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Sylwester, 1995; Jensen, 1998). Classroom assessment research tells us that when we involve students in the assessment process, increase the amount of descriptive feedback students receive, and decrease the amount of evaluative feedback they receive, students learn significantly more (Black and Wiliam, 1998). $    @` iddH-̙y___PPT10Y+D=' = @B +" v 0  P,(  ,f , H`v?Rectangle 4`f^V___PPT980  Feedback for our brain is a bit like fats in our body. Some kinds of fats clog up our arteries and increase our cholesterol to dangerous levels while other kinds of fats lower our cholesterol. L    8     D ,  pw0e0e0e?Title 6PP  ( 0Think of it this way& &  $  iddH-̙y___PPT10Y+D=' = @B +"v 1 `0h(  0 0  py0e0e0e?Title 1@pj  (F>___PPT9  rWhat would you prefer?  2 0  z0e0e?,Content Placeholder 2 n (JB___PPT9$ P Evaluative feedback  performance standards with numbers to indicate ratings, 8/10, checks on a checklist, letter grades are like the fats that clog our arteries but instead of shutting down the blood flow, they shut down the learning brain. 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I! p p>~Q`Nmh-F^iPf=Qc}D\D:ڒ'F9m<Ao?1Umړ!XqWL[~Y޳g-+; u{z/Vn0 A!s]g9MZ/2eHr丟gFIv ۔HS#2[ȬVM(b+[y {sOy%+k):A֯i%f;t!sʼnrd($Do7n kE6.v!z%:o ru˒=};il7JfuB<8) kr>80rz9 F+.j9WU~r}t>ָh#aKyY&>LQOu'|xp_CKYXg#f]MY^GnЖ=&^S<4:~}&Ҷ خoVob(98R=f׾e_x9G4;1u8ICL NNK4RQ~T .uƸClr:Ӊ7Uܰt%5+ڗw(С~2A!ҫԫ `P?ʡ%52_@::-PK!|drs/downrev.xmlDN0EH5HJDU贂 hV>>`'ǑmX^LWgs0eX*g:iNǗ%I N6ƍ!6*A$8ZeKa[)FOc^/,ז:I- m:|[mȟfY-̨~x{3=><1?ϧE!U.3{ =BrKPK-!Zf[Content_Types].xmlPK-!1_a /_rels/.relsPK-!!ڎ !*drs/shapexml.xmlPK-!|xdrs/downrev.xmlPKy   (  &Typically uses a single measurement May compare students to each other Does not give students information about specific elements (knowledge, skills) they perform well May encourage competition Sometimes linked to rewards vs. Punishments Stifles learning Generally summative type of assessment ' P''  @`  <  `0e0e?,Content Placeholder 7"W Q PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!1_a _rels/.relsj0 ѽqCNo^K [ILcX&m߾0XFo;>0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!drs/shapexml.xmlWn6?Y;'FE mcaYqAST"U:9'!%GE=(@$7/*Қsyi33ɅFeIy.녯_߆P/F#/S8pPGlT+lezh$Wyq&jkuQN,6$oBʝ{~ 3 OAdthe ]pDztr18O.fWb>^P,5ȫKEd:#kOy>aBOOgl#bBLՋpyoFR~LVS=s hSߌ),I 3׷lTVSn0f&/>4mj!cqN9j(YHtI5X|VFxKjѶrq.`WV+MQSPޕZۤouP( A<ڦSeNth;xeP"e h.1?cO k}¥ݗ<1bp9)d= I>Dub-|b0g7R6#ֻSyUOK4QE'To^O5\ %BQS5͒D(,ϯC5ʑIDT)-DھoUk~DͰ'69cvبqK%U{R1M8KK|$ t'`'b$i*mKu?,M}ڑPK!:(drs/downrev.xmlDN1MxfH. 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Feedback that is intended to encourage and support the learner. Does not give guidance on how to improve the learner s reasoning.  I like how you completed the assignment.  Z  @`0 P Ją?TextBox 3 B:2___PPT9  lActivity 2 slide    iddH-̙y___PPT10Y+D=' = @B +"v _ Ti(  T' T  xŅ0e0e0e?Rectangle 2@`}  ( [Evaluative Feedback ,  T  ~ƅ0e0e?Rectangle 3@` ( Goal is to measure student achievement with a score or a grade. Feedback that is intended to summarize student achievement. Does not give guidance on how to improve the learner s reasoning. 73%  Z  @`0 T JDž?TextBox 3tB:2___PPT9  lActivity 2 slide    iddH-̙y___PPT10Y+D=' = @B +" v _ X(  X( X  xɅ0e0e0e?Rectangle 2@`}  ( \Descriptive Feedback , H X  ~ ʅ0e0e?Rectangle 3@` ( vGoal is to improve student achievement by telling the learner what steps to take in order to move forward in the learning process. Feedback that is intended to tell the learner what needs to be improved. Gives specific guidance as to how to improve the learners reasoning.  