Setting Objectives and Providing Feedback

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Setting Objectives and Providing Feedback

• from
• Classroom Instruction that Works
• Instructional Services

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Participants will be able to
Explain the structure of the NC SCOS.
Connect objectives to classroom practice.

• Explain why feedback
• is important in helping students think
• about their thinking.

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Setting Objectives
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Vocabulary Terms(Declarative Knowledge)

• Goal Objective Learning Goal
• NC Goal NC Objective Classroom Goal

Relating Factor is equivalent to
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• It is important to clarify that Marzanos
  discussion of goals and objectives does not
  exactly apply to our case because we already have
  a Standard Course of Study.

Thus, book studies of this chapter are likely to
result in confusion unless adherence to the NC
SCOS is emphasized.
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Evaluating the NC SCOS

• Achieve, Inc. reviewed the NC SCOS and found that
  it is not a college-ready or work-ready
  focused set of standards
• Intertwined reading, writing, listening, and
  speaking skills obscures the requirements for
  each area.
• Insufficient detail to set performance levels.
• Redundancies limit effectiveness.
• Format limits year-to-year progression.
• Language is ambiguous.
• Measurability is problematic.

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Is there a gap between achievement on state
assessments and NAEP?
Source National Assessment of Educational
Progress. Analysis of data downloaded from
www.nces.ed.gov/nationsreportcard/nde/ and 2005
North Carolina End-of-Grade Test results at
http//report.ncsu.edu/ncpublicschools//AutoForwar
d.do?forwardpdf.pagedef.
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Is there a gap between achievement on state
assessments and NAEP?
Source National Assessment of Educational
Progress. Analysis of data downloaded from
www.nces.ed.gov/nationsreportcard/nde/ and 2005
North Carolina End-of-Grade Test results at
http//report.ncsu.edu/ncpublicschools//AutoForwar
d.do?forwardpdf.pagedef.
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Most high school graduates were moderately
challenged
All high school graduates
College students
Students whodid not goto college
Source Peter D. Hart Research Associates/Public
Opinion Strategies, Rising to the Challenge Are
High School Graduates Prepared for College and
Work? prepared for Achieve, Inc., 2005.
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Many high school graduates cite gaps in
preparation
How well did your high school education prepare
you for college or the work/jobs you hope to get
in the future?

• Very well generally able to do whats expected

• Somewhat well some gaps

• Not well large gaps/struggling

• Extremely well prepared for everything

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High school graduates who did not go to college
High school graduates who went to college
Source Peter D. Hart Research Associates/Public
Opinion Strategies, Rising to the Challenge Are
High School Graduates Prepared for College and
Work? prepared for Achieve, Inc., 2005.
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• What does the data about our assessments in
  comparison to NAEP tell us about our state
  standards?

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Strands Themes or big ideas that run through
the SCOS.
The Structure of the NC SCOS (a sample from
Earth Environmental Science)
Goal A broad statement of what students will
know, understand, and be able to do.
Objective A narrowed statement of expectations
for learners that supports the goal. The
language of the objective is based on Marzanos
Dimensions of Thinking.
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Unpacking the Standard Course of Study

• Identify the desired results.
• What should students know, understand, and be
  able to do?
• Determine acceptable evidence.
• How will we know when students have mastered the
  content?
• Plan learning experiences.
• How will we get students to have a deep
  understanding?

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Unpacking steps
Select an objective.
Identify the verbs to find out what the
students are expected to accomplish.
Identify the nouns to establish the content.
Determine the big idea implied by the
objective.
Create essential questions to investigate the
objective.
Use the essential questions and big idea
to design instruction.
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Questions to Consider when Unpacking the SCOS

• What skills or processes (verbs) should students
  be able to do?
• What content (nouns) must students know in order
  to show mastery of the objective?
• What big ideas are implied or stated in the
  objective?
• What connections to universal patterns or themes
  can be inferred between and among the disciplines?

