Norma Jost & Jeff Davis Austin ISD Secondary Mathematics Department njost@austinisd

1. Texas ASCD 10/21/2008 Mathematics Feedback that enables student ownership of learning & promotes ‘Revision & Redemption’ Norma Jost & Jeff Davis Austin ISD Secondary Mathematics Department njost@austinisd.org jeffrey.davis@austinisd.org

2. Intended Learnings • What mathematics feedback processes are applicable and possible at your campus? • How will revision and redemption look in classes at your campus?

3. Grading Question I have the following grading practices: 1) Allow corrections on assessments/assignments 2) Use a 4 point system 3) Use a 100 point system 4) Have some assessments with students in groups 5) Allow late work to be turned in 6) Have students come in for tutoring/corrections 7) Students grade their own work 8) Students monitor their own progress 9) Some of the above

4. Assessment For Learning Question What do you know about Assessment For Learning? A) I have heard/read about AFL B) I am trying AFL in my classroom C) I am working with other teachers on using AFL D) I am working with my department on using AFL E) I am wondering about AFL F) Other

5. A Different Way of Assessment Classroom Assessment: Minute by Minute, Day by Day • Clarify and Share Intentions • Engineer Effective Discussion • Feedback that Moves Learners • Activate Student Ownership • Students as Instructional Resources • Evidence of Learning to Adapt Instruction Discuss what you think of feedback that moves learners forward with a partner, citing text evidence.

6. Activating Background Knowledge Quick write: What has been your most memorable feedback and how did it affect you? Please record thoughts on your handout. Share with a partner. Feedback Quick Write:

7. Feedback Question What kind of feedback is on your campus? A) Teacher verbal feedback B) Teacher grades only C) Teacher grades/written feedback (corrections, hints, etc.) D) Teacher grades/written feedback (questions) E) Teacher written feedback only in the form of questions F) Student written/verbal feedback G) Some of the above H) Other

8. Revision Question What kind of ‘revision process’ do you have? A) Corrections on assessments B) Make up tests, assignments, etc. C) Extra assignments D) Drop lowest grade(s) E) Some of A-D F) None G) Other

9. How does Assessment for Learning and Building a Culture of Revision & Redemption promote Mathematics feedback that enables student ownership of learning?

10. Building a Culture of Revision & Redemption Students need “opportunities to revise and re-do around standards” in order to create a “culture of revision and redemption…” April 3, 2006 Dr. Linda Darling Hammond toAISD redesign teacher representatives Read more about Adaptive Pedagogy at: http://www.schoolredesign.net/srn/server.php?idx=226

11. Types, Purposes, Roles & Responsibilities for Different Kinds of Assessments Classroom Assessment and the National Science Education Standards (National Research Council); p 20

12. Importance of Formative Assessment to Student Achievement There is a body of firm evidence that formative assessment is an essential feature of classroom work and that development of it can result in large learning gains. Black & Wiliam, p. 148.

13. Research: Butler - On Feedback Overview • 132 students aged 12 from 12 classes in 4 schools • Selected top 25% and bottom 25% for data analysis Experiment • All students given same teaching by two teachers • All students given same aims and criteria, asked to produce the same work for marking • Divided students into 3 groups (within each class): A, B, and C

14. Gain/Positive No Gain/Neutral Research: Butler - Study Design Loss/Negative Butler, Ruth, 1988. Enhancing and undermining intrinsic motivation: The effects of task-involving and ego-involving evaluation on interest and performance. British Journal of Educational Psychology, 58, pp. 1-14.

15. Feedback comments should include… • Individualized information which relates specifically to aspects of the task; and • Suggestions for improvement.

16. What do you think they found? • Discuss the study with your table group. • Based on your experience, predict the results (Pre/Post Results and Interest) for each sample. • Place a dot (see below) in each column based on your discussion.

17. Gain Positive Gain Positive Positive No Gain Negative No Gain Positive No Gain Negative No Gain What do you think they found? Pre/PostInterest Green: Gain Positive Blue: No Gain Neutral Red: Loss Negative Butler, Ruth, 1988. Enhancing and undermining intrinsic motivation: The effects of task-involving and ego-involving evaluation on interest and performance. British Journal of Educational Psychology, 58, pp. 1-14.

18. Mathematics feedback that enables student ownership of learning • Researched in AISD Spring 2008 • 4 high school and 1 middle school mathematics teacher • Three kinds of feedback (without grades): • Teacher verbal feedback • Teacher written feedback • Student written feedback Questioning Assessments Group Tasks

19. Teacher Written Feedback Example What do you notice about this teacher written feedback? How does this feedback enable revisions?

20. Teacher Written Feedback Example What do you notice about this teacher written feedback? How does this feedback enable revisions?

21. Teacher Written Feedback • Start on something small and meaningful, like quizzes. • The assessment items had to be rigorous (i.e. have multiple strategies) and not an easy number to determine their score • Too many comments shut students down so make sure commenting on the mathematics goals. • If providing feedback on more than one revision, have students revise on a separate sheet of paper stapled to the original. • Sometimes students needed additional support with revisions so some teachers allowed students to work together, to come in for individual assistance, to work on revisions in a revision ‘station’ about once a week, etc. • Record a grade in pencil in the grade book. Give students a reasonable revision process/amount of time. Assessments

22. Teacher Written Feedback • Feedback Starters • Assessing & Advancing Questions

23. Try it! Teacher Written Feedback Use the Feedback Student Work Samples to practice some teacher written feedback. • Do the mathematics work yourself. Think of other ways students might solve the problem. 2) Review Student work samples A-C. With a partner, write for each sample: • an ‘Assessing & Advancing’ question or • a ‘Noticing & Wondering’

24. Student Written Feedback • Generate a ‘N & W’ Criteria Chart with students • Generate a ‘N & W’ T-Chart with students on a class task; keep it publicly displayed • Have student groups do ‘N & W’s’ on the work of another group (T-Chart or Post-it) • Have students revise their work • Review/adjust the ‘N & W’ Criteria Chart

25. Class N&W: Progress over 2 tasks 1 2

26. ‘Noticings & Wonderings’ with post-it notes on group work poster and individual student reflection

27. Feedback Question Considering ‘Revision and Redemption’ what are the next steps in your classrooms? A) Explore Assessment For Learning ideas B) Incorporate formative & summative Clicker assessment questions C) Implement effective teacher verbal feedback D) Develop a teacher written feedback process E) Develop a student written feedback process F) Some of the above G) I’m wondering….I need more information H) We’re fine the way we are in the 20th century, thank you.

28. Intended Learnings • What feedback processes and applicable and possible at your campus? • How will revision and redemption look in mathematics classes at your campus? Please fill out the Exit Slip to give me feedback. Thank you!