You accurately found the number of students in 4th grade who said ice cream was their favorite. You now need to divide this number by the total number of students to get the percent who said ice cream was their favorite. 8 ZP  @`* X D˅?TextBox 3`^\B:2___PPT9  lActivity 2 slide    iddH-̙y___PPT10Y+D=' = @B +"v _ \(  \0 \  x`0e0e0e?Rectangle 2@`}  ( dEffective Descriptive Feedback   \  ~0e0e?Rectangle 3@` ( <Goal is for students to internalize the effective feedback. Feedback that is intended to be used by the learner to independently move their reasoning to the next level.  I agree with the pattern that you have identified in the table. I am not convinced that the rule you wrote works for all the values in the table. 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 c c C !    ` c $"PK![Content_Types].xml|N0 HC+jS8 @:Q۸ ??\o<7p]V޷O(I'6E=, ){Ō4>I)q7UuDހǏ)}nL"Mᴸ&g0eSA)΄2';2 WYu7{ɯΒzŘqFrj9K*(]mOlPK!Z,[ _rels/.relslj0 ``t_Pƈ[>,dgzjǎ?I'f#®Pb-\/Ƿ0Z]nLnp__3.iJV KQBiDžrL,Vʌ/7р4`ANar+m;E/'3U Aںv83/PK!tdrs/downrev.xmlDAK1!ꡔiZP*m-t3ݍn&K77oxڻV8DERyc݌@DbNa:SiQ|XZeĒ44)u%bvcG)P tp]Q ёPǏ W߫ac~^8|A%k_yF͍l>5KM%PK-![Content_Types].xmlPK-!Z,[ _rels/.relsPK-!tdrs/downrev.xmlPK *   d&~ FC  $  ` c $V"PK![Content_Types].xml|N0 HC+jS8 @:Q۸ ??\o<7p]V޷O(I'6E=, ){Ō4>I)q7UuDހǏ)}nL"Mᴸ&g0eSA)΄2';2 WYu7{ɯΒzŘqFrj9K*(]mOlPK!Z,[ _rels/.relslj0 ``t_Pƈ[>,dgzjǎ?I'f#®Pb-\/Ƿ0Z]nLnp__3.iJV KQBiDžrL,Vʌ/7р4`ANar+m;E/'3U Aںv83/PK!ɥdrs/downrev.xmlDAK1!ꡔiQA-(VKm7%z7|o:\zTbhxP59|v~6T_FeĒ4)%b[vGgG)Р tpMQёR-aeط]l_py nA%sUaja4dq(&K6͖_PK-![Content_Types].xmlPK-!Z,[ _rels/.relsPK-!ɥdrs/downrev.xmlPK   PDescriptive feedback primarily tells the student how to correct their reasoning.NQ c c ,c C Q     ` c $`P"PK![Content_Types].xml|N0 HC+jS8 @:Q۸ ??\o<7p]V޷O(I'6E=, ){Ō4>I)q7UuDހǏ)}nL"Mᴸ&g0eSA)΄2';2 WYu7{ɯΒzŘqFrj9K*(]mOlPK!Z,[ _rels/.relslj0 ``t_Pƈ[>,dgzjǎ?I'f#®Pb-\/Ƿ0Z]nLnp__3.iJV KQBiDžrL,Vʌ/7р4`ANar+m;E/'3U Aںv83/PK!$drs/downrev.xmlDAO1&fLIWHV 1&*F naa;ݴOAo{&޶H> iõD[ǤLfsNck rTR!a:흷SO n[e#ipZh׆Ck k=7}'HRw3H}^=m+VL_/4Y^PK-![Content_Types].xmlPK-!Z,[ _rels/.relsPK-!$drs/downrev.xmlPK j [Descriptive feedback asks the student what to do to move their reasoning to the next level.>\ c c Bc \   ` s *_"PK![Content_Types].xml|N0 HC+jS8 @:Q۸ ??\o<7p]V޷O(I'6E=, ){Ō4>I)q7UuDހǏ)}nL"Mᴸ&g0eSA)΄2';2 WYu7{ɯΒzŘqFrj9K*(]mOlPK!Z,[ _rels/.relslj0 ``t_Pƈ[>,dgzjǎ?I'f#®Pb-\/Ƿ0Z]nLnp__3.iJV KQBiDžrL,Vʌ/7р4`ANar+m;E/'3U Aںv83/PK!Dtdrs/downrev.xmlDJ1!جZײ6-*RPL7?L$vw t\2ĕ7 > BDhWGK,xK26"A8/ UKĩSF^fY.-vZ顥 4[Zon^vEgfPdi*+g Owz!?\iPK-![Content_Types].xmlPK-!Z,[ _rels/.relsPK-!Dtdrs/downrev.xmlPK _  .Purpose: to encourage and support the learner>/ c &c C /  , ` s *`"PK![Content_Types].xml|N0 HC+jS8 @:Q۸ ??\o<7p]V޷O(I'6E=, ){Ō4>I)q7UuDހǏ)}nL"Mᴸ&g0eSA)΄2';2 WYu7{ɯΒzŘqFrj9K*(]mOlPK!Z,[ _rels/.relslj0 ``t_Pƈ[>,dgzjǎ?I'f#®Pb-\/Ƿ0Z]nLnp__3.iJV KQBiDžrL,Vʌ/7р4`ANar+m;E/'3U Aںv83/PK!XEdrs/downrev.xmlDN0EH5HluxTn P$1Ǒmﱺ;:Wg{ xV0 k >? bBh="WGK,xC*"C8K/uGĹk|pr  wV^ŵth8/t}Gq ӻyk^n^xw "јw_UԓVMi`Ll-A~PK-![Content_Types].xmlPK-!Z,[ _rels/.relsPK-!XEdrs/downrev.xmlPK *  ?Purpose: to measure student achievement with a score or a grade`@  c c c 3c C @   ` s *a"PK![Content_Types].xml|N0 HC+jS8 @:Q۸ ??\o<7p]V޷O(I'6E=, ){Ō4>I)q7UuDހǏ)}nL"Mᴸ&g0eSA)΄2';2 WYu7{ɯΒzŘqFrj9K*(]mOlPK!Z,[ _rels/.relslj0 ``t_Pƈ[>,dgzjǎ?I'f#®Pb-\/Ƿ0Z]nLnp__3.iJV KQBiDžrL,Vʌ/7р4`ANar+m;E/'3U Aںv83/PK!!{drs/downrev.xmlDMK@!EF"Ko$ٺ;v&.=wx^r&;ڱIqFnu;,Dd1I)rqy1Bt*c%%1vjb8uccֈ<5;zm.fuyx6|cz)d?i+Ϩw%!okɟ/4YXPK-![Content_Types].xmlPK-!Z,[ _rels/.relsPK-!!{drs/downrev.xmlPK *   d&~ FC    ` s *b"PK![Content_Types].xml|N0 HC+jS8 @:Q۸ ??