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Unpacking the Verbs
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North Carolina Thinking Skills Levels
Definitions and Question Stems
Knowing
Organizing
Applying
Analyzing
Generating
Integrating
Evaluating

• Gathering information through the senses
• Storing information
• Recalling information

• Arranging
• Comparing
• Contrasting
• Classifying
• Sequencing
• Changing the format of information

• Using prior knowledge in a new situation
• Using information and skills to solve new problems

• Examining parts and relationships
• Identifying relationships and patterns
• Identifying the main idea
• Identifying logical errors

• Producing new meaning or ideas
• Inferring
• Predicting the next events Elaborating by adding
  details or examples

• Connecting and combining information
• Summarizing information Restructuring ideas to
  include new information

• Judging the quality and reasonableness of ideas
• Establishing criteria
• Checking the accuracy of claims
• Rating ideas using a rubric

• Categorize...
• Classify...
• How is __ alike or different?
• Contrast...
• Compare...
• Put in order...
• Group...
• Sort...
• Reorganize __ by __
• Represent __ by __

• Who did?
• When was?
• What is?
• Where?
• Describe...
• Recall...
• List...
• Name...
• Label...
• Recall...
• Identify...
• Choose...
• Match...

• Give an instance in which...
• How would you use...?
• Since you know __, how would you...?
• How can you illustrate...?
• How is __ an example of __?

• Create a plan to __
• Summarize
• Generalize about __
• How can you combine __ and __?
• Imagine...
• Give an overview...

• What are the parts of __?
• How do the parts relate?
• What are the main ideas?
• What is the conclusion?
• What caused __?

• How many ways can you think of to __?
• What would happen if?
• Predict...
• Elaborate on...
• What can you infer?

• What are your standards?
• Is __ reliable?
• What is most significant?
• Evaluate...
• Judge...
• Check the accuracy of...
• Verify
• Assess...

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Nouns

• Nouns identify the content the concepts, the
  people, the places, the things, and ideas that
  students should know and understand.

• HOWEVER, we must select content that leads to
  learning larger understandings and
  generalizations not memorizing discrete facts.

The nounsthe contentmust be used with the verbs
(the skills).
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What are Big Ideas?

• They
• are the core ideas, concepts, and theories in a
  field of study
• organize large bodies of facts and skills
• transfer to other fields of study and new
  situations
• are abstract

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More Questions to Consider

• What essential questions could be raised?
• What knowledge and skills will students need in
  order to answer those questions?
• What understandings do you want students to have?
• How do the big ideas and essential questions
  relate to these understandings?
• Can these understandings be applied to new
  situations?

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Essential Questions What are they?

• Essential Questions
• have no simple right answer
• should help to focus student inquiry
• often address larger conceptual issues
• raise other questions
• naturally and appropriately recur
• stimulate thinking about big ideas

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Essential Questions
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Unpacking an Objective Together

• 3.02 Make connections within and between texts by
  recognizing similarities and differences based on
  a common lesson, theme, or message. (ELA, Grade 5)

Skills Making connections Similarities and
differences
Content Texts Common lessons, themes, and
messages
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Unpacking an Objective Together

• 3.02 Make connections within and between texts by
  recognizing similarities and differences based on
  a common lesson, theme, or message. (ELA, Grade 5)

Essential Question Is one text more effective in
the way it approaches a common theme than another?
Big Idea Multiple viewpoints (people see the
world in different ways)
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Unpacking SCOS Activity

• At your table, use your handouts to guide you
• in unpacking the objective given to you.
• Steps
• List the verbs found in the objective.
• List the nouns found in the objective.
• Write 1-2 essential questions.
• Determine the big idea.
• Join with another table and
• Select one essential question.
• Post the essential question on chart paper.
• Whole group debrief

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Objective

• 4.01
• Collect, organize, describe, and display data
  using line plots and tallies.

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Review Self-Assessment
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Providing Feedback
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• We cant talk about feedback until we talk about
  assessment.

