"Providing Feedback that Moves Learning Forward"

As we continue to dive into the assessment world we related the data concept from last week to giving effective feedback. Our discussion began with classifying assessment OF learning, assessment FOR learning, and assessment AS learning. Assessment of learning is the basic summative form. Assessment for learning is your diagnostic/pre-test, or any formative testing. Assessment as learning is self-assessment. This can be in the form of rubrics or just checklists. Dr. Clark had a great little saying that stuck with me to help us remember the differences between all three. "Wellness visits are formative, and autopsy is summative, and diagnostic is like your diagnosis". This stuck with me so I wrote it down to keep handy.

We then started to shift gears and talk about now that you have given the assessment, and received the data then what? Feedback is the answer. We watched some videos and modules that talked a lot about the correct way to get effective feedback to your students. The main two goals is to be timely, and specific. Another tip from Dr. Clark was the "happy sandwich" you start out with a positive comment, then you discuss the problem or difficulty, and then end with another positive note. This is all so true and useful when it comes to not only talking with students, but their parents.

In our seminar we dug a little deeper into feedback and had a very collaborative discussion. One question in particular that really got the wheels turning in my brain: should we share our data with our students, and allow them to give themselves feedback? I think the answer is YES! Forming a welcoming environment in your classroom is the key. I want my students and I to have an open relationship where if there ever was an issue or they had a question they felt they could ask me. So, by sharing their data with them I feel like it will help us form some personal goals and strategies to help better their learning. Sometimes you are your worst critic, so this also will help build some self-confidence in the students.

We must remember why were are here and what our mission as teachers is. We are to improve student learning, therefore whatever data we collect should not be kept under lock and key if the student can benefit from it then we should help explain it to them. This can go for the lower elementary students as well. They may not understand all of the data, but we also must remember that data is not alway numbers on a graph it can be colors or shapes to represent success, frustration, or difficulty. Data can help teachers follow the NCTCS 5) teachers must reflect on their practice; but it also applies to the learner as well. By communicating feedback with each students and listening to their concerns we also are following the NCTCS 2) teachers establish a respectful environment for a diverse population of students.

I googled educational feedback and found this great image and thought it was suitable for this topic. As a future teacher I want to strive to communicate with my students and give effective feedback that still encourages learning. I don't want to bark at them, and break them down and end up hating school. We need to be their own private coach and have their best interests at heart.

http://www.colinjamesmethod.com.au/wp-content/uploads/2015/01/Effective_Feedback_2-01.jpg