\o<7p]V޷O(I'6E=, ){Ō4>I)q7UuDހǏ)}nL"Mᴸ&g0eSA)΄2';2 WYu7{ɯΒzŘqFrj9K*(]mOlPK!Z,[ _rels/.relslj0 ``t_Pƈ[>,dgzjǎ?I'f#®Pb-\/Ƿ0Z]nLnp__3.iJV KQBiDžrL,Vʌ/7р4`ANar+m;E/'3U Aںv83/PK!/6{drs/downrev.xmlDJ@!؍0Nٰ6ۻB/Ϝ;|hMv$c 72)ͭzY c0Qlrtb%%t1b8ucֈ<5{z~?ph R^^K"y^<^dҼLU!?]iPK-![Content_Types].xmlPK-!Z,[ _rels/.relsPK-!/6{drs/downrev.xmlPK    U Purpose: to improve learning by indicating to the student what needs to be improved>V  c Jc C V   ` s *\"PK![Content_Types].xml|N0 HC+jS8 @:Q۸ ??\o<7p]V޷O(I'6E=, ){Ō4>I)q7UuDހǏ)}nL"Mᴸ&g0eSA)΄2';2 WYu7{ɯΒzŘqFrj9K*(]mOlPK!Z,[ _rels/.relslj0 ``t_Pƈ[>,dgzjǎ?I'f#®Pb-\/Ƿ0Z]nLnp__3.iJV KQBiDžrL,Vʌ/7р4`ANar+m;E/'3U Aںv83/PK!BJdrs/downrev.xmlD[K1Ci6-*"t<^4,I{C÷\ֈ=9Vp>@WNw(ؖO5Ǥ`sоH9*hcs)CՒ0w=qj-}#!Yv--vZ顥 2G^޼. AӓD1??\ԋVLi;.4Y\PK-![Content_Types].xmlPK-!Z,[ _rels/.relsPK-!BJdrs/downrev.xmlPK j  LPurpose: to improve learning, by moving student reasoning to the next level>M  c Bc C M   ` c $]"PK![Content_Types].xml|N0 HC+jS8 @:Q۸ ??\o<7p]V޷O(I'6E=, ){Ō4>I)q7UuDހǏ)}nL"Mᴸ&g0eSA)΄2';2 WYu7{ɯΒzŘqFrj9K*(]mOlPK!Z,[ _rels/.relslj0 ``t_Pƈ[>,dgzjǎ?I'f#®Pb-\/Ƿ0Z]nLnp__3.iJV KQBiDžrL,Vʌ/7р4`ANar+m;E/'3U Aںv83/PK!wXdrs/downrev.xmlDAK1!*XڴzndIv =7|o<]vPbRkzP59try1yH%ihRJX5(|ǒRFŻ#+y~;ai؏]m_~p@%sw dzk%fKPK-![Content_Types].xmlPK-!Z,[ _rels/.relsPK-!wXdrs/downrev.xmlPK _  zMore0 c c    ` c $["PK![Content_Types].xml|N0 HC+jS8 @:Q۸ ??\o<7p]V޷O(I'6E=, ){Ō4>I)q7UuDހǏ)}nL"Mᴸ&g0eSA)΄2';2 WYu7{ɯΒzŘqFrj9K*(]mOlPK!Z,[ _rels/.relslj0 ``t_Pƈ[>,dgzjǎ?I'f#®Pb-\/Ƿ0Z]nLnp__3.iJV KQBiDžrL,Vʌ/7р4`ANar+m;E/'3U Aںv83/PK!zdrs/downrev.xmlDAO1&fLIWBHPFJvmNk[a6Mo2m'qvP 6(x[ތAĄsL Na6`ݑtؤFd)RXd1')HᶓâIB-_`kXxwr:[U?O~XZidpkM%/PK-![Content_Types].xmlPK-!Z,[ _rels/.relsPK-!zdrs/downrev.xmlPK  *  } Summative.  c c     ` c $ 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SP^Yqy=V2DI1_PK-![Content_Types].xmlPK-!Z,[ _rels/.relsPK-!gvdrs/downrev.xmlPK_j7B )` c $1#"@PK![Content_Types].xml|N0 HC+jS8 @:Q۸ ??\o<7p]V޷O(I'6E=, ){Ō4>I)q7UuDހǏ)}nL"Mᴸ&g0eSA)΄2';2 WYu7{ɯΒzŘqFrj9K*(]mOlPK!Z,[ _rels/.relslj0 ``t_Pƈ[>,dgzjǎ?I'f#®Pb-\/Ƿ0Z]nLnp__3.iJV KQBiDžrL,Vʌ/7р4`ANar+m;E/'3U Aںv83/PK!gvdrs/downrev.xmlDAo0 "OmB@Ӥ v, n1iƩBv|~ϟfwL1 < Pu-;TdJ 6\:;%N%hrKSݐ4 =x=fi"p闢k-˅{zkYP<> SP^Yqy=V2DI1_PK-![Content_Types].xmlPK-!Z,[ _rels/.relsPK-!gvdrs/downrev.xmlPK_j0 *` J ʢ?TextBox 3 B:2___PPT9  lActivity 2 slide    +` f6Straight Arrow Connector 8#" @PK!!|[Content_Types].xmlN0DH+J8 @Mb- ߳i Hݙ77i3$.+)mp{-߷Oŝ :3-@r\^}Fr9+EvP" O&z0=U6`E^MɸihQ dvǂ*YދN:& G.e1]ya7ZUJزԎ ?TP+vRXov->Jr߻_GE |+V#"N<uM=B㾚>toQ!!u]PK!ٿdrs/downrev.xmlDAk@ay7؃UD+F5,f߆VS+<3 3_vjq`2N@N. kǤ<,SE,"Bا IyE5+\k1DٖRxp[˗$JB +ٯUݿy[ln?pЭ@3 ^q%PK-!!|[Content_Types].xmlPK-!3X 2_rels/.relsPK-!RZ蓡/drs/connectorxml.xmlPK-!ٿdrs/downrev.xmlPKP Q  +` iddH-̙y___PPT10Y+D=' = @B +v _ 0d(  d+ d  p Q0e0e0e?Title 2@`}  ( g Activity 2 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Regroup and share Self reflect using the chart what types of feedback you use most often. D!       K (  @` iddH-̙y___PPT10Y+D=' = @B +"zv _ yq@hY(  h! h  pP0e0e0e?Title 1  ( ]Key Research Findings   iddH-̙y___PPT10Y+D=' = @B +"v _ Pl(  lD  l  x`0e0e0e?Rectangle 2"øPK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!1_a _rels/.relsj0 ѽqCNo^K [ILcX&m߾0XFo;>0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!V?ORdrs/shapexml.xmlUQk8~? tfӤ1uлPBre"ˍ74鯿O<ѧ_}7u9?2LjaZ?3I9?Hǿ?vfeج]|} NldCi2!}V:=yԨh8 5#KV%8\Scg%وci`߀)-`nqsin68M.5/I q \O#3t:Z `2G b/_R$;Ǩ4}v?: M|<2 {Y.t%#-5kΒy 4MK~Vp:l˂ @͝)6@AذS7UYe/)>e>?d?HG$P!ځB0U MRϘRV.^{e>EKZk*q h.