Professional Documents
Culture Documents
Jessica Cohen
Western Washington University
You have known us as Northwest Regional Educational Laboratory. While our research-based approach and commitment to creating strong schools and communities has not changed, we now have a new, shorter, easy-to-say name: Education Northwest. We are a regionally based nonprofit that works throughout the nation to transform teaching and learning. Our priorities: Supporting educators Strengthening schools and districts Engaging families and communities Conducting research, evaluation, and assessments
Overview of Presentation
Our perspective on formative assessment and feedback based on review of the literature Structure of the Education Northwest Mathematics Problem Solving Model professional development Opportunity to provide and analyze teacher feedback to a specific task Examine student reflections on feedback Consider how we can support the development of formative assessment practices by teachers
Formative Assessment
First priority is promoting student learning provides information to be used as feedback, by teachers and by their pupils, in assessing themselves and each other to modify the teaching and learning activities in which they are engaged.
Formative Assessment
Such assessment becomes formative assessment when evidence is actually used to adapt the teaching work to meet learning needs (Black, et al., 2003) Our perspective
Formative assessment must provide teachers with information about what to do next
Research on Feedback
Three questions
o Where am I going? o How am I going? o Where to next?
Two reviews
Hattie and Timperley Shute
information communicated to the learner that is intended to modify his or her thinking or behavior to improve learning.
Shute (2008)
Characteristics of feedback
Task-level rather than general summary Directive or facilitative
Help student identify the gap in performance Reduce the cognitive load Identifies cognition/action to be taken
Verification or elaborated
Provides information about why answer is incorrect or incomplete/correct and complete Guiding the learner in the right direction, e.g., strategic hint on what to do next or a worked example or demonstration.
Feedback only
KoR + clear goals or knowledge of correct results (KCR)
Overview of Presentation
Our perspective on formative assessment and feedback based on review of the literature Structure of the Education Northwest Mathematics Problem Solving Model professional development Opportunity to provide and analyze teacher feedback to a specific task Examine student reflections on feedback Consider how we can support the development of formative assessment practices by teachers
5 days of coaching
MPSM Elements
Math goals
Mathematical tasks
Implementing tasks
Written feedback
Overview of Presentation
Our perspective on formative assessment and feedback based on review of the literature Structure of the Education Northwest Mathematics Problem Solving Model professional development Opportunity to provide and analyze teacher feedback to a specific task Examine student reflections on feedback Consider how we can support the development of formative assessment practices by teachers
Mathematical Goals
Central to formative assessment Struggle for Education Northwest MPSM teachers Modeled for teachers, but not connected to particular curricular materials Focus of planning and implementing
What do I want the student to know? What do I want the student to be able to do?
Mathematical Tasks
Key mathematical ideas Multiple entry points for students Multiple solution pathways Teaching mathematics through problem solving High cognitive demand = doing mathematics Connected to standards What task will I use that gives students opportunities to demonstrate knowledge and abilities? What particular student responses do I anticipate?
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Spinner Elimination
Important mathematics
Mathematical Goals
Write down one mathematical goal you might have for your students if you used this problem in your classroom. Write down 2 key questions you might want to use in your class while students are working on this problem.
Two questions
Placement
1 Task is dropped into the curriculum. Little to no evidence that the task fits with the mathematical topics the class has been working on immediately preceding or following. Task connects with mathematical ideas covered in the curriculum, but not immediately preceding or following.
Inference
1 The mathematical learning goal is implicit/ambiguous, based on the planning data.
Activity
1 The mathematical learning goal focuses exclusively on a problem solving process.
The researcher must make 2 some inferences about the mathematical learning goal, but can point to some data from teacher plan to support the inference. The mathematical learning goal is clearly described in the planning. Researchers have sufficient evidence to support the mathematical learning goal and do not need to rely on inferences. 3
The mathematical learning goal focuses on a problem solving process and addresses some mathematical procedure or concept. The mathematical learning goal focuses primarily on a mathematical procedure and/or concept.
