feedbacking and communicating assessment result.pptx

Assessment in Learning 1. Feedbacking and communicating assessment result.

1. Feedbacking and communicating assessment result

2. Communicating assessment results is an integral part of classroom assessment. Teachers are responsible for providing feedback to learners, parents, and other intended stakeholders. Teacher's understanding and practices of recording and reporting embedded in the assessment knowledge and experience that they had acquired over the course of her teaching life is necessary. Feedback is pivotal to helping teachers improve the day-to-day assessment of their students, because it improves learning and gives learners specific guidance on their strengths and weaknesses. This module includes topics on qualitative and quantitative evaluation and principles of constructive feed backing. Self-assessment and peer assessment are also included.

3. m odule learning objectives At the end of this Module, you should be able to 1. make value judgments on assessment results based on empirical evidence, and 2 . demonstrate strategies to communicate learner needs, progress and achievement to intended stakeholders.

4. Qualitative evaluation Qualitative and quantitative information are valuable forms of evidence about student outcomes. Quantitative evidence consists of data that are represented numerically . For instance, performance on a test of responses to a questionnaire may be scored so that a number represents the degree to which an individual performed or agreed disagreed with a certain concept. Because quantitative data are expressed in numbers, they can be compared directly or subjected to statistical analysis, and they can enable the researcher to make certain assumptions when comparing one data point to another.

5. Quantitative data also may permit one to express numerically meaningful changes in performance (given certain conditions). One may clam, for instance, that a change in a test score nom 50 to 00 represents a 10-point or a 20 percent gam in an individual's performance , expressed as a percentage of his or her original score. Quantitative data, therefore, are valued for the case with which calculations and comparisons can be made, and for the easily understandable representations of performance that they produce.

6. Quantitative vs qualitative evaluation Quantitative Qualitative Focus on numbers/numeric values Focus on text/narrative form Who , what, where, when Why, how Match with outcome about knowledge and comprehension (define, classify, recall and recognize) Match with outcomes about application, analysis, synthesis, evaluate Allows of measurement of variables Seeks to explain and understand Uses statistical data analysis Ability to capture “elusive” evidence of student learning and development May be generalize to greater population with larger samples Easily replicated

7. Three kinds of data collection a. INTERVIEWS - Open-ended questions and probes yield in-depth responses about people's experiences, perceptions, opinions, feelings, and knowledge. Data consist of verbatim quotations with sufficient context to be interpretable . b. DIRECT OBSERVATION- Fieldwork descriptions of activities, behaviors, actions, conversations, interpersonal interactions, organizational or community processes, or any other aspect of observable human experience. Data consist of field notes: rich, detailed descriptions, including the context within which the observations were made.

8. Three kinds of data collection c. WRITTEN DOCUMENTS- Written materials and other documents from organizational. clinical, or program records, memoranda and correspondence, official publications and reports: personal diaries, letters, artistic works, photographs, and memorabilia; and written responses to open-ended surveys. Data consist of excerpts from documents captured in a way that records and preserves context.

9. c onstructive feedbacking In order for student assessment information to improve curriculum, instruction, and student learning , accurate analysis of assessment results must be followed by f eedback to the student and teacher. Constructive feedback is providing useful comments and suggestions that contribute to a positive outcome, a better process or improved behaviors.

10. c onstructive feedbacking It provides encouragement, support, corrective measures and direction to the person r eceiving it. Knowing how to give constructive feedback is a valuable skill. Constructive feedback can be positive letting someone know they're doing well), negative ( letting people know about ways in which things could be improved), or neutral (just an objective observation).

11. There are TWO elements that make feedback constructive: The content of the feedback- Constructive feedback is specific, issue-focused (rather than a value judgment about the individual) and based on what is observable (rather than assuming anything about the person's attitude or motivation). It also includes some specific direction on how to make improvements (where needed ). How the feedback is delivered- To be constructive, feedback should not be delivered in a way that provokes hurt feelings, shame, defensiveness , resistance or a sense of failure. Honest does not mean tactless.

12. t welve (12) principles of effective feedback 1. Identifies where students are doing well. 2 . Identifies where students' areas of improvement are, and offers ideas and suggestions about how. to approach these 3 . Is clearly related to future assessment tasks, and is designed to help students prepare for them. 4. Wherever possible, is formative and not summative. 5 . Is explicit. 6 . is constructive, and treats student learning as a developmental rather than a delicit issue.