׽/VH4PAɵb%6___PPT9 The feedback teachers give needs to be of a high quality. When feedback is given in writing, some students: have difficulty understanding the points the teacher is trying to make are unable read the teacher s writing can t process the feedback and understand what to do next. Asking a student to tell you what they think you are trying to say to them is the best way to check this out. ~:P P(2@ (@ (q@ (:o*    @` iddH-̙y___PPT10Y+D=' = @B +"v _ `p(  p5 p  x 0e0e0e?Rectangle 2  ( i Wiliam (1999)     p p  ~0e0e?Rectangle 3 (nf___PPT9H@ (@Findings from Ruth Butler s research on 132 year 7 students: Students given only marks made no gain from the first to the second lesson. Students given only comments scored on average 30% higher. Giving marks alongside comments cancelled the beneficial effects of the comments. Research conclusion: If you are going to grade or mark a piece of work, you are wasting your time writing careful diagnostic comments.>0 ZL0 " Z " Z Z>L  t   55@` iddH-̙y___PPT10Y+D=' = @B +"v _ pt(  t9  t  x0e0e0e?Rectangle 2"ôPK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!1_a _rels/.relsj0 ѽqCNo^K [ILcX&m߾0XFo;>0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!YKKdrs/shapexml.xmlUn8/ x]Ǎȅ %q1X5E$ΐr(h< 7͌>;vO>9ZO|=5(eϋ\[m7!|4b#;}q\uK EelAһҮYnv|ʙA<)2>@+#~L3 /LNs9P{z"#VP ݰp2AIf|)_ S4𚬏ICo\^+M0zvy>9P<\ r@egcZPx6Ą#&eptƨ(h,7W,.@:_YF&ܙrVح| OciƂ^4m`ѡPQ#Q|(KEQ*}4)DZ]cFNY-ʗAR#h +}|bZb[ֽx|@ [t$DF\m1 zM8<U>ZqCT G6n( }y]ۙm3.g%OdgUd+xMWn)V:q*BP;.+R4oi&tJSV;F5lЖI" 2cH48l+=Q쾞0L x㐐¿q?K4~,3Qi|F ex ǯ~Ӽ]|PK!\Idrs/downrev.xmlDN0HHܨߴn85mẍ7!#ۤiWOa90$V*S 8쳇90Hl!Yެ0lvbQb|ڔs_ԤlK&:!9uGI2 5\Sk,I%럖zU[[1rrJrb_PK-!Zf[Content_Types].xmlPK-!1_a /_rels/.relsPK-!YKK*drs/shapexml.xmlPK-!\Idrs/downrev.xmlPK'g2^  (:2___PPT9  i Clarke (2001)    6 t  ~@0e0e?Rectangle 3T,b (>6___PPT9  Findings from Clarke's research: Teachers give: their students too many criteria making it very difficult for specific feedback to be given too much information in their marking which students find overwhelming and difficult to take in. Clarke suggests: When giving written feedback that teachers highlight three successes in the student s work and one area where some improvement is necessary.t3 P P P3F!  ]   s @` iddH-̙y___PPT10Y+D=' = @B +"*v Pa )!x (  x5 x  x 0e0e0e?Rectangle 2t  ( i Sutton (1998)      x  ~0e0e?Rectangle 3W<z (VN___PPT90( dSutton suggests effective feedback should: be specific  both positive and critical be descriptive, rather than evaluative be offered as soon as possible after the event offer alternatives or ask the learner to do so look forward to the specific next steps to improve performance encourage and plan for opportunities for the feedback to be used as soon as possible involve the learner wherever possible, to improve the chance of feedback being understood and acted upon.Z+  + "   @` iddH-̙y___PPT10Y+D=' = @B +"v Qa |(  | |  p0e0e0e?Title 1@`}  ( XFeedback That Fits ~ |  0e0e?,Content Placeholder 2" PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!1_a _rels/.relsj0 ѽqCNo^K [ILcX&m߾0XFo;>0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!رV.drs/shapexml.xmlZQO#7~`r8"=)BGxdwk{s-i% BjՓb{|OB./M9SFinGΜ&4*Og?pZ\0ٸQըsr ޕ2e-G*2^x,Tޠ+DnDլZjɫԲp U%p83} m|bb\j6FBj}{0[E%*I:"lŨIjBT*0y6/4ڗYYϤਏ4-rZR$т('ڏdhg^%Bh|wW0/r"~r}jR݈xs Xa\86e aH,N$\%ҳ OI[ns\.o9[@PX6JAe )a3׳ A"1\bW*CH쒲C.`URΐBX`(hWpb_|Rx(>e]E{&\9!<4RΣGóN-mgKe)"!a$a t~ ]r)Ԗein=QWVB[ꦼ̵ &yJ߯[ۻm.eJ@ܬjӴCmhO#%kmeQ@` ggHnJ>oynsc 3 'o Rk$`I'rKJ1Z`Xu.MK2r~.e]ȍUKyPi䶟PI!]tй91qd2:6=8߈cEֱ% 52/.zx®k!-ߦI'CݢR WC~ʳ=St9 .T_!2˿Pk׺ʤSau]6慠h=n,Yk܋A>xnM^[7\Y[,a^iD!iDlFRzCUAn0kN"8wcEQ6kjETjԷi}I$ǹX$,,wK-3!A*S3UI[X)<ʙ;NY^D] YƧc|>V$&E \SWj xonMaN7O61Շ~S 0ɡkd9Dr&j`}̈́e#(vF#l7!bAoGa?