Task is well-integrated with mathematical topics immediately preceding or following it in the curriculum.
Classroom Implementation
Key issues identified and questions structured Launch with protocol Maintaining cognitive demand Capturing short cycle feedback Used specific protocol to launch the problem How might the questions you posed affect the cognitive demand? Teacher extra step = use of worksheets
Differences
Differences
Strategies & Reasoning Does the issue relate to the appropriateness of the strategy the student used to solve the problem?
Computation & Execution Does the issue relate to the correctness of the computations or execution of procedures the student chose to solve the problem? Strategies & Reasoning Does the issue relate to the mathematical reasoning and logic the student provided to support the solution?
Reasoning and Proof Does the issue with the students response relate to the reasoning that the student provided?
Im not entirely convinced by ___(argument)__. Can you find a better way to convince me that your strategy works? You seem to skip from __(step) to (step)__. Can you fill in that gap to make your argument stronger? Can you think of an example to show that __(step or strategy)__ works? Can you think of a counterexample to show that __(step or strategy)__ is better than/ more appropriate than __(other step/ strategy)__. Can you find a way to convince me that __(strategy)__ is the best way to solve the problem? Are you sure __(calculation)__ supports your solution? Can you think of another __(calculation) __ to provide evidence for your solution?
Computation & Execution Does the issue relate to the degree to which the students computations support the solution? Insights Does the issue relate to the conjectures, predictions, or generalizations that the student made?
Do you have any more evidence to support __(prediction/ conjecture/ generalization)__ ? Can you think of how ___(strategy/ procedure/ pattern)__ might apply to other situations? Can you come up with a general rule for __(pattern or relationship)__ identified? Did you consider __(mathematical concept or counterexample)__ when you made your conjecture or prediction?
Strategies & Reasoning Does the issue relate to the appropriateness of the strategy the student used to solve the problem?
Computation & Execution Does the issue relate to the correctness of the computations or execution of procedures the student chose to solve the problem? Strategies & Reasoning Does the issue relate to the mathematical reasoning and logic the student provided to support the solution?
Reasoning and Proof Does the issue with the students response relate to the reasoning that the student provided?
Im not entirely convinced by ___(argument)__. Can you find a better way to convince me that your strategy works? You seem to skip from __(step) to (step)__. Can you fill in that gap to make your argument stronger? Can you think of an example to show that __(step or strategy)__ works? Can you think of a counterexample to show that __(step or strategy)__ is better than/ more appropriate than __(other step/ strategy)__. Can you find a way to convince me that __(strategy)__ is the best way to solve the problem? Are you sure __(calculation)__ supports your solution? Can you think of another __(calculation) __ to provide evidence for your solution?
Computation & Execution Does the issue relate to the degree to which the students computations support the solution? Insights Does the issue relate to the conjectures, predictions, or generalizations that the student made?
Do you have any more evidence to support __(prediction/ conjecture/ generalization)__ ? Can you think of how ___(strategy/ procedure/ pattern)__ might apply to other situations? Can you come up with a general rule for __(pattern or relationship)__ identified? Did you consider __(mathematical concept or counterexample)__ when you made your conjecture or prediction?
Strategies & Reasoning Does the issue relate to the appropriateness of the strategy the student used to solve the problem?
Your use of (mathematical concept)__ doesnt make sense to me here. Can you see why/ convince me? Im not sure your solution addresses ___(relevant information from problem)__. Can you change your solution to address that? Are you sure __(mathematical procedure)__ makes sense here? Would __(something else)_ be better? Did you consider __(mathematical idea or procedure)__ when you solved the problem? Im not sure your use of __(strategy or strategy part)__ makes sense here. Can you think of a way to fix it? Is your use of __(strategy or strategy part)__ the best (easiest, most reasonable) way to solve the problem? Can you think of a better way? I dont think __(strategy or strategy part)__ works to solve the problem. Try changing __(part of strategy)__ to see if that helps. Can you think of another way to solve this problem? How does it relate to the strategy you chose? Try __(step or technique)__ if you need help getting started. You made some mistakes calculating __(calculation)__. Can you see how to correct them? You didnt use __(procedure)__ correctly. Can you fix it? I dont think you finished calculating __(calculation)__. Try going back to see if you can make it work.
