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Quick & EffectiveQuick & EffectiveClassroom Classroom

Assessments Using the Assessments Using the Feedback LoopFeedback Loop

THSTHS Instructional Faculty MeetingInstructional Faculty MeetingPresented by: Mrs. Dukes & Dr. Hartley (Tabb High School)Presented by: Mrs. Dukes & Dr. Hartley (Tabb High School)

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Student FeedbackStudent Feedback Information gathered to understand strengths Information gathered to understand strengths

and weaknesses in order to improve teaching and weaknesses in order to improve teaching and learning. and learning.

vs. vs.

EvaluationEvaluationJudgment about teaching & learning (Assesses Judgment about teaching & learning (Assesses

achievement with an end in mind such as a achievement with an end in mind such as a grade).grade).

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Feedback versus EvaluationFeedback versus Evaluation

**FormativeFormative **SummativeSummative

**Information,Information, **Information and Information and

NOTNOT Judgment Judgment Judgment Judgment

**NeutralNeutral **ScheduledScheduled

**OngoingOngoing

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Collecting Student FeedbackCollecting Student Feedback TimelyTimely EfficientEfficient AnonymousAnonymous Ongoing processOngoing process Variety of methodsVariety of methods Easy to implementEasy to implement Owned & directed by instructorOwned & directed by instructor Positively impacts student learningPositively impacts student learning Demonstrates respect for student inputDemonstrates respect for student input

Gain for students- *Review content & reflect on learning.

Gain for instructor- *Gain insight about student learning & how to improve instruction *Information to start your next class period (built in review/remediation)

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1.1.

Closing the feedback loopClosing the feedback loopmakes a difference in both makes a difference in both teaching & learningteaching & learning

Share with the students:Share with the students:

1.1. What you learned from What you learned from the assessment.the assessment.

2. What difference this will 2. What difference this will make in your teaching.make in your teaching.

3. What adjustments 3. What adjustments students should make to students should make to improve their learning.improve their learning.

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Techniques for Techniques for Gathering FeedbackGathering Feedback

Ungraded activities which measure Ungraded activities which measure the “state of the classroom”the “state of the classroom”

Minute PaperMinute Paper Penny for Your ThoughtsPenny for Your Thoughts Exit and Entry Tickets/SlipsExit and Entry Tickets/Slips Focused ListingFocused Listing Muddiest PointMuddiest Point One Sentence SummaryOne Sentence Summary Directed ParaphrasingDirected Paraphrasing Application CardApplication Card

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Minute PaperMinute Paper

Purpose:Purpose: Students identify significant Students identify significant things learned and questions they have.things learned and questions they have.

Technique:Technique:

1.1. Prepare 1-2 questions.Prepare 1-2 questions.

2.2. Distribute index cards (scrap paper) & Distribute index cards (scrap paper) & ask students to write responses.ask students to write responses.

3.3. May have students pair and compare.May have students pair and compare.

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Minute PaperMinute Paper

In concise, well-planned sentences, please answer the two questions below:In concise, well-planned sentences, please answer the two questions below:

1. What are the two [three, four, five] most significant [central, useful, meaningful, 1. What are the two [three, four, five] most significant [central, useful, meaningful, surprising, disturbing] things you have learned during this session?surprising, disturbing] things you have learned during this session?

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

2. What question(s) remain uppermost in your mind?2. What question(s) remain uppermost in your mind?________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

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Focused ListingFocused ListingPurposePurpose:: Quickly determine what learners recall as most Quickly determine what learners recall as most

important points.important points.

Technique:Technique:1.1. Write important word or phrase as a heading.Write important word or phrase as a heading. (not too broad or narrow)(not too broad or narrow)

2.2. Set time limit or item limit.Set time limit or item limit.

3.3. Ask students to make a focused list of important words Ask students to make a focused list of important words or phrases that fall under heading.or phrases that fall under heading.

4.4. May want to compare students’ lists to your list.May want to compare students’ lists to your list.

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Penny for Your ThoughtsPenny for Your Thoughtsor Thanks a Millionor Thanks a Million

Purpose:Purpose: Provides a quick structured way to get Provides a quick structured way to get student feedback about anything related to student feedback about anything related to course.course.

Technique:Technique:1.1. Construct feedback sheet Construct feedback sheet (examples provided). (examples provided). You You

may prompt student or leave open-ended.may prompt student or leave open-ended.2.2. Provide time for student to complete & submit Provide time for student to complete & submit

prior to end of class.prior to end of class.3.3. Review results with class at next session.Review results with class at next session.

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One Sentence SummaryOne Sentence Summary

Purpose:Purpose: Identify students’ ability to summarize a Identify students’ ability to summarize a large amount of information using a highly large amount of information using a highly structured, compact format.structured, compact format.