%_, %*´mJw 0Q[)T||h~h48>A]q@aNaT}5Bc4H!M.FLbcfs:K`=`?Z a٥wJIbi4ɸ&}HNz Rd_X t9v$'ŒJOPnHߦ7A=ָ4n-/[odkgxOAoVtA}VӉfXz:YO g|Q]V Gˎ;.8{|de|ǯ!+j/4cEh589LHϯßca=\`UJ˃o;|v{xԙ;.BPK!Q{Gdrs/downrev.xmlDMO0DHkQ"**@4"<2lKׇ)*je+X.no+ _Q!':.25 #ױM]弡Ryܴrei顦5_oc2 D!+}_*zP[2M ?PK!~drs/_rels/shapexml.xml.relsj0 C}Q:n$lvٹ:&} $_2L!jg+ NiWmEZYąշ7Lc+1_hĘ;O' #&nC {B3۫JڈxNNKzurɦ?"``R0ڞ9(zt4Zz@jZK4CW dgg`xHYfc~zw-ޖDPp PK-!Zf[Content_Types].xmlPK-!1_a /_rels/.relsPK-!رV.*drs/shapexml.xmlPK-!Q{GL drs/downrev.xmlPK-!~N drs/_rels/shapexml.xml.relsPK> @`n (JB___PPT9$ `bTask 1: Read article  Feedback That Fits by Susan M. Brookhart on effective feedback. In your group, summarize the key points made by the author and record your ideas. (Or use the perspective lens approach with the groups) Report back to the larger group. Task 2: In your group, complete the activity described in the hand-out on providing feedback to a Gr. 4 student regarding a paragraph she has written. Once you are done, read the second part of Susan Brookhart s article and compare suggested feedback to give with what you have discussed as a group. VP" P P%" P18     M(( @` iddH-̙y___PPT10Y+D=' = @B +"Gv Sa F>&(  P   x0e0e0e?Rectangle 2  ( (Feedback& in summary       ~ʢ0e0e?Rectangle 3MXr (NF___PPT9(  n Quality feedback to learners: focuses on the learning intention of the task  clear target occurs as the students are doing the learning provides information on how and why the student understands or misunderstands provides strategies to help the student to improve assists the student to understand the goals of the learning.DP P2) " )T   k   f@` iddH-̙y___PPT10Y+D=' = @B +" vd Ta (  d   x̢0e0e0e?Rectangle 2@`}  ( ,REFLECT Effective feedback in your classroom,- ,  ,  D   ~@ˢ0e0e?Rectangle 3V (>6___PPT9 8: Reflect on what you have just learned regarding the importance of effective descriptive feedback with a colleague. What was one key point that caused you to reflect on your classroom practice with regards to assessment? How will this affect the way in which you assess student work on a daily basis? v Zi Z ZV Z Z Z:8 8    @` iddH-̙y___PPT10Y+D=' = @B +" v Va    (      p͢0e0e0e?Title 2"{uPK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!1_a _rels/.relsj0 ѽqCNo^K [ILcX&m߾0XFo;>0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!h? drs/shapexml.xmlUM<#,_n)T*RMgvNw˞\t&3?G.[-vƚLKLie?)l:{v2{=LވGV6luX\м?2L>huRp{OG39;NQK wj)NӷVQ3Ykӥm;ɻ28\:yBA?jϷ6P햞Ag\lEm %i;<?$ @O `Kn) z Tc*tzIaTCeB58y+Z+*.9% fِCzS"| |WJ; u <O1Ok_kGZ>oƃr] 4d3F۾mZI"L*s9{Ӑ(g\EGIraaנ}Ì *4!^}jA^&,h[9k(WC|Zck{h,@Di+?ԳVp z:-H^ArKPK-!Zf[Content_Types].xmlPK-!1_a /_rels/.relsPK-!h? *drs/shapexml.xmlPK-!Iedrs/downrev.xmlPKj@`}j  (F>___PPT9  %Suggested Professional Learning Tasks"& %$$%  \   Т0e0e?,Content Placeholder 1@ ` (f^___PPT9@8 JWork with a sample provided or one from your own class. Replace the feedback given with more effective statements that will help further the student s learning. ^       E @` iddH-̙y___PPT10Y+D=' = @B +"v Ya (     p@0e0e0e?Title 2@`}  ( K    p   _0e0e?,Content Placeholder 1 `  ( &It is not reasonable to think that lengthy written descriptive comments on every piece of students work is the only way or even possible. In the next slides we will guide you through several ways to set criteria and assess students work without putting a mark on the paper.   @` iddH-̙y___PPT10Y+D=' = @B +" Za n(  @   p]0e0e0e?Title 1 `S ( |2Ten Ways To Assess Without Putting A Mark On Paper333     v\0e0e?Subtitle 2" á PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!1_a _rels/.relsj0 ѽqCNo^K [ILcX&m߾0XFo;>0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!"F<!drs/shapexml.xmlXn6}/ Zd}seH[8>.