Feedback from Day 1

1
Feedback from Day 1

• Learning Targets
• Observations

2
Related Core Content for Assessment Students
will explain the cause and effect relationship
between simple observable motion and unbalanced
forces.An object remains at rest or maintains a
constant speed and direction of motion unless an
unbalanced force acts on it (e.g., gravity). When
an unbalanced force acts on an object, the change
in speed or direction depends on the size and
direction of the force.

• I can
• Define motion, balanced force, unbalanced force,
  and newtons (K)
• Tell that balanced forces produce no change in
  motion (K)
• Explain that unbalanced forces cause motion (K)
• Predict the direction an object will move as a
  result of applied force (R)
• Define inertia, speed and gravity (K)
• Identify the basic forces that oppose motion on
  our planet gravity, friction, and wind
  resistance (K)
• Read and interpret graphs of average speed (R)
• Describe the velocity of an object using speed
  and direction.(K)
• Use vectors to calculate the net force acting on
  an object and predict the objects motion. (R/S)
• Create a product that describes the effects that
  balanced and unbalanced force have on motion in
  the world around us. (P)

3
Big Idea Motion and Forces (Physical Science)
Grade 7Whether observing airplanes, baseballs,
planets, or people, the motion of all bodies is
governed by the same basic rules. At the middle
level, qualitative descriptions of the
relationship between forces and motion will
provide the foundation for quantitative
applications of Newtons Laws

• Program of Studies Understandings
• Students will understand that an object remains
  at rest or maintains a constant speed and
  direction of motion unless an unbalanced force
  acts on it (inertia).
• Students will understand that forces acting
  against each other can be balanced, canceling
  each other out and having no net effect.
• Students will understand that gravity is an
  attractive force created by mass. All objects are
  attracted to each other by gravity, but this
  attraction is easy to see only when at least one
  of the objects has a large mass.

4

• Program of Studies Skills and Concepts
• Students will use appropriate tools and
  technology (e.g., timer, meter stick, balance,
  spring scale) to investigate the position, speed
  and motion of objects
• Students will test the cause and effect
  relationship between straight-line motion and
  unbalanced forces
• Students will investigate balanced and unbalanced
  forces and their effect on objects and their
  motion
• Students will make inferences and draw
  conclusions about the motion of objects, and
  predict changes in position and motion as related
  to the mass or force
• Students will calculate work as the product of
  force and distance moved in the direction of the
  force
• Students will identify gravity as a force that
  acts over a distance, and distinguish it from
  other forces that do the same (e.g. magnetism)
• Students will investigate the properties of
  gravity and observe its effects on objects
• Students will distinguish between weight (as a
  function of gravity) and mass (matter content) of
  an object

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Creating Quality AssessmentsDay 2

• Formative Checkpoint
• Response Cards

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Claires Test

• What is the assessment measuring?
• What are the learning targets?
• Page 22

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After an assessment how can we bring students
inside of the assessment system?
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You Be George and other examples on pages 25 -33
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(No Transcript)
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Effective Use

• Once you have gathered accurate information what
  will you do with it?
• The diagnosis needs a prescription.

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Descriptive vs. EvaluativeFeedback

• Page 36

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Effective DescriptionFeedback . . .

• Describes features of work or performance
• Relates directly to learning targets and/or
  standards of quality
• Points out strengths and gives specific
  information about how to improved

13
What kinds of feedback do students generally
receive? When does it occur in the learning
process? How often?
14
Sample Feedback

• Page 37 - 38

15
Shoulder Partner Feedback quotes

• Page 39 -40

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Feedback

• The QUALITY of the feedback rather than its
  existence or absence is what determines its
  power.
• --Barnert-Dewns, Kulik, Kulik, Morgan, 1991
• Sadler, 1989

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You dont fatten the pig by weighing it
18
Assessing for Student Learning

• Every few days stop to assess for student
  learning
• These assessments can look like a typical graded
  assessment
• The method of assessment must match the target
  type

19
Assessing for Student Learning

• Assessments for learning are penalty free.
• They are used to determine a students progress
  towards mastery of the targets
• This feedback allows students to evaluate where
  they are in their climb towards understanding.

20
Using Assessment Information

• Assessing for learning is just the beginning of
  the process
• Once a students mastery of the targets has been
  determined, it is the job of the teacher to
  provide either intervention for those students
  falling behind or extension for those students
  ready to move on

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Flexible Grouping

• Flexible grouping allows the teacher to meet the
  need of all of his or her learners
• With flexible grouping students are not always in
  the same groups
• Students move in and out of groups based on where
  they are with their learning on that day

22
Flexible Grouping and Differentiation

• We know that students learn better if tasks are a
  close match for their skills and understanding of
  a topic (readiness), if tasks ignite curiosity or
  passion in a student (interest), and if the
  assignment encourages students to work in a
  preferred manner (learning profile).
• -Tomlinson, 2001

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Flexible Grouping and Differentiation

• There are three basic ways to use flexible
  grouping to differentiate for student success.
• 1. Readiness
• 2. Interest
• 3. Learning Profile

24
Flexible Grouping Using Readiness

• Students complete an assessment for learning
  (multiple choice) over knowledge/understanding
  targets
• Students are broken into groups and given
  different assignments based on their readiness.
• Some students receive intervention while others
  extend their knowledge with a more challenging
  assignment
• Intervention students are assessed again while
  extension students debrief their activity with
  the instructor

25
Flexible Grouping Using Interest

• Students complete an assessment for learning
  (extended written response) over reasoning
  targets
• Students that show mastery of the targets go to
  the media center for non-fiction science reading
  and journaling based on their own interest
• Struggling students stay with the class
  instructor for feedback on constructing a well
  written extended response

26
Flexible Grouping Using Learning Profile

• Students are given an assessment for learning
  over a product target
• The assessment is for students to demonstrate
  their understanding of a target by the creation
  of a product.
• Students are allowed to showcase their learning
  in a variety of ways according to their own
  learning style

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Sound Grading Practices
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Thinking Cap

• What are the principles on which your grading
  practices are based?
• What are your actual grading practices? Do you
  crunch numbers?
• What was the main influence on your grading
  practices?

