guardian praise is one way to build motivation and is a stepping stone towards intrinsic motivation. Although students receive acknowledgment of excellence via verbal and written feedback from their teachers, the study indicated that the non-use of letter grades was impacting family communication. Specifically, respondents indicated that students and parents/guardians did not feel that a number grade conveyed the same level of understanding or meaning as letter grades could. For many families, this lack of understanding stymied parent/guardians' ability to praise their child.
Thus, letter grades will be included on the English, Mathematics, Science, Social Studies, and World Language report card grades starting in Term 3 (Grades 7 & 8) and on future report cards (see below). This will provide an additional way parents/guardians can communicate with their children.
Grades 7-8*
Feedback for grades 7 & 8 includes a letter grade for each core subject area. This additional layer of feedback provides:
a transition to the letter-based grading system of Medfield High School and
a top-line composite of a student's content priority standards that is easily understood by all stakeholders
This combination of standards-based and traditional grade-based reporting provides families with a comprehensive and relatable overview of a student's understanding of content and their demonstrated learning skills.
Content priority standards and learning skills are reported for all students using the scales articulated above (see Grades 6-8). In addition, in Grades 7 & 8, report cards will include letter-based grades for the following subjects: English, Mathematics, Science, Social Studies, and World Language. This letter grade represents a composite of the content knowledge across all priority standards.
This composite letter grade is similar to the grades provided at Medfield High School in that it is a summary using a traditional letter-grade format- A, A-, B+, B, B-, C+, C, C-. For those students earning below a C-, Blake uses "NM" indicating that the student does not meet the standard in place of grades in the D or F range.
Content Priority Standards Conversion Algorithm
*Sixth-grade students come to Blake having received multiple standards-based report cards throughout their elementary years. Thus, Blake’s total use of a Standard-Based system supports a smooth transition between Dale Street and Blake Middle School. Student and family feedback confirmed satisfaction with the standards-based grading system in Grade 6.