Feedbacking & Communicating Assessment Result.pptx

feedback and communicating

1. Feedbacking and Communicating Assessment Results Here is where our presentation begins

2. QUANTITATIVE EVALUATION   QUALITATIVE EVALUATION Focus on numbers or numeric values. Aims Focus on text or narrative form. Who, what, where, when. Systematic Approach Why, how Tells story with numbers. Reliability and Validity Tells story with words to describe incidents, actions and processes. Standardize exams. Sampling Open-ended creative answers. Summative Data Analysis Formative QUALITATIVE VS. QUANTITATIVE EVALUATION

3. Interviews - is a conversation where one ask questions and the other answers. Direct Observation - t his entails observing and monitoring actual events or situations to gather information. Written Documents - any document that is manuscript, typed or printed with sealed and or signature of the legal representative or its authorized person. Qualitative methods:3 Kinds of Data Collection

4. CONSTRUCTIVE FEEDBACKING a response to someone's activity aimed at helping them become more effective. providing useful comments and suggestions that contributes to a positive outcome, a better process, or improved behaviors. it is clear, specific, and balanced communication that provides actionable insights to individuals regarding their behavior or performance. Constructive Feedback can be: Positive letting someone know they're doing well Negative letting people know about ways in which things could be improved Neutral just an objective observation

5. 2 Main Elements that make Feedback Constructive to be constructive, feedback should not be delivered in a way that provokes hurt feelings, shame, defensiveness, resistance, or a sense of failure. Honesty does not mean being tactless. constructive feedback is specific, issue-focused, and based on what is observable. It also includes some specific direction on how to make improvements. The Content of the Feedback How the Feedback is delivered

6. - information gained from pre-assessments as well as diagnostic testing yields impressions of students' knowledge and skills related to the content - for students to learn from their confusion or miscues, they must be aware of what they have accomplished as well as what they need to work on. Assessment during instruction offers teachers an analysis of teaching strategies and methods. - informs the student, parents, teacher, and school system how well the goals of instruction have been met. Feedback at the Beginning of the instructional Process Feedback During the Instructional Process Feedback at the End of the instructional Process

7. Principles of Effective Feedback Encourages positive motivational beliefs and self-esteem Helps clarify what good performance is (goal, expected standards) Facilitates the development of self- assessment (reflection) in learning Provides opportunities to close the gap between current and desired performance Delivers high quality information to students about their learning Provides information to teachers that can be used to help shape teaching. 01 04 02 05 03 06

8. CHARACTERISTICS OF CONSTRUCTIVE FEEDBACK It is descriptive rather than evaluative. It is specific rather than genera l. It is focused on the behavior rather than on the person. I t takes into  account the needs of both the receiver and the giver of feedback. It is directed toward behavior which the receiver can do something about. It is well-timed It involves sharing information rather than giving advice. It involves the amount of information the receiver can use rather than how much we would like to give.

9. Verbal and Written Feedback Strategies of Feedback Evaluative and Descriptive Feedback Peer and Self Feedback - Involves value judgments Offers detailed insights into student performance. Given during lessons, often in real-time. Delivered after tasks, documenting performance. Students provide feedback to each other on their work Students assess their own work and progress.

10. -i s an assessment which allows students to assess each other's performance. Peer Assessment Self-Assessment - is an assessment which allows students to assess their own performance.

11. How to set up successful self-assessment?

12. Explain the benefits of self-assessment. Explicitly teach students how to self-assess and provide ongoing support. Allow students to contribute to creating standards or criteria. Create a positive, trusting classroom culture. Use a self-assessment as a formative not a summative assessment tool. Consider using a rubric.

13. Pitfalls to avoid in Self-assessment A lack of trust and social pressure Over-or under-estimating one’s ability Insufficient knowledge to accurately self-assess Students may not be old enough Student’s unwillingness to self-assess

14. -consist of specific questions that are structured into a clear progression of steps, to guide learners in how best to achieved the task. - a collection of work of students in which demonstrates the student’s learning and developing competencies - a list of criteria for assessing the important goals of the task. - a scale for grading the different levels of achievement in each criteria. Rubrics Script Portfolios ASSESSMENT TOOLS FOR SELF AND PEER ASSESSMENT Journal - a place for students to reflect in writing how their learning is going, what they need help with and etc.

15. Traffic Lights - Students use color coding (green, yellow, red) to indicate their level of understanding of a topic or activity. Exit Cards - a t the end of the lesson, students receive small cards or sticky notes where they briefly write a self-assessment, typically summarizing key takeaways or noting areas of confusion. 3 Three most important parts of the lesson: 1. 2. 3. 2 The two most part that you enjoyed: 1 The one question I would like to ask is:

16. Paired Marking s tudents exchange and assess each other’s work using rubrics or success criteria. Dedicated Improvement and Reflection Time (DIRT) - is a specific period within a lesson devoted entirely to reflection and responding to feedback Fault Fix 1. 1. 2. 2. 3. 3.

17. Any questions?

18. End of Discussion

19. ACTIVITY: KNOWLEDGE SKILLS ATTITUDES Write down your own personal reflection regarding your current practice in providing feedback. As a proficient Teacher, I know… As a proficient Teacher, I know… As a proficient Teacher, I know…

20. Presented by: Ma. Paula Marjalino Jezel Llantero Cherrie Mae Nipa Lovely Marquez Cristel Ann Lodor Joan Flores Bernadette Loterte Christel Banania Anton Jess Mediavillo Zyra Mae Navarro