13. t welve (12) principles of effective feedback 7 . Is timely enough so that it can be used by students in preparing for future assessment and in engaging with the subject matter. 8. Is provided in sufficient amount of detail. 9 . is provided in contexts where students can ask questions about the feedback, provide it to each other, and discuss their interpretation of it with each other. 10 . Is pitched at an appropriate level. 11. Is stated clearly and, if written, is legible. 12 . Explains how and why students received the mark they did in assessment tasks

14. Characteristics of constructive feedback 1. It is descriptive rather than evaluative. By describing one's own reactions, it leaves the individual free to use it or not to use it as they see fit. By avoiding evaluative language, it reduces the need for the individual to respond defensively. 2 . It is specific rather than general . To be told that one is "dominating" will probably not be as useful as to be told that "in the conversation that just took place, you did not appear to be listening to what others were saying, and I felt forced to accept your arguments."

15. Characteristics of constructive feedback 3. It is focused on behavior rather than on the person. it is important that we refer to what a person does rather than to who we think or imagine they are. Thus, we might say that a person "talked more than anyone else in this meeting" rather than that they are a "loud-mouth." The former allows for the possibility of change: the latter implies a fixed personality trait.

16. Characteristics of constructive feedback 4 . It takes into account the needs of both the receiver and over of feedback. Feedback can be destructive when it serves only our own needs and tails to consider the needs of the person on the receiving end. It should be given to help, not to hurt. We too often give feedback because it makes us feel better or gives us a psychological advantage.

17. Characteristics of constructive feedback 5. It is directed toward behavior, which the receiver can do something about . Frustration is only increased when a person is reminded of some shortcoming over which they have no control. 6 . It is solicited rather than imposed. Feedback is most useful when the receiver has formulated the kind of question which those observing can answer, or when they actively seek feedback.

18. Characteristics of constructive feedback 7. It is well-timed. In general, feedback is most useful at the earliest opportunity after the given behavior. The reception and use of feedback involves many possible emotional reactions. Excellent feedback presented at an inappropriate time may do more harm than good.

19. Characteristics of constructive feedback 8 . It involves sharing of information rather than giving advice . By sharing information, we leave a person free to decide for themselves, in accordance with their own goals and needs. When we give advice, we tell them what to do, and to some degree take away their freedom to decide for themselves.

20. Characteristics of constructive feedback 9. It involves the amount of information the receiver con use rather than the amount we would like to give. To overload a person with feedback is to reduce the possibility that they may be able to use what they receive effectively. When we give more than can be used, we are more often than not satisfying some need of our own rather than helping the other person.

21. Characteristics of constructive feedback 10 . It concerns what is said and done or how not why. The "why" takes us from the observable to the inferred and involves assumptions regarding motive or intent. Telling a person what their motivations or intentions are more often than not tends to result in a defensive response.

22. f orms of feedback Oral and Written Feedback Evaluative and Descriptive Feedback Informal and Formal Feedback Peer and Self-feedback

23. Oral and written feedback Oral feedback is usually given during a lesson while written feedback tends to be given after a task . Oral feedback is sometimes underestimated because it is less formal, but it can be a very powerful and effective tool as it can be provided easily in the ‘teachable moment’ and in a timely way. Asking students 'What do you notice about ____ ?' or 'How does this match the criteria?' stimulates their thinking about their learning.

24. Oral and written feedback Effective written feedback provides students with a record of what they are doing well, what needs improvement and suggested next steps. Effective written feedback also needs to be timely, written in a manner that is understandable to the student and actionable so that the student can make revisions. Written feedback needs to include information about where the student has met the learning intentions and/or success criteria and where improvement is still required.

25. Evaluative and descriptive feedback Feedback can also be either evaluative, involving a value judgment, or descriptive, providing guidance for improvement . Evaluative feedback, in the form of grades or brief general comments, for example 'well done', provides some information about learning, but does not convey the information and guidance that students can use to improve.

26. Evaluative and descriptive feedback In attempting to create a positive climate for learning, many teachers increase the level of praise they give during feedback sessions. Research shows, however, that praise needs to be realistic if the feedback is to be meaningful. To be really effective, praise needs to confirm a child's own sense of reality. The impact of feedback on learning achievement has been found to be low when it is focused on praise, rewards and punishment.

27. Evaluative and descriptive feedback Descriptive feedback provides students with detailed, specific information about improving their learning . So this means descriptive feedback is linked to the learning that is expected, addresses faulty interpretations and lack of understanding and provides students with visible and manageable ‘next steps’. These ‘next steps’ are based on an assessment of the work at hand and an image of what ‘good work looks like’ so that they can begin to take on the responsibility of self-assessing and self-correcting.

