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ASSESSMENT LEADERSHIP SERIES

ASSESSMENT LEADERSHIP SERIES. FEEDBACK, INQUIRY AND DEEPER LEARNING Session 2 JANUARY 23 2013 Linda Kaser & Judy Halbert. Where we are headed today. To review how learning intentions have been applied – and what has been learned To consider the FOUR questions and what you have learned

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ASSESSMENT LEADERSHIP SERIES

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  1. ASSESSMENT LEADERSHIP SERIES FEEDBACK, INQUIRY AND DEEPER LEARNING Session 2 JANUARY 23 2013 Linda Kaser & Judy Halbert

  2. Where we are headed today • To review how learning intentions have been applied – and what has been learned • To consider the FOUR questions and what you have learned • To understand the power of descriptive feedback • To explore the spiral of inquiry and potential applications • To commit to further action

  3. Reflection & Conversation4 Questions & Learning Intentions VIU March 25-26 2010

  4. Six Key Strategies Learners owning their own learning

  5. ‘Descriptive feedback is the key to successful assessment for learning. Students learn from the assessment when the teacher provides specific, detailed feedback and direction to each student to guide his or her learning.’ From “Rethinking Classroom Assessment with Purpose in Mind”. Western and Northern Canadian Protocol for Collaboration in Education.

  6. The most powerful single moderator that enhances learning is feedback. John Hattie

  7. What Then Is Effective Feedback? QUALITY FEEDBACK SHOULD: • focus on the learning intention of the task • occur as the learners are doing the learning • provide information on how and why the learner understands and misunderstands • provides strategies to help the learner to improve • assist the learner to understand the goals of the learning

  8. Evaluative Vs Descriptive Feedback Evaluative Feedback provides judgments of: • value or appropriateness of responses • correctness or incorrectness

  9. Evaluative Vs Descriptive Feedback Descriptive Feedback provides: • descriptions of why a response is appropriate • descriptions of what students have achieved • suggestions of a better way of doing something • prompts to suggest ways students can improve

  10. Weaker feedback Learners are given only the knowledge of their own score or grade; often described as ‘knowledge of results’.

  11. STRONG FORMATIVE ASSESSMENT FEEDBACK Learners are given information about what is working, some explanation and specific activities to undertake in order to improve.

  12. Connecting Learning Intentions and Feedback • Excerpt from Clarity in the Classroom Ch 5. Assessment is a Good Thing p. 103 - 110 • Excerpt from Embedded Formative Assessment p. 129 – 132 • Excerpt from International Guide to Student Achievement p. 402-404

  13. Criteria for Success & Feedback • How will you use the BC performance standards to help learners internalize the criteria? • How will you determine that learners are improving – short and longer term? • What evidence sources will you use? • What indications of learner engagement will you look for?

  14. Working with a Spiral of Inquiry

  15. Spirals of Inquiry for Equity and Quality Halbert & Kaser February 2013

  16. Spiral of Inquiry What’s going on for our learners? How do we know? Why does it matter?

  17. Focusing Where are we going to put our attention?

  18. Developing a Hunch What’s leading to this situation? How are WE contributing to it?

  19. New Professional Learning How and where will we learn more about what to do?

  20. Taking Action What will we do differently?

  21. Checking How will we check that we made enough of a difference?

  22. Between Now and April • The four questions: What are you doing? What are you learning? • Learning Intentions: How are you communicating and checking that learners understand what it is they are intended to be learning? • Descriptive Feedback: What changes are you making in the way you provide feedback to your learners? What are your observations? • Spiral of Inquiry: How are you using an inquiry spiral to create focus and to deepen learning – of young people and adults?

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