(USJR^'_3Z8ʐ3gF~5*+k2>z7Lih;L8(IɰZGH&`"FD{mZI<uBYBK X/9w\U6ډB[z~[J~< mVoও5x,AP*>xT•BBJ!\w"~ط(tpD(M8Ű}ѥ0[M$v>F"$ 7N(I #k\]EJIx~#ryDEZxY!WT!ַx +]4(khʇ;TMP֠i\gD&| <MsYXZqY?+KCuڼ!aʛӸ ҼYߥ+ݲױgFy]B4Za Ib b0B Cޗ 1Y o+%JUsѐ?ݣZ֒W-)u/rpkpIM~v'_NsEmֿzĤ~?mPK!8drs/downrev.xmlDN0DHHܨC#(t[A% j,&1vd${,8v6,"vJtSYF8qbMrxHJBbJ)Cݱp5)V*OS^.l% i:xq}1z___PPT9   'eIdeas taken from: Setting and Using Criteria By: Kathleen Gregory, Caren Cameron, Anne Davies 1997 ffP6e   @` iddH-̙y___PPT10Y+D=' = @B +!v \a    (     p@[0e0e0e?Title 1@`}  ( >Strategies Proposed:      Z0e0e?,Content Placeholder 2"\ V PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!1_a _rels/.relsj0 ѽqCNo^K [ILcX&m߾0XFo;>0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!CK~)drs/shapexml.xmlZn6;Y;^;QأAST"U9K1 j^>|3iI}4)Kk2~fș2yoϏ8A\hkTw?p[O}͠l&z:xQol *u/)L Uz0( )[ G-ap33#*,9&@-jcuA'* x3r;Ŀq)wf]OghG7㛫ͤmt #i?pw+k|#'ru}r.?gW3~s9#!vƓ:tf}:cjf5̈́7g=hK["Ͳ$H·GjFM(}`Q( vsSY4(&آ L'7DL{HC 9xgJ44V3>~;""Vz01P^BD9U,.S(17n }TY Oqz# *xE&k 1=xPE/|+;n :Z8R7nf$* ֦8BR{u|wExD,jU(iO`> 7*aq[13?4u[b "1.b^mSl3 5l&7^lMr _]g[娜Gh'Hq@Ua]&"DQ_VF\>Z,&ou`|OTQ(zyG2ӵcd\ТWJ5!}m"jXPcņ+B)0ec2ky"Qv"J) s؛t MtMtMtDDDٳl[KmllyS6vabMۖlz=S84N/h ړwIHCCw󇊿QMO0 +QhǁCVJpԅP׉$w"%zKM2n sF~5!p2=e~t ɉRi+_QuA1eZP*sATfT +a!"2C%Gr!ϒYO8,yUIϥnnL.!c)0F:8~___PPT9  &Met, Not Yet Met Met, Not Yet Met, I Noticed Sample Match Performance Grid More of, Less Of N.B. (Pay Attention) Specific Remarks Using Acronyms The Next Step Key QuestionsZ   @` iddH-̙y___PPT10Y+D=' = @B +"v `b (  *   pW0e0e0e?Title 1@`}  ( f Task to complete with colleagues!!!     W0e0e?,Content Placeholder 2@` ( 4 Do a quick overview of the ten strategies described in the hand-out. Discuss how you might use or adapt one of these strategies for use in one subject area with your students. 4Fk  @` iddH-̙"2v cb  (  :    p`V0e0e0e?Title 1"ÈPK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!1_a _rels/.relsj0 ѽqCNo^K [ILcX&m߾0XFo;>0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!K>! drs/shapexml.xmlVO0~-U"EPmR*i8mcgw$P4Mc}pϹ~gBr>&G])IlE$ί>JL ɭ|Y9H.a㓥*ReuNWBwzI2Y9u,%yɞ rVHv}m t&+߀:Ȟ/(pA' h—Kے Co~onjAhx*ͥM3O9hJRw@ _ߧ\bO{qxcbl5s $5q+vt:E 812aCtoJ"6xmgK(U0#o' UE6Qd,M tD8- I# ^`n!&zMSI҃zAmHU6xk2Z\U0g*.‘<<`T$} ‚/ib G%RY\mkF®X&W݃xEa iÍfYc(jy~BK:b#C BPd1L]Oy1EHqHpYHC=[>v_VVΟy7uf^{puJ]^w "\'`~<%H^ArKPK-!Zf[Content_Types].xmlPK-!1_a /_rels/.relsPK-!K>! *drs/shapexml.xmlPK-!C/ydrs/downrev.xmlPK}@`}j  (F>___PPT9  &Exerpt from Setting and Using Criteria,' $$$&      `f0e0e?,Content Placeholder 2@` ( : Some of our students still see numbers and letter grades as the currency of school. We realize that for years, they have heard,  This part is important. It will be on the test. Learn it to get an  A .  Now our challenge is to help students become more actively involved in the assessment process. Through this involvement, we have seen many of our students move away from their over-reliance on numbers and begin to understand that a single mark cannot possibly communicate the scope and depth of their learning. (Setting and Using Criteria by Kathleen Gregory, Caren Cameron, Anne Davies 1999)0_ R _  @` iddH-̙"0 v db   0 (     p0e0e0e?Title 1PPpj  (F>___PPT9  Jr High and High School  Supplemental Resources for this Presentation2G ,F     e0e0e?,Content Placeholder 2  v (RJ___PPT9,$  ~FTalk About Assessment -High School Strategies and Tools. By: Damien Cooper Video Clips Introduction clip #1 Assessment Without Marks #6 Case Study