28. Evaluative and descriptive feedback An example of descriptive feedback is: 'That’s a good introduction because you have covered the main points we discussed at the beginning. Now … which points do you think you should expand on?'

29. Informal and Formal Feedback Informal check-ins can be used to see how students are progressing and usually occur during the learning. 'Check ins are considered informal and are vitally important to providing effective feedback. They occur when the teacher visits students as they are engaged in a task to make sure they are on the right track, can quickly and effectively steer students in the right direction and enhance learning . Formal feedback is often written or a combination of oral and written, and usually occurs at the end of a task. It can be provided through structured conferences with specific goals.

30. Peer and Self-feedback Peer feedback occurs when students offer each other advice and suggestions in relation to each other's work . Self-feedback must be taught explicitly to ensure students have the skills to apply this to their Own work . One way to facilitate peer feedback is through the use of structured peer conferences. This provide students with the opportunity to give and receive feedback about ongoing work and a positive aspect is that students get to see other students' work which can also deepen understanding of the learning goals.

31. Peer and Self-feedback Self-feedback is the ultimate goal of feedback for learning. Teachers can help students to become more independent through explicit modeling and instruction, and teaching the skills of self- assessment and goal setting.

32. w hat is self-assessment? Student self-assessment involves students describing and evaluating the processes and products of their learning. Students evaluate the work they have produced and reflect on processes, actions and activities that contributed to the production of the work . Student self-assessment can support students to regulate their own learning by requiring them to motor how they are working, and encouraging them to modify their approach if something is not working as well as it could.

33. w hat is self-assessment? Self-assessment can also enhance students' self-efficacy (a student's belief that they are able to succeed at a given task) and support ownership of learning. The capacity for self-regulation is linked to higher achievement as well as improved motivation and engagement Effective learners tend to self-assess the quality of their work more regularly than less effective learners and are also better able to incorporate evidence from other sources to make judgments on their learning

34. w hat is self-assessment? Self-assessment is a key part of Assessment for Learning where reflection during the flow of learning is used to improve learning and teaching.

35. w hat is peer assessment? Peer assessment is the assessment of students' work by other students of equal status. Students often undertake peer assessment in conjunction with formal self-assessment. They reflect on their own efforts, and extend and enrich this reflection by exchanging feedback on their own and their peers’ work . Peer assessment is a powerful meta-cognitive tool. It engages students in the learning process and develops their capacity to reflect on and critically evaluate their own learning and skill development. It supports the development of critical thinking, interpersonal and other skills, as well as enhancing understanding within the field of knowledge of a discipline.

36. w hat is peer assessment? Peer and group assessment are also often undertaken together. Typically, the members of a group assess the performance of their peers in terms of their contribution to the group's work.

37. b enefits of self and peer assessment Increase student engagement and empower students, and enable greater autonomy from the teacher . Improve learning outcomes: quality feedback in particular is associated with substantial learning gains . Reduce the gap between the highest and lowest achievers, while raising achievement overall . Support more equitable outcomes for all students. ·Improve motivation and perseverance, and encourage students to seek and know where to find help. Develop students' self-regulation skills and metacognition (understanding how they learn best).

38. b enefits of self and peer assessment Give students a strong sense of self-efficacy for developing their own effective study habits. Enrich students reasoning and improve their communication skills. · Help students understand and apply quality criteria to their work. ·Create a more egalitarian and supportive classroom environment.

39. How to set up successful self-assessment 1. Explain the benefits of self-assessment. Students who are more convinced of the learning benefits of self-assessment and feel supported to undertake self-assessments are more likely to be rigorous and accurate when undertaking self-assessments. 2. Explicitly teach students how to self-assess and provide ongoing support. Many students do not innately know how to self-assess. Teachers need to directly teach students how to self-assess and provide opportunities for students to practice self-assessment and receive feedback and assistance.

40. How to set up successful self-assessment Students, particularly lower-achieving students, tend to need support to reflect on their learning and often benefit from guidelines or instructions that they can follow. Providing students with feedback on their progress enhances the impact of self-assessment. Also, providing opportunities for students to engage in group discussions and evaluation supports the accuracy and impact of self-assessment.

41. How to set up successful self-assessment 3. Allow students to contribute to creating standards or criteria. When students contribute to the creation of standards or criteria, they tend to be more engaged and more invested in the self-assessment process. They also will spend more time, and are more rigorous, in undertaking their own self- assessment. 4 . Create a positive, trusting classroom culture . Students are more likely to accurately self assess when they feel their classroom is a safe space and that they will not be judged. Consider keeping self-assessments private

42. How to set up successful self-assessment 5. Use self-assessment as a formative not a summative assessment tool. Self-assessment is most successful when it is used as a formative assessment tool and students know it won't count towards their grades. Students are more likely to accurately self-assess, and it also provides opportunities for students to adapt and revise their approach to learning. 6 . Consider using a rubric. Research has found greater learning results from self-assessment when more complex judgments are used. Rubrics are one way of achieving this. However, students tend to require explicit instruction around how to effectively interpret and use rubrics. Combining criteria and performance standards with specific examples of the final product, or worked examples, can also support the impact of rubrics.

