Cynthia Cuellar Bernard Rahming Milwaukee Public Schools Milwaukee Public Schools

1. What We’ve Learned About Assessment, Part 3: Descriptive Feedback: Moving to the Next Level New Wisconsin Promise January 2009 Cynthia Cuellar Bernard Rahming Milwaukee Public Schools Milwaukee Public Schools Math Teaching Specialist Math Teaching Specialist cuellacs@milwaukee.k12.wi.us rahminbv@milwaukee.k12.wi.us The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA), is supported with funding from the National Science Foundation under Grant No. EHR-0314898.

2. Participants will . . . • Examine what research says about the effects of feedback. • Deepen their understanding of different types of feedback. • Analyze student work in mathematics to practice identifying types of feedback. • Discuss ways to use feedback in the classroom to guide student learning of mathematics.

3. Research by: Richard Stiggins “Achievement gains are maximized in context where educators increase the accuracy of classroom assessments, provide students with frequent informative feedback (versus infrequent judgmental feedback), and involve students deeply in the classroom assessment, record keeping, and communication process. In short, these gains are maximized where teachers apply the principles of assessment for learning.”

4. Research by: John Hattie 1992 “The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops of feedback’.”

5. Type of Feedback: Goal is to make the learner feel good. Feedback that is intended to encourage and support the learner. It does not give guidance on how to improve the learner’s reasoning. Since it is not intended to move students forward in the learning process, it can be given on summative assessments. Motivational

6. Goal is to measure student achievement with a score or a grade. Feedback that is intended to summarize student achievement. It does not give guidance on how to improve the learner’s reasoning. Since it is not intended to move students forward in the learning process, it can be given on summative assessments. Type of Feedback: Evaluative

7. Goal is to improve student achievement by telling the learner how to move forward in the learning process. Feedback that is intended to tell the learner what needs to be improved. Feedback isn’t as effective in getting students to move forward in the learning process. Type of Feedback: Descriptive

8. Goal is to get student to internalize the effective feedback to use the suggested strategies independently on future work. Feedback that is intended to be used by the learner to independently move their reasoning to the next level. Criteria-based phrases are used to describe the strengths and weaknesses of the learner’s work. Limits feedback to one or two traits/aspect of quality at a time. Students should have an opportunity to “redo” their work based on the effective feedback. Type of Feedback: Effective

9. Examples of Feedback I agree with the pattern that you have identified in the table. I am not convinced that the rule you wrote works for all the values in the table. How could you prove this? Descriptive & Effective Motivational I like how you completed the assignment.

10. Examples of Feedback Your explanation of your work is the best that you have done. Nice use of sequence words in your explanation. Evaluative You accurately found the number of students in 4th grade who said chocolate ice-cream was their favorite. You now need to divide this number by the total number of students to get the percent who said chocolate ice-cream was their favorite.” Descriptive

11. What Does Effective Feedback Look Like? Adapted from Formative Assessment Strategies for Every Classroom, Susan M. Brookhart, ASCD Effective Feedback Should: Describe and inform, not judge Be specific, not general Be clear to students Suggest what students should do to improve

12. Think-Pair-ShareInstructional Strategy Think On your own, think about what type of feedback is represented by each statement. Pair Turn to a partner and share your thoughts. Come to agreement on the type of feedback represented. Share Share with the whole group some of your thoughts and discussions.

13. Type of Feedback Activity

14. Classroom Assessment Based on Standards Ted’s Café A lunch combo at Ted’s café consists of one sandwich, one vegetable and one cookie. Ted’s Café Lunch Menu Sandwiches Vegetables Cookies Grilled Cheese Carrots Chocolate Chip Hamburger Corn Oatmeal Turkey What is the probability that a customer will order a combo that includes a chocolate chip cookie? Answer: ___________________________ Use what you know about probability to justify your answer.

15. Mathematics Grade 6Classroom Assessment Based on Standards “Ted’s Café”

16. Mathematics Grade 6Classroom Assessment Based on Standards “Ted’s Café”

17. What Mathematics Am I Assessing? Description of Assessment: School: Grade Level: CABS Assessment Overview After working through the assessment, reflect on what you expect students to do. Complete the following table before developing your descriptive feedback.

18. Analyzing Student Work Samples • Analyze student work samples. • Identify the type of feedback represented on each work sample.

19. Effective Feedback Summary Match the descriptive feedback to the student work. Teacher: C. Cuellar Date: 12/20/07 Indicate to the student, “The anticipated answer is 6/12, 6 out of 12, 6:12, ½, 1 out of 2, 1:2 or 50%” Student H Student C Student A Assessment Identification: Ted’s Cafe Description of Assessment: Find the probability of picking a combo with a chocolate chip cookie. Assessment Identification: Ted’s Cafe Description of Assessment: Find the probability of picking a combo with a chocolate chip cookie. Assessment Identification: Ted’s Cafe Description of Assessment: Find the probability of picking a combo with a chocolate chip cookie. Effective Feedback Summary Match the descriptive feedback to the student work. Teacher: C. Cuellar Date: 12/20/07 Indicate to the student, “The anticipated answer is 6/12, 6 out of 12, 6:12, ½, 1 out of 2, 1:2 or 50%”

20. How to Manage the Use of Feedback in the Classroom When should I use feedback? A success story The Gail Burrill Strategy

21. Research by: Richard Stiggins “Achievement gains are maximized in context where educators increase the accuracy of classroom assessments, provide students with frequent informative feedback (versus infrequent judgmental feedback), and involve students deeply in the classroom assessment, record keeping, and communication process. In short, these gains are maximized where teachers apply the principles of assessment for learning.”

22. Reflections An idea that squares with my beliefs. . . A point I would like to make. . . A question or concern going around my head. . .

23. Forecast What We’ve Learned About Assessment, Part 4: A Guide to Formative Assessment

24. Thank you. www.mmp.uwm.edu This material was developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation under Grant No. 0314898. Any opinions, findings and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the Foundation.

25. Additional Documents to Correspond with this Presentation can be found at the MMP Website • 6th Grade Statistics & Probability CABS (www4.uwm.edu/Org/mmp/_resources/cabs.htm)