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Since.
Assessment An informed judgment about a
students work in relation to a standard an
evaluation of student work with the goal of
improving the work and guiding instruction.
Assessment
Feedback
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Types OfAssessment
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(No Transcript)
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(No Transcript)
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(No Transcript)
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What do we grade?
If my parents were home, I could have earned 10
more points for their signature.
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Feedback
Grades
Grades
Feedback
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Types of Feedback
Results for Corrective Feedback

• Simply telling
• students that their
• answer on a test is
• right or wrong has
• a negative effect on student achievement.

Synthesis Focus Percentile Study
Gain Types Right/Wrong
-3 Of Answer Feedback Correct
9 Answer Repeat until
20 Correct Explanation 20
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A Definition for Feedback

• Feedback provides specific information that
  shows how closely a persons work has matched an
  identified outcome or standard.

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Ineffective Feedback

• Delivers undeserved compliments
• Uses phrases such as good job, nice work,
  wonderful, or super
• Sets up students for failure
• Does not improve students intrinsic motivation
• Focuses on extrinsic rewards (candy, etc.)
• Makes comparisons between students

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Effective feedback should help students think
about their thinking.
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Effective Feedback

• Should be corrective in nature
• Explains what is both accurate and inaccurate in
  a students response
• Should be timely
• Feedback given within a day of the assessment
• Should be effective from one student to another
• Peer editing of compositions, for example, allows
  students to help each other and recognize
  strengths of classmates.

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Specific
Sincere
Timely
Effective Feedback
Performance-Based
Conducted Privately
Credible
Builds on previous success
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Feedback
This is wrong. Please correct it.
Your transitional phrase makes a good connection
between your ideas.

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Methods to Deliver Effective Feedback

• Write or verbalize specific comments on a
  students work.
• Use two pieces of a students work to show the
  progress being made.
• Hold conferences.
• Teach students to self-evaluate.
• Teach students to peer-evaluate.
• Use characteristic-based rubrics.

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What is a rubric?

• It is a scoring tool that lists the criteria for
  a piece of work.
• It is what counts.
• Heidi Goodrich

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Why Use a Rubric?

• Rubrics...
• help teachers define excellence
• help teachers plan for student achievement
• communicate to students what is expected
• communicate results to parents and others
• document evidence used to make judgments

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Rubrics

• Many rubrics focus too much on content, format,
  and conventions of grammar.
• Rubrics also need to focus on the impact of the
  work as well as the process by which the work was
  carried out.

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Compare and Contrast Two Rubrics

• At your tables, read through the two rubrics
  provided in your handouts.
• Discuss the similarities and differences between
  the two rubrics.
• On the chart paper provided, explain the
  similarities and differences. Then, select the
  rubric that is a more effective assessment and
  give information supporting your decision.

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What Makes a Good Rubric?

• Is not too general (vague language)
• Is not too specific (good for only one product)
• Measures traits of a good product
• Describes the levels of performance
• Is parallel in language and format
• Is coherent in criteria and language
• Distinguishes between levels of performance

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Questions to Consider in Rubric Design
Could someone else use my rubric to come up with
scores that would be close to the ones I would
give if he or she were grading the product?
Could students use the rubric to accurately
measure their performance?
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Tips for Using Rubrics

• Rubrics should be provided to students along with
  assignments.
• Teach students how to read and design rubrics.
• Collect work samples to illustrate the levels of
  performance (exemplars).
• Teachers should periodically review their rubrics
  for accuracy and clarity.
• BEWARE of generic, ready-made rubrics.

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Planning Questions for Instruction

• Have I given my students understandable,
  well-designed rubrics at the beginning of a task?
• How will I ensure that I provide timely feedback?
• How will I ensure that my feedback is specific
  and corrective in nature?

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Planning Questions for Instruction, cont.

• How can I engage students in providing feedback
  to themselves and each other?
• How will I monitor the impact of feedback on
  student learning?

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Evaluation
Assessment
Teacher
Feedback
Standard Course of Study
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Conclusion 3, 2, 1

• On your index card provided, please write the
  following
• 3 BIG IDEAS from todays session.
• 2 instructional practices from todays session
  which you will model and look for when observing
  teachers.
• 1 change in your professional practice you will
  make as a result of what you learned today.