Computation & Execution Does the issue relate to the correctness of the computations or execution of procedures the student chose to solve the problem? Strategies & Reasoning Does the issue relate to the mathematical reasoning and logic the student provided to support the solution?
Reasoning and Proof Does the issue with the students response relate to the reasoning that the student provided?
Im not entirely convinced by ___(argument)__. Can you find a better way to convince me that your strategy works? You seem to skip from __(step) to (step)__. Can you fill in that gap to make your argument stronger? Can you think of an example to show that __(step or strategy)__ works? Can you think of a counterexample to show that __(step or strategy)__ is better than/ more appropriate than __(other step/ strategy)__. Can you find a way to convince me that __(strategy)__ is the best way to solve the problem? Are you sure __(calculation)__ supports your solution? Can you think of another __(calculation) __ to provide evidence for your solution?
Computation & Execution Does the issue relate to the degree to which the students computations support the solution? Insights Does the issue relate to the conjectures, predictions, or generalizations that the student made?
Do you have any more evidence to support __(prediction/ conjecture/ generalization)__ ? Can you think of how ___(strategy/ procedure/ pattern)__ might apply to other situations? Can you come up with a general rule for __(pattern or relationship)__ identified? Did you consider __(mathematical concept or counterexample)__ when you made your conjecture or prediction?
Reasoning and Proof Does the issue with the students response relate to the reasoning that the student provided?
Im not entirely convinced by ___(argument)__. Can you find a better way to convince me that your strategy works? You seem to skip from __(step) to (step)__. Can you fill in that gap to make your argument stronger? Can you think of an example to show that __(step or strategy)__ works? Can you think of a counterexample to show that __(step or strategy)__ is better than/ more appropriate than __(other step/ strategy)__. Can you find a way to convince me that __(strategy)__ is the best way to solve the problem? Are you sure __(calculation)__ supports your solution? Can you think of another __(calculation) __ to provide evidence for your solution?
Computation & Execution Does the issue relate to the degree to which the students computations support the solution? Insights Does the issue relate to the conjectures, predictions, or generalizations that the student made?
Do you have any more evidence to support __(prediction/ conjecture/ generalization)__ ? Can you think of how ___(strategy/ procedure/ pattern)__ might apply to other situations? Can you come up with a general rule for __(pattern or relationship)__ identified? Did you consider __(mathematical concept or counterexample)__ when you made your conjecture or prediction?
Example
Reactions?
Do any of the students appear to be responding to the surface elements of the feedback? Do any of the students appear to be responding to the deeper elements of the feedback? How might the teacher use of feedback only in a reflective context limit student use?
The teachers were asked to examine the feedback given by the teacher and to compare that with the feedback given by the classroom teacher from whom the work had been collected. Teachers reflected in writing about the process of giving written feedback to students.
Cohort 3 concerns
Feedback Guide final survey questions
Self feedback
Student identifies strengths and weaknesses of performance using the rubric and reflects on what assistance he or she might need What do you do if the student cant accurately identify strengths and weaknesses
Teacher gives a feedback list based on analysis of student performances, student identifies which aspect of the list is appropriate to his/her performance and reflects on what to do next
Peer feedback
Similar to above, same questions
Teacher provides specific or hypothetical student performance and students reflect on written feedback given and provide information to that student on how to improve his or her performance
Students need to learn what to do to provide useful information
Further Research
Cohort 4 data still being collected. Have not examined data from teachers own tasks. Other research analyses focus on teacher use of feedback to whole class in debrief sessions based on transcripts and documentation Link additional survey (LMT, SEC Instructional Beliefs and Practices) with the quality of teacher documentation and audio Follow-on interviews and observations for persistence of practices
Questions or Comments
Edith Gummer 503-275-9171 gummere@nwrel.org Claire Gates 503-275-9173 gatesc@nwrel.org