s and Reading - Chapter 6 Case Study 1 - One-to-one Conferencing (p.112) Case Study 2 - Whatjyaget and Howdwedo (p.113) Do I routinely provide Individual Feedback That Informs Students How to Improve (p.110) Do I Routinely Work one-on-one or with small groups of Students To Support Them in Using Feedback To Improve Their Work (p.111) Contact dmueller@[plpsd.mb.ca for acquiring this material\1'p71'698    S(@`   g0e0e?,Content Placeholder 3 @  ^ (:2___PPT9   Z  @` iddH-̙" v fb   @ (  $   p 0e0e0e?Title 1@`}  ( `Other Suggested Activities     @0e0e?,Content Placeholder 3@  (   Notable Quotes - Google Docs In this activity participants are divided up into groups. Each group is asked to look at quotes on formative assessment by different researchers, summarize key points and report back to the larger group.$  *   g(i ( @`   0e0e?,Content Placeholder 4p ` (  Feedback Feedforward - Using Assessment to Boost Literacy Learning - Anne Davies -An online journal article that summarizes key components of effective feedback. Feed Up, Back, Forward  Douglas Fisher and Nancy Frey ASCD November 2009J DP18Q R  3 k(Qs( @`t  D?TextBox 50 zZRJ___PPT9,$ In a group or on own( *    )  J?TextBox 6@JB:2___PPT9  e On your own      iddH-̙y___PPT10Y+D=' = @B +"v gb P(  *   x`0e0e0e?Rectangle 5@`}  ( ^In closing&   ,     ~0e0e?Rectangle 6@` ( \ The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be  dollops of feedback . Hattie, 1992   @` iddH-̙y___PPT10Y+D=' = @B +"[ v jb Z R `: (    F`ߢ?Text Box 3<#B:2___PPT9  T   b  Fڢ?Text Box 4-B:2___PPT9  Assessment references *( 2 *    |  Fޢ?Text Box 5pB:2___PPT9  < Cameron, C., Gregory K., Davies, A., (1997) Knowing What Counts  Setting and Using Criteria. Building Connections Publishing. Clarke, S. (2001). Unlocking formative assessment: Practical strategies for enhancing pupils learning in the primary classroom. London: Hodder and Stoughton. Clarke, S. (2003). Enriching Feedback in the primary classroom. London: Hodder and Stoughton. Hawk, K. & Hill, J. (2001) The Challenge of Formative Assessment in Secondary Classrooms SPANZ Journal, September 2001. Tunstall, P., & Gipps, C. (1996). Teacher feedback to young children in formative assessment: A typology. British Educational Research Journal, 22 (4). Sutton, R. (1998). School-wide Assessment. Improving Teaching and Learning. New Zealand Council for educational Research. Wellington NZ. Wiliam, D. (1999). Formative Assessment in Mathematics. The Mathematical Association. Equals. Summer Volume 5, Number 2. 0 P 2l6+==$G&9=%B0x    iddH-̙y___PPT10Y+D=' = @B +"(>+   0 (  "  Nܢ?Rectangle 7"PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!1_a _rels/.relsj0 ѽqCNo^K [ILcX&m߾0XFo;>0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!`>[ drs/shapexml.xmlUMo8@pF"q부70{$*֚"UrlX,Ş247 ߽ߗu1q&ujB?nщ8s^L(eyW\pXYլuF½5ˍ->t++^x\TwKQh~PzVfb>.p%)@<(&f#hiҭka+ER}n+5)2G?A7@=x7 -Gqh}/7Ӈp4`a_$/wt]΍ ,t1O8k̹NJJÔKc'w߅ZY= Ƭ7nnh Bk@ϞII8l~XBD-Y iø ځ P *B=`Z2߉dN\[@mn GH)9n USof" UNJ q-׾Nݫ_se֤^?= o?i:Ym3tU0G$0L{Eg8:u4Dɢ?ZCyT2Ԓ*ۺ,JGb.u~\p4*os 8bڬVZz‘uFM*$TAO[[Yc`ϕ ( B3-O~<dcJI%0J(l!zu#H8R)W g/ i/KFEcRg+agOXZTjPK!edrs/downrev.xmlDN0EH5HUJVU $<$v&$x٦I]{lkK' 0*Mחl-=WGK)S",BgR@Bq!ŬOWsdI2Fj p`]}SX;Cӓ X!oSfi:iK ~6_PK-!Zf[Content_Types].xmlPK-!1_a /_rels/.relsPK-!