Disclaimer
Leadership for the Common Core in Mathematics (CCLM^2) Project
University of Wisconsin-Milwaukee, 2013–2014
This material was developed for the Leadership for the Common Core in Mathematics project through the
University of Wisconsin-Milwaukee, Center for Mathematics and Science Education Research (CMSER).
This material may be used by schools to support learning of teachers and staff provided appropriate
attribution and acknowledgement of its source. You may not use this work for commercial purposes.
This project was supported through a grant from the Wisconsin ESEA Title II Improving Teacher Quality
Program.
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Providing Students
with
Effective Feedback
Common Core Leadership in Mathematics (CCLM)
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Assessment Strategies
Refer back to your CCLM binder:
Seven Strategies of Assessment for Learning
Focus is on Feedback
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Formative Assessment: Dylan Wiliam
• University of London
• Emeritus Professor of Educational
Assessment
• Known for his Work on Formative
Assessment and Student Achievement
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Formative Assessment
Take notes on important ideas from Dylan on
Formative Assessment.
You will engage in a collegial reflective
conversation on the critical messages from
Dylan Wiliam on Formative Assessment.
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Practicing Coaching Skills
1. Listening
* autobiographical, solution, expert
2. Paraphrasing
* clarifying, organizing, shifting
3. Probing/questioning
* invitation, cognition, content
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Learning Target
We are learning to give descriptive feedback
based on the assessment blueprint and the
evidence of student learning.
Key question; “What does this student need at
this point in their learning?”
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
What is Feedback?
“Research has shown that effective feedback is
not a discrete practice, but an integral part of an
instructional dialogue between teacher and
student, (or between students, or between the
student and him/herself).”
From “Providing Students with Effective Feedback”
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Feedback is Based on the
Assessment Plan
A Formative Assessment Plan (Blueprint) for a cohesive set
of lessons:
•
•
•
•
Learning Targets aligned to a Common Core Standard
Type of Target (e.g., knowledge, reasoning, or skill)
Description of Lesson
Description of Assessment Aligned to Target (what data will
you collect that shows evidence of student learning)
• Students’ Monitoring their Learning of the Mathematics in
the Target
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
What Does Research Say?
“Feedback seems to work well in so many situations
that it led researcher John Hattie (1992) to make
the following comment after analyzing almost 8,000
studies:
‘The most powerful single modification that
enhances achievement is feedback. The
simplest prescription for improving
education must be dollops of feedback.’”
~ Robert Marzano
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Characteristics of Effective Feedback
1.
2.
3.
4.
Directs attention to the intended learning
Occurs during learning
Addresses partial understanding
Supports student thinking; feedback does not
do the thinking for the student
5. Provides the amount of advice a student can
act on
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Effective Feedback Directs Attention to
the Intended Learning
Points out what the student has done well
(success feedback) and gives specific information
to guide improvement (intervention feedback).
Look at intervention feedback on pgs. 58 and 59.
Is the feedback a reminder, a suggestion, or a
question?
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Effective Feedback Directs Attention to
the Intended Learning
Look at success feedback on pgs. 57 and 58.
Does the feedback…
1) Identify work done correctly.
2) Describe a feature of quality that is present in
the work.
3) Point out effective use of a strategy or process.
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Feedback and Self-Efficacy
Fixed or Growth Mindset?
Do students believe their intelligence is a fixed
trait or something they can develop?
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Feedback Correlated to Fixed and
Growth Mindsets
“All great teachers teach students how to reach
the high standards.”
-Carol Dweck, Mindset
“Comments emphasizing learning goals have
been repeatedly shown to lead to greater
learning gains than comments emphasizing
self-esteem.”
-Ames, 1992; Butler, 1998; Hattie & Timperley, 2007
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Feedback on Learning: Dylan Wiliam
As you watch the video clip, Feedback on
Learning, listen for the two types of feedback
Dylan Wiliam describes:
1) Ego Involvement
2) Task Involvement
In what ways do the concepts of ego and task
involvement relate to fixed and growth mindset?
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
There is No Formula for Feedback
Use your judgment.
Feedback:
• Usually includes both success and intervention remarks
• Usually has a focus on targets but does not have to be
limited to specific learning target
Ask yourself, “What does this student need at this
point in their learning?”
• Will the student understand the feedback?
• Can the student take action on the basis of the comment?
• Can feedback support partial understanding or is reteaching
needed?
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014
Learning Target
We are learning to give descriptive feedback
based on the assessment blueprint and the
evidence of student learning.
Key question; “What does this student need at
this point in their learning?”
Leadership for the Common Core in Mathematics, University of Wisconsin-Milwaukee 2013-2014