This week we covered assessment. Something I found interesting
was what the curriculum teaches us about assigning grade levels. For instance,
how many of you knew that by meeting the curriculum expectations, a student
would receive a level 3? Prior to teachers college, I always thought if you met
all of the expectations, you would receive a level 4. However, what we have
learned is that you can only assign a level 4 if the student goes above and
beyond the expectations.
Ministry of Education. (2005). The Ontario Curriculum Grades 1-8 Mathematics. Retrieved from: http://www.edu.gov.on.ca/eng/curriculum/elementary/math18curr.pdf
Another interesting point was the research that was
discussed surrounding grades and comments. How many of you can admit that you
are concerned about the grade when you submit a piece of work? I know this is
something I personally care a lot about. The first thing I look for is the
grade I received, followed by comments on how I can get a better grade on the
next assignment. However, research has proven that if a teacher reveals a grade
to a student, they have a zero percent likelihood of improving on their next
assignment or test. In contrast, when teachers left comments on the student’s
work, with no grade anywhere to be found, students were at a 30 percent more
likelihood of improving the next time. This increase in likelihood of achieving
higher results is a significant amount. What does this show us then? How should
we mark students work? Well, what the research has shown is we should be
recording marks for our eyes only, and only letting students have access to the
comment portion of the marking component. To compare, the research has shown
that if the teacher records a mark alongside the comment, the student returns
to a zero percent likelihood of achieving higher results next time. This is
because students place more emphasis and care on the grade, as opposed to the
feedback that they are being given.
Kevin Hodgson. (October 11, 2015). Hit with the growth mindset. Retrieved from: https://www.flickr.com/photos/dogtrax/22075424832
Knowing this now, what are some strategies we can use when
leaving feedback for students? Well, students respond well to compliments,
though we cannot leave it at just a compliment, as this will encourage a fixed
mindset, which is to be avoided. Instead, provide your student with a
compliment about a strength you see in their work, a “wonder” component where
you question something about the work, and a challenge you saw. This way, the
student leaves the comment with a growth mindset, and they can leave with
useful advice on how they can improve for next time.
We took part in an activity in today’s class that
demonstrated our ability to leave descriptive feedback on student work. We were
encouraged to find at least two ways that a student might solve the problem. After
solving the two EQAO questions each, we had to work together in our table
groups to look at how a student solved these questions. Whether the student got
the question right or wrong, we had to dissect their work to see what their strengths
and challenges were, as well as an “I wonder” component.
The image above shows how I answered the two questions that
were assigned, whereas the bottom image shows how Ross and I dissected the student’s
answer and provided feedback for their work.
Overall, the main points to take away are these:
1.
Always leave a strength, “wonder” and challenge
when leaving descriptive feedback;
2.
Make sure your feedback demonstrates a growth
mindset;
3.
Leave comments on student’s work as opposed to
grades/comments and grades as this will result in a higher rate of improvement;
4.
Level 4 is for the students that go above and
beyond the expectations.
Hello Jamie,
ReplyDeleteYour statement regarding meeting curriculum expectations reminds me of my last block. My associate teacher was very strict about marking this way following the guidelines. There was one assessment task where he told the students it was impossible for them to receive a level 4 as they could not exceed the expectations for that task.
I am also reminded of my Psychology of the Self course I took in undergrad when I hear that feedback and a mark is not as helpful for students as feedback alone. It is normal for all of us to want to compare our work with our peers as it helps us maintain confidence in ourselves when we do well. Having a number makes it much simpler to compare and that is why I believe removing the number forces students to focus on their individual comments instead of the comparison process. It may also help their sense of self by removing the competition aspect.
I also agree that compliments alone might prevent a growth mindset as some students may need the extra support to know what areas they should focus on improving. Your recap of the important information at the end is very helpful as it is concise. Thank you for sharing your insights in your blog post. The comment on going above and beyond the expectations really promoted thinking as I easily tend to forget that one.
Hey Jamie,
ReplyDeleteYour overall points summed up your blog perfectly. I really enjoyed how you mentioned that a Level 4 is for only students who go above expectations. As a child, I always believed Level 4 meant you got everything correct. Its interesting to now see what it really entails. In addition, I think that as teachers, we need to take the time to develop descriptive feedback as a means to guide our students. We need to focus more than on the numeric figure they achieve. Students need feedback so that they can re-assess their problems and processes. Thanks for sharing your thoughts! Great post!
Hi Jamie,
ReplyDeleteI really enjoyed your post and the amount of insight you provided on assessment. One thing I want to comment on is your discussion on providing students compliments. I did not think of it as encouraging a fixed mindset, but you are completely right! As we have learned identifying students as "smart", or simply saying good job without depth or providing them with descriptive feedback ,can maintain a mindset we (as future educators) do not want to maintain. Taking time to give students feedback that acknowledges their strengths, provides them with a different perspective ("I wonder if.."), and comments on a particular challenge, can increase their achievement levels more so than simply giving them a grade. Providing this type of feedback definitely supports students developing a growth mindset (as you clearly mentioned)! As we have also learned, the purpose of assessment is to improve students learning. In order to do this we need to be aware of the feedback we give our students so it does not hinder their learning and achievement level, but positively reinforces and encourages a growth mindset.
Hi Jamie,
ReplyDeleteThanks for your blog post, your overall points summarized everything that we discussed in class really. Just as Jessica pointed out above, I really enjoy that you mention Level 4 is supposed to be reserved for students who go above and beyond expectations. Compared to when I was a student, I believe that expectations for Level 3 and Level 4 must become more distinct and clear in our classrooms, as students must understand that provincially Level 3 is the average, and Level 4 is above and beyond all expectations. I also believe that by clearly demonstrating this to our students, it will allow them to explore more of the Assessment AS learning instead of the traditional role of Assessment OF learning. We must teach our students to become critical thinkers and able to self-regulate, and by demonstrating these types of differences in Levels to them, it makes such a difference. Thanks for sharing, great post! Kathlene
Jamie, I thoroughly enjoyed your blog posts. The approach you have chosen is consistent throughout and you have linked classwork, readings and online modules very well. Your connections to personal experiences shows deeper thinking as you assimiliate new skills and knowledge. Great insight and connections!
ReplyDelete