WESTMINSTER

The Impact of Meaningful Feedback

Ted Sadtler November 20, 2016

• Vote with your feet • Vote with your thumbs • Get the materials

• https://goo.gl/DRT6cw

Before we begin…

How is one not like the others?Compare & Contrast These Learning Spaces

Discuss for 30 seconds how these images differ.NO VISIBLE OBJECTIVE• Routines & procedures• Instructional & assessment tools

not all feedback is meaningfulSBG = complication——>obfuscationDespite best practices

I believe that this nation should commit itself

to achieving the goal, before this decade is out,

of making a 95 in space travel.

I believe that this nation should commit itself to achieving the goal, before this decade is out, of sending a man to the moon and returning him safely home.

WESTMINSTER

The Impact of Meaningful Feedback

Ted Sadtler November 20, 2016

• RUBRICS• High-level (LEFT OUT more than I PUT IN)• Q&A session is critical

Connect!

tedsadtler@westminster.net.senor206) Ted$Sadtler$

• Teacher:student ratio is a non-starter • Students work in an information rich, feedback poor environment

• Grades, compliments, admonishments save time, but don’t serve students

Problem: School Doesn’t Favor Feedback

• Establish routines & procedures that make feedback useful

• Design rubrics that describe behavior or prescribe action

• Convert four-point rubrics to the 100-point scale

Make Feedback Meaningful

• R&Ps—how we use rubrics in our instruction• Design—how we build rubrics to maximize impact• Convert—how we marry good practice & necessary reporting

Make Clear What A Rubric Is

NOT a checklist of tasks or attributesPopham, 3-5 criteria

Side Note: Reconsider “Incompetence”

Establish Routines & Procedures That Make Feedback Useful

“I never heard a piece of advice I wasn’t listening to.” - Churchill

Bumper #1: Routines & Procedures

• Teach kids how to interpret rubrics • Students know & understand performance criteria BEFORE they perform a task

• Show students what good work looks like • Include rubrics with the assessment at the time of assessment

• ALWAYS review assessments with the class; encourage students to ask questions

Establish Routines & Procedures

• 1, 2, 3—Show students the target before they take aim• Reading instructions w/ rubric allows students to strategize • don’t add to our workload but increase the impact

Design Rubrics that Describe Behavior or Prescribe Action

“Behavior is what a man does, not what he thinks, feels, or believes.” - Dickinson

Bumper #2: Design Rubrics that Describe or Prescribe• Describe behavior—MUST be written in rubric• Prescribe action—MAY be written, MUST be included in FOLLOW-UP

• Describe OBSERVABLE comparison between student performance & desired performance

• Establish a goal for future performance • “if/then” statement • PRIORITIZE areas for improvement (max. 2)

• Use Growth Mindset language in your rubrics

Design Rubrics that Describe or Prescribe

• Behaviors, not instructions (more info in supp materials)• PRIORITIZE

Build Rubrics In “3-4-1-2” Order

Ask yourself four questions (in this order) when building a rubric:1. 3—What qualifies as acceptable evidence of proficiency?2. 4—What qualifies as highest possible performance?3. 1—What mistakes, tendencies, or misunderstandings require immediate intervention?4. 2—What looks like “almost proficiency?”

• Difficulty: Complexity of theme, grammatical requirements, variability of vocabulary

• Frequency: How often an assigned behavior is demonstrated

• Self-Reliance: The extent to which students work without resources, help from teacher

Define Proficiency By Difficulty, Frequency, or Self-Reliance

Define Proficiency By Difficulty

Define Proficiency By Frequency

Define Proficiency By Self-Reliance

Combine Performance Criteria To Create a Rubric

Each criterion has a defined level of proficiency (3)

Convert Four-Point Rubrics To The 100-Point Scale

“I looked for a quote on converting rubric scales. Thankfully, I didn’t find one” - Me

Bumper #4: Convert 4-pt to 100-pt• double-duty

4=100; 3=88; 2=73; 1=60The 4:100 Conversion

Rubric'w'3'Criteria'

100#/#3#=#33#

33"x"1.0"="33'

33"x".88"="29'

33"x".73"="24'

33"x".60"="20'

Rubric'w'4'Criteria'

100#/#4#=#25#

25"x"1.0"="25'

25"x".88"="22'

25"x".73"="18.25'

25"x".60"="15'

Rubric'w'5'Criteria'

100#/#5#=#20#

20"x"1.0"="20'

20"x".88"="17.5'

20"x".73"="14.5'

20"x".60"="12'

Demonstrate the “4 Criteria Rubric”

Mastery On Any Criterion Earns An A

REPLACE WITH CHART

Mastery, significant grading event

Incompetence At Any Level Warrants Action

REPLACE WITH CHART

Recap: Three Key Points

• Establish routines & procedures that make feedback useful

• Design rubrics that describe behavior or prescribe action

• Convert four-point rubrics to the 100-point scale

• R&Ps before, during, and after, show target b4 take aim• Design—OBSERVABLE, direct stus to next level of performance • Convert—in a way that has meaningful consequences to stu performance

What’s Next?

• 10 minutes of Q&A • Time to co-create a rubric • Options, options, options

Options:• Q&A• Co-create (small group)• Co-create (whole group—gasp!)• Review rubrics & assessment (Dropbox)• Review Excel calculations workbook

Final Thought

Thank You!

tedsadtler@westminster.net.

senor206)

Ted$Sadtler$

Supporting Materials

Variations on Scale Labels

Four-Point Scale vs. Alternatives

2 1 You$did$good.$ You$did$bad.$

3 2 1 Great$ Good$$ Bad$

4 3 2 1 Great$ Good$ Almost$ Not$yet$

5 4 3 2 1 Great$ Good$ Good

6ish$Fair$ Not$

yet$

In Rubrics: Give Description, Not Directions

Rubrics are not assignment directions set to chart format.

-Susan Brookhart, How to Create and Use Rubrics

Common%Assignment%Direc/ons%

• Include(X(#(of(items(

• Include(the(following(terms(

• Include(graphics(

• Make(it(neat(

In Rubrics: Give Description, Not Judgment

Description

vs.

Judgment

Rick Wormeli’s (Heavily Abridged) Guiding Questions When Designing Rubrics

4=100; 3=88; 2=73; 1=60The 4:100 Conversion

Apply the Growth Mindset to Rubric Use

• Focus on effort, persistence, creativity, attention to detail, originality, independence*

• Suggest future attempts • Applaud independence, reaction to adversity

Apply the Growth Mindset to Rubric Use

* If using language in a rubric, be careful to point out observable criteria

* If using language in discussion with student, the sky’s the limit