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Evidence #4: I created this Screenpal video presentation as an analysis of the Article, "What Good Feedback is and Isn't" by Grant Wiggins. Through this process, I was able to navigate the most essential takeaways of the article to pass on to the viewer. I combined this with real examples from the feedback I had given to students from a recent essay assignment. "Negative feedback is that which does not let students know how they can get better (Marzano, 2009, p. 5)" Throughout my voice-over, I am able to demonstrate to the viewer the significance of providing both positive and constructive feedback help students understand their strengths and weaknesses as a writer.
This piece of evidence shows that I have learned the following about assessment of learning:
Through this process, I was able to navigate the most essential takeaways of the article to pass on to the viewer. What I found was clear distinctions between helpful and unhelpful feedback. Specifically, making sure that the feedback students are getting is useful information to help them work towards their goals. If the goal is to help students become stronger writers, the feedback needs to reflect that.
Consider: Giving Virtual Feedback for a Flipped Classroom Assessment
In terms of assessments that work well in a flipped classroom, the most outside-of-the-box and creative idea I found was from episode 11 of the Spark Creativity Teacher Podcast. In this episode, Betsy Potash came up with a solution for students not looking or paying attention to written feedback. Instead, they suggested flipping your assessment and recording a video for the student, providing feedback by going through the paper and talking through suggestions. What I find to be great about this idea is that students may be more likely to incorporate the feedback they receive, and I see this being more time-efficient for busy teachers.
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