Technique:Technique:1.1. Select important topic.Select important topic.2.2. Ask students to respond to questions:Ask students to respond to questions: Who did what to/for whom, when, where, how, and why?Who did what to/for whom, when, where, how, and why?3.3. Students turn answers into a grammatical sentence that Students turn answers into a grammatical sentence that

follows the same pattern. follows the same pattern. 4.4. May ask students to then turn sentence into more May ask students to then turn sentence into more

sophisticated 2-3 sentence summary.sophisticated 2-3 sentence summary.

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One Sentence Summary ExamplesOne Sentence Summary ExamplesDESCRIPTIONA ___________ is a kind of____________ that ...COMPARE and CONTRAST__________ and _________are similar in that they both….but _____________, while______________…..PROBLEM and SOLUTION___________wanted….., but……., so ……..CAUSE and EFFECT_____________ happensbecause ….

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Muddiest PointMuddiest PointPurpose:Purpose: Identify what students find most Identify what students find most

confusing or least clear.confusing or least clear.

Procedure:Procedure:

1.1. Determine area in need of feedback.Determine area in need of feedback.

2.2. Ask students to write response to what is Ask students to write response to what is confusing.confusing.

3.3. Leave a “muddy point” collection box by exit.Leave a “muddy point” collection box by exit.

4.4. Read responses & sort into related piles.Read responses & sort into related piles.

5.5. Respond to students’ feedback next class.Respond to students’ feedback next class.

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Muddiest PointMuddiest Point

What has been the "muddiest" point so far in this class What has been the "muddiest" point so far in this class session? That is, what topic remains the least clear to session? That is, what topic remains the least clear to you?you?

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

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Directed ParaphrasingDirected Paraphrasing

Purpose:Purpose: Assess student understanding of Assess student understanding of concept/procedures and ability to translate for concept/procedures and ability to translate for someone else to understand.someone else to understand.

Technique:Technique:1.1. Select topic that has been studied in depth.Select topic that has been studied in depth.2.2. Determine realistic yet challenging audience.Determine realistic yet challenging audience.3.3. Ask student to paraphrase topic for a specific Ask student to paraphrase topic for a specific

audience audience (provide time or word limit).(provide time or word limit).

4.4. Read and separate responses into 4 piles Read and separate responses into 4 piles (excellent, adequate, minimal, confused)(excellent, adequate, minimal, confused)

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Directed ParaphrasingDirected Paraphrasing

Gerontological NursingGerontological NursingIn one or two sentences, paraphrase what you have In one or two sentences, paraphrase what you have learned about hospice care to inform a dying, but still learned about hospice care to inform a dying, but still lucid, patient of its possible advantages over hospital lucid, patient of its possible advantages over hospital or home care.or home care.

Small-Business FinanceSmall-Business FinanceImagine that you have just been invited to give a talk to Imagine that you have just been invited to give a talk to a group of local small-business owners on specific a group of local small-business owners on specific ways in which proposed changes in the state tax code ways in which proposed changes in the state tax code may affect them. Paraphrase, in one or two sentences, may affect them. Paraphrase, in one or two sentences, the proposed changes that are most likely to affect this the proposed changes that are most likely to affect this audience.audience.

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Application CardApplication Card

Purpose:Purpose: Assess learner’s ability to apply what is Assess learner’s ability to apply what is learned.learned.

Technique:Technique:1.1. Identify important principle, theory, or Identify important principle, theory, or

procedure that was studied.procedure that was studied.2.2. Hand out cards and ask students to identify Hand out cards and ask students to identify

1-3 possible applications of lessons to real life.1-3 possible applications of lessons to real life.3.3. Read and sort into piles Read and sort into piles (great, acceptable, marginal).(great, acceptable, marginal).

4.4. Share the best applications during next class.Share the best applications during next class.

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Entrance & Exit Passes/SlipsEntrance & Exit Passes/Slips

Purpose:Purpose: Provides way to prompt Provides way to prompt thinking about course prior to entering or thinking about course prior to entering or summarizing prior to leaving.summarizing prior to leaving.

Technique:Technique:

1.1. Identify prompt for entrance and/or exit.Identify prompt for entrance and/or exit.

2.2. Provide “pass” for students to complete.Provide “pass” for students to complete.

3.3. Use input to assess student learning.Use input to assess student learning.

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Entrance & Exit Tickets/SlipsEntrance & Exit Tickets/Slips

Entry slips can be used Entry slips can be used by teachers to judge the by teachers to judge the level of understanding level of understanding among the students among the students about a concept before about a concept before the start of a lecture.the start of a lecture.

Exit slips can be used by Exit slips can be used by teachers to judge the teachers to judge the level of understanding level of understanding among the students among the students about a concept at the about a concept at the end of the lectureend of the lecture..

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The EndThe End

Have a nice day and thank you for all that Have a nice day and thank you for all that you do to make THS a great place for you do to make THS a great place for students!students!