`>[ *drs/shapexml.xmlPK-!edrs/downrev.xmlPK3y l  l*       Z?Rectangle 1Bx   (   ~֢?Rectangle 2   ( Today we are going to focus on strategy 1. Clear targets. Over the course of our learning on assessment we will be looking at each area in more detail. This is not a checklist, each area is an area of study on it's own and will take some time to understand in it's entirety. This is also not an initiative or bandwagon,. Assessment for Learning strategies are these are highly researched ways of teaching that promote and immensely improve learning through student engagement. It is simply put -best teachingpractices. 0 _z   33 #+    (     v?4Slide Image Placeholder 1Bx   (   Ң0e0e?(Notes Placeholder 2 ^  (F>___PPT9  Ask participants to bring sample of papers or assignments they have recently marked. 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  $, 4 On-screen Show (4:3)$Multi Serve Education Trust Limitedg-% 3ArialFranklin Gothic Book Perpetua Wingdings 2Comic Sans MS WingdingsTimes New RomanVerdanaEquity 1_Equity 2_Equity 3_Equity 4_Equity 5_Equity Giving Quality Feedback$In this workshop participants will:.Seven Strategies of Assessment FOR Learning dExcerpts from Feed BackFeed Forward: Using Assessment to Boost Literacy Learning by Anne Davies.Think of it this way What would you prefer?$Feedback on learning - Dylan Wiliam Key Terms Evaluative vs. DescriptiveEvaluative feedback ExamplesDescriptive feedback examples6 Activity 1 Descriptive or Evaluative Feedback :Feedback can be further broken down further into 4 typesMotivational FeedbackEvaluative FeedbackDescriptive FeedbackEffective Descriptive FeedbackTypes of Feedback - Summary Activity 2 Types of feedbackKey Research FindingsHawk and Hill (2001)Wiliam (1999)Clarke (2001)Sutton (1998)Feedback That FitsFeedback in summary-REFLECT Effective feedback in your classroom&Suggested Professional Learning Tasks 3Ten Ways To Assess Without Putting A Mark On PaperStrategies Proposed:!Task to complete with colleagues'Exerpt from Setting and Using CriteriaGJr High and High School Supplemental Resources for this PresentationOther Suggested Activities In closing Slide 37  Fonts UsedTheme Slide Titles% 8@ _PID_HLINKSAhttp://www.google.com/url?q=http://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asp?strReferringChannel=learningaboutlearning&sa=D&sntz=1&usg=AFrqEzdOL2l59zATpmiUKODhoalkEDBejgGhttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asp0Descriptive or Evaluative Feedback Activity.pdf'revised-Types of Feedback Activity.pdfbhttp://www.ascd.org/publications/educational_leadership/dec07/vol65/num04/Feedback_That_Fits.aspxmailto:dmueller@[plpsd.mb.camailto:dmueller@[plpsd.mb.ca7http://docs.google.com/Doc?id=dzr3bvj_17g5kqqfd7&hl=en,notable-quotes-feedback_2edited_30oct03.pdf>http://www.annedavies.com/images/PDFs/FeedBackFeedForward.pdf>http://www.annedavies.com/images/PDFs/FeedBackFeedForward.pdf>http://www.annedavies.com/images/PDFs/FeedBackFeedForward.pdf>http://www.annedavies.com/images/PDFs/FeedBackFeedForward.pdfBhttp://www.ascd.org/ASCD/pdf/journals/ed_lead/el200911_fisher.pdfhttp://www.google.com/url?q=http://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asp?strReferringChannel=learningaboutlearning&sa=D&sntz=1&usg=AFrqEzdOL2l59zATpmiUKODhoalkEDBejgGhttp://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliam.asp0Descriptive or Evaluative Feedback Activity.pdf'revised-Types of Feedback Activity.pdfbhttp://www.ascd.org/publications/educational_leadership/dec07/vol65/num04/Feedback_That_Fits.aspxmailto:dmueller@[plpsd.mb.ca7http://docs.google.com/Doc?id=dzr3bvj_17g5kqqfd7&hl=en,notable-quotes-feedback_2edited_30oct03.pdf>http://www.annedavies.com/images/PDFs/FeedBackFeedForward.pdfBhttp://www.ascd.org/ASCD/pdf/journals/ed_lead/el200911_fisher.pdf _YK(dmuellerdmueller  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?