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Domain Introduction
Domain Introduction
Welcome to Planning Feedback & Formative Assessment
Welcome to Planning Feedback & Formative Assessment
In this module, you will:
Learn how feedback moves the learning forward
Learn how feedback occurs and reoccurs in multiple formats
Explore formative assessment as a tool to assess and adjust the learning path
Vocabulary Highlighted in the Domain
Vocabulary Highlighted in the Domain
Learn It!
Learn It!
Feedback moves the learning forward.
Feedback moves the learning forward.
What does that look like?
Timely, current, and ongoing
Goal-oriented, provides a path forward
Focuses on the task and the product with descriptive words connecting back to the learning target
Includes specific details & consistency of language
Honors the work of the student
Establishes a process and space for the students to discuss errors and misconceptions (small groups/regrouping)
A Tip from Grant Wood:
A Tip from Grant Wood:
Remember feedback can be given in different ways. You can do a screencast of you reviewing a student's work, so they can hear you talking about it and see it too!
Dr. John Hattie, educational researcher
Dr. John Hattie
Dr. John Hattie
Researcher and author of Visible Learning for Teachers and Visible Learning Feedback
Dr. Hattie's strategies have impacted classrooms across the world as helps teachers better understand factors impacting teaching in their classroom.
Last May Dr. Hattie was interviewed by GWAEA Digital Learning Consultants Mindy Cairney and Gina Rogers for the Edtech Take Out.
The entire interview is excellent and brings to life his strategies! Listening to Dr. Hattie explain effect size and the application of these strategies in his own voice is very powerful.
Task: Listen from 9:36 - 17:53.
As you listen, focus on the following:
The four types of feedback according to Hattie
Misconceptions and errors as a part of learning
Feedback occurs and reoccurs in multiple formats.
Feedback occurs and reoccurs in multiple formats.
Classroom culture is built to honor peer voices to celebrate varied processes
Students are provided with stems, strategies, practice and expectations for peer-feedback
Students practice self-assessment and reflection of their learning progress toward learning targets
Opportunities for learner feedback to inform shifts in instruction and learning path
2. Read this article.
2. Read this article.
Reflection Questions
Reflection Questions
In what ways does your teaching model reflect Hattie's 4 types of feedback?
How do you create a classroom culture that values errors as an important part of the learning process?
What pathways exist for students to provide feedback to the teacher about their own learning misconceptions?
How does online continuous learning impact feedback with your students and how will you adjust?
Does the student make the others mad with his feedback? He may need some regulation supports.
Does the student make the others mad with his feedback? He may need some regulation supports.
The Problem-Solving for Learner Success module can provide a process to consider additional ways to support learners regulate their emotion during continuous learning. Head there now by clicking the green learner icon or later by using the left navigation bar.
Hybrid Instructional Strategy Resources
Hybrid Instructional Strategy Resources
Formative assessment and feedback in a hybrid setting
Formative assessment and feedback in a hybrid setting
The need to connect with each and every student becomes a bit more difficult in a hybrid setting, with students back and forth between home and school. We feel the idea of a Covid Cohort would provide a structure and share the responsibility between students and teacher (mentioned previously on the Communication and Collaboration page). The Covid Cohort model focuses on the need for students to 'belong' to a group. This group begins as a process oriented group making sure all students know what is going on in and out of school. But it is meant to become more than just that, it also acts as a feedback group. Below you will find links to a four-part blog series highlighting how to lead up to COVID cohorts and utilize these groups to their full potential.
The need to connect with each and every student becomes a bit more difficult in a hybrid setting, with students back and forth between home and school. We feel the idea of a Covid Cohort would provide a structure and share the responsibility between students and teacher (mentioned previously on the Communication and Collaboration page). The Covid Cohort model focuses on the need for students to 'belong' to a group. This group begins as a process oriented group making sure all students know what is going on in and out of school. But it is meant to become more than just that, it also acts as a feedback group. Below you will find links to a four-part blog series highlighting how to lead up to COVID cohorts and utilize these groups to their full potential.
Use Formative Assessment Tools to Assess and Adjust the Learning Path.
Use Formative Assessment Tools to Assess and Adjust the Learning Path.
The use of formative assessment tools is transparent and linked to the learning targets
Formative assessment data is available to both student and teacher
Learning path varies based on data
2. Read this article
Apply It: Activity
Apply It: Activity
Choose two formative assessment tools
Decide how you would use one in an asynchronous learning activity
Decide how you would use one in a synchronous learning activity
Dig Deeper
Dig Deeper
Explore these additional resources to learn more
FEEDBACK MOVES THE LEARNING FORWARD
FEEDBACK OCCURS AND REOCCURS IN MULTIPLE FORMATS
"Look Fors" in this Domain
"Look Fors" in this Domain
Use this checklist to assure you are utilizing the key components and look fors when you are creating learning experiences.
Wrapping Up Providing Feedback Using Data
Wrapping Up Providing Feedback Using Data
Locate your copy of the Continuous Learning Field Guide Log (a view only link is above) and record your thinking on your document. When you are done reflecting, click the button below to begin the next module.
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