43. How to set up successful self-assessment 7 . Follow up self-assessments with student-teacher learning conversations. Providing opportunities for students to discuss their self-assessments with a teacher enhances the impact of self-assessment. Discussing any differences between the student's self-assessment and their teacher's assessment can be a powerful pedagogical approach to enhancing a student's learning.

44. PITFALLS TO AVOID IN SELF-ASSESSMENT 1. A lack of trust and social pressure – If self-assessment is made public, some students will over- estimate their level of understanding or their grades to avoid public shame, or to enhance or protect their self-worth. 2 . Over- or under – estimating one's ability. Most people have a tendency to be unrealistically optimistic about our own abilities and to believe that we are above average. In general, higher- performing students tend to be more humble in self-assessment than lower-performing students. And in certain cultures, giving oneself a positive self-assessment can be considered boastful.

45. PITFALLS TO AVOID IN SELF-ASSESSMENT 3. Insufficient knowledge to accurately self-assess – Without sufficient knowledge it is difficult for students to accurately self-assess. This is particularly the case for novice learners who do not yet have the knowledge base to accurately self-assess their current learning or the work they are producing. Even if novices recognize that something is not working, they frequently struggle to change their actions and behaviors without external support. 4 . Students may not be old enough – Younger students might be less able to accurately self-assess. Research has found that secondary school and university students appear to be able to judge more accurately how they have done in formal tests and assessments.

46. PITFALLS TO AVOID IN SELF-ASSESSMENT 5. Students willingness to self-assess – Students sometimes are unwilling to self-assess. This might be because they feel they lack the necessary skills to accurately judge their work, they are afraid of being wrong or they prefer an expert to assess their progress and work. Research also suggests that students often do not understand the benefits of self-assessment or do not see it as a valuable exercise and so do not put much effort into the self-assessment process.

47. ASSESSMENT TOOLS FOR PEER AND SELF ASSESSMENT 1. Rubrics Rubrics are an assessment tool which include two types of information a list of enterna for assessing the important goals of the task a scale for grading the different levels of achievement in each of the criteria, with a description for each qualitative level . Using a rubric, students can compare their work against the criteria and assess the standard they have reached.

48. ASSESSMENT TOOLS FOR PEER AND SELF ASSESSMENT Although rubrics are designed to evaluate a final product, if they are given to students at the beginning of a task rubrics can support students to plan their work, and review and adjust it during its production. Students can also be encouraged to rewrite or even create their own rubrics. You need to support your students in the use of rubrics just handing them out is no guarantee of success.

49. ASSESSMENT TOOLS FOR PEER AND SELF ASSESSMENT 2. Script Scripts consist of specific questions that are structured into a clear progression of steps, to guide learners in how best to achieve a task. They explicitly detail the 'self-talk' that accompanies working through a task. A script is useful for students to follow throughout a task, but it can also be used to analyze the final outcome. A script can help students to assess whether they are on the night track to completing the task, and supports them to adjust their learning behavior according to the directions of the scripted questions.

50. ASSESSMENT TOOLS FOR PEER AND SELF ASSESSMENT You can also ask students to use scripts to analyze their or their peers' work after production, e.g. by reviewing whether each step was satisfactorily completed.

51. ASSESSMENT TOOLS FOR PEER AND SELF ASSESSMENT 4. Journals A learning journal is a place for students to reflect in writing about how their learning is going. what they need help with, and the effectiveness of different strategies for learning . T eachers need to provide regular, short periods of time for writing in the journal, with guiding questions to support self- assessment, goal setting, and metacognitive knowledge (understanding their thinking). For example, you might ask students to respond to questions such as these in their journals.

52. ASSESSMENT TOOLS FOR PEER AND SELF ASSESSMENT I Think about your work in relation to the success criteria and write in your journals what you noticed you were able to do well and two things you need to work on next. How well are different strategies working? How does what you are doing help you? · What one thing will you remember long after this lesson and why? What question are you still trying to understand and why might this be?