29
School improvement expert Robert Marzano asks,
Why would anyone want to change current grading
practices? The answer is quite simple grades are
so imprecise that they are almost meaningless.
- Marzano, 2000, p.1
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Issues

• What grading issues typically arise in assessment
  discussions?
• Which ones are difficult to address?

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• Communicating to whom?
• About What?
• Using What Evidence?
• Share How?

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Mixed factors Results in Lack of Shared Meaning
- Is this evidence of achievement?

• Ability
• Effort
• Compliance
• Attitude

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ETS/ATI Grading Principles

• The purpose of grades is to communicate.
• Grades only communicate achievement.
• Grades communicate achievement at a point in time.

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The Essential Question (s)

• How confident are you that the grades students
  get in your school are
• Consistent
• Accurate
• Meaningful, and
• Supportive of learning
• -Ken OConnor,
• A Repair Kit for Grading, 2007

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Grades are only as accurate as

• The assessments upon which they are based
• The procedures used to arrive at a final grade
• The factors that are (or are not) built into the
  grade

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A Grading Problem

• Page 42 - 43

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Writing on Big Paper Activity
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Ken OConnors15 Fixes for Broken Grades

• FIX 1 Dont include student behaviors (effort,
  participation, adherence to class rules, etc.) in
  grades include only achievement.

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Ken OConnors15 Fixes for Broken Grades, contd
FIX 2 Dont reduce marks on work submitted
late provide support for the learner.
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Ken OConnors15 Fixes for Broken Grades

• FIX 3 Dont give points for extra credit or use
  bonus points seek only evidence that more work
  has resulted in a higher level of achievement.

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Ken OConnors15 Fixes for Broken Grades

• FIX 4 Dont punish academic dishonesty with
  reduced grades apply other consequences and
  reassess to determine actual level of achievement.

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Ken OConnors15 Fixes for Broken Grades

• FIX 5 Dont consider attendance in grade
  determination report absences separately.

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Ken OConnors15 Fixes for Broken Grades

• FIX 6 Dont include group scores in grades use
  only individual achievement evidence.

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Ken OConnors15 Fixes for Broken Grades

• FIX 7 Dont organize information in grading
  records by assessment methods or simply summarize
  into a single grade organize and report evidence
  by standards/learning goals.

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Ken OConnors15 Fixes for Broken Grades

• FIX 8 Dont assign grades using inappropriate
  or unclear performance standards provide clear
  descriptions of achievement expectations.

46
Ken OConnors15 Fixes for Broken Grades

• FIX 9 Dont assign grades based on students
  achievement compared to other students compare
  each students performance to preset standards.

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Ken OConnors15 Fixes for Broken Grades

• FIX 10 Dont rely on evidence gathered using
  assessments that fail to meet standards of
  quality rely only on quality assessments.

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Ken OConnors15 Fixes for Broken Grades

• FIX 11 Dont rely only on the mean consider
  other measures of central tendency and use
  professional judgment.

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Ken OConnors15 Fixes for Broken Grades

• FIX 12 Dont include zeros in grade
  determination when evidence is missing or as
  punishment use alternatives, such as reassessing
  to determine real achievement or use I for
  Incomplete or Insufficient Evidence.

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Ken OConnors15 Fixes for Broken Grades

• FIX 13 Dont use information from formative
  assessments and practice to determine grades use
  only summative evidence.

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Ken OConnors15 Fixes for Broken Grades

• FIX 14 Dont summarize evidence accumulated
  over time when learning is developmental and will
  grow with time and repeated opportunities in
  those instances, emphasize more recent
  achievement.

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Ken OConnors15 Fixes for Broken Grades

• FIX 15 Dont leave students out of the grading
  process. Involve students they can and should
  play key roles in assessment and grading that
  promote achievement.

53

• OConnor, K. (2002). How to Grade for Learning
  Linking Grades to Standards, 2nd Edition.
  Glenview, IL Pearson Education.
• Fisher, D. Frey, N. (2007). Checking for
  Understanding Formative Assessment Techniques
  for Your Classroom. Alexandria, VA ASCD.
•  
• Brookhart, S. (2004). Grading. Upper Saddle
  River, NJ Pearson.
•  
• Pollock, J. (2007). Improving Student Learning
  One Teacher at a Time. Alexandria, VA ASCD.
•  
• Arter, J McTighe (2001). Scoring Rubrics in the
  Classroom. Thousand Oaks, CA Corwin Press, Inc.
•  
• Chappuis, J. (2007). Learning Team Facilitator
  Handbook and DVD. Portland, OR Educational
  Testing Services.