"The more usual assessment methods involve written summative or end of a course or series of lessons. Alternative methods include oral presentations, progress monitoring, and performance methods."
Adapted from David Perkins (2003) The Ladder of Feedback and John Hattie (2014) The Power of Feedback. You can also: Get Your Own Copy in Google Slides format
When the teacher shares specific learning goals
When the teacher discusses success criteria with students
Students learn and their work improves.
Students become more motivated. They believe they can learn, they want to learn, and they take more control over their own learning.
Your classroom becomes a safe space where feedback is valued and productive.
Make sure the feedback is factual, objective, and safe.
Prioritize feedback to address the most important needs first.
Limit the feedback to two to three specific recommendations linked to the learning goal(s).
Ask a student to tell you what he thinks you are trying to say to him.
Provide elaborated feedback (describing the what, how, why) in manageable units (don’t overload).
Ask students: “In light of what I have provided you, what would you best do next?"
Divide up into groups of three. These will be your home groups.
Select which of the following topics is of MOST interest. Each person in the group must pick only ONE topic.
When prompted, split into expert groups to discuss YOUR area. You will explore the resources linked below. This jigsaw organizer may be helpful for you (here is a digital copy if you prefer to use that).
When time is up, report back to your home group. Share what you've learned with each other.
Be prepared to share takeaways and insights with the whole group.
Diana Benner (@diben), Director, TCEA.org
Destiny Wagner, (@EdTechDestiny)
Marine, Tales from a Very Busy Teacher