53. ASSESSMENT TOOLS FOR PEER AND SELF ASSESSMENT 4. Portfolio A portfolio is a student-managed collection of work which demonstrates the student's learning and developing competence. Portfolios help students in self-assessment skills such as understanding progress through record keeping, documenting interests and strengths, and identifying choices and preferences. Portfolios can form a shared focus to assessment discussions and goal setting with teachers. Some ways you could support students to build up their portfolios include:

54. ASSESSMENT TOOLS FOR PEER AND SELF ASSESSMENT 4. Portfolio Reminding students, every lesson, that they can decide whether to include their work from this lesson in their portfolio. Sharing with students the outcomes and success criteria they are expected to achieve and then give them the responsibility to determine their own evidence. · Providing a list of what students need to add to their portfolio each term one piece of writing. one mathematics test or activity, one project, one artwork, and so on. Asking students to consider what others (such as parents, employers and other educational institutions) would need for proof of meeting learning goals.

55. ASSESSMENT TOOLS FOR PEER AND SELF ASSESSMENT 4. Portfolio Providing a range of examples such as taking photos, videoing themselves undertaking tasks, screenshots of internet search histories, a progression of drafts and peer feedback reports. You can ask students "Which work will you choose to show what you know? or you can ask them to collect a set of work that shows different stages in development

56. ASSESSMENT TOOLS FOR PEER AND SELF ASSESSMENT 4. Portfolio Portfolios can be digital, rather than paper- b ased , which solves issues of storage and the risk of loss or damage. Students should engage in summarizing and reflecting upon their evidence, for example, identifying areas of strength or of growth, what they enjoyed or were most proud of, where they have made progress and why, and what else they could do to improve. You can provide prompts for self-evaluation and goal setting, in the form of an evaluation sheet. For example :

57. ASSESSMENT TOOLS FOR PEER AND SELF ASSESSMENT 4. Portfolio Did I ensure that each paragraph had a topic sentence? Did I include an introduction, main body and conclusion in my story report? Did I proofread my story report carefully, e.g. by checking the spelling of difficult words and making sure I used the correct punctuation? Did I avoid repeating the same words?

58. ASSESSMENT TOOLS FOR PEER AND SELF ASSESSMENT 4. Portfolio What did I like best about my story/report? Why? What would I do next time to improve my writing? Students are likely to enjoy amassing a collection of their work, and will begin to assume increasing responsibility for collecting. reflecting, and organizing the work.

59. ASSESSMENT TOOLS FOR PEER AND SELF ASSESSMENT 5. Traffic light Traffic lights are a simple system for students to use to indicate their perceived understanding of particular work. Using a traffic light icon, students label their work green, yellow, or red according to whether they think they have good (green), partial (yellow), or little (red) understanding. This can be useful for determining groupings or activities for the next part of the lesson. The teacher might pair the green students with the yellow students while he or she works with the reds. Or students can select a follow-up activity matched to their traffic light color.

60. ASSESSMENT TOOLS FOR PEER AND SELF ASSESSMENT 6. Exit Card An exit card is a small piece of card or a post-it given to each student at the end of a lesson, on which they write a comment to self-assess what they have learned in the lesson and what they need more help with. This helps in planning the next lesson. This only takes a few minutes for the student to complete and is handed to the teacher as the students leave the class . You can ask students to summarize the lesson or, alternatively, ask a generic question such as "What are the three most important bits of information you have learned today? You can then check how well these responses match the learning objectives for the lesson.

61. ASSESSMENT TOOLS FOR PEER AND SELF ASSESSMENT 7. Paired making In paired marking, pairs of students interchange and assess work. This might mean using a rubric, or applying success criteria to each other's work. Paired marking gives student opportunities to practice assessment skills, and opens up dialogue about the purpose of assessment, what information is useful as feedback from an assessor, and for reflection on success criteria and what they mean. These discussions can take place between the paired students or with the whole class after a paired marking session.

62. ASSESSMENT TOOLS FOR PEER AND SELF ASSESSMENT The objectivity and assessment skills developed in peer assessment can help in improving the quality of students self-assessments. Students might be given scripts and exemplars to support their peer-assessments or they might be offered formulas for providing feedback, such as 'two stars and a wish" (two positive comments and one suggestion to improve it), or one specific thing that met the criteria, and one question.

63. ASSESSMENT TOOLS FOR PEER AND SELF ASSESSMENT 8. Dedicated Improvement and Reflection Time (DIRT ) This is a time in the lesson in which the only goal is for students to read and make use of feedback they have received. Every student will need to have plenty of documented feedback (from themselves, the teacher, and peers) that they can respond to. You might like to sometimes after feedback on the students' response to feedback and use of LIKI tune too.

64. hank you