Analyzing+Evidence+&+Descriptive+Feedback

**Analyzing Evidence and Descriptive Feedback - Module IV** **The following excerpt is from the NCDPI website, and can be read in full at the following links:**

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**This module should be completed and certificates turned in by 3/16/2012**

**Descriptive Feedback Analysis **

As we begin to focus on descriptive feedback, it is important to take baby steps. As part of this process, choose one student as your focus. Over the next few weeks, make it a point to collect, document and analyze evidence of the studen't learning on a regular basis and provide the student descriptive feedback on how to close any gaps that exist.

Keep in mind and respond to the following:
success provided)? documented, and analyzed)? you will provide feedback during a one‐on‐one conference. student?
 * How have you built trust between you and your students? How can this be improved?
 * How does your student know where he/she is going (how were targets shared and criteria for
 * Where is he/she now (how have you communicated about evidence that has been collected,
 * How is descriptive feedback provided? Refer to the document Student‐Involved Conferences if
 * How do you allot time for the feedback to be used by students to improve their learning?
 * How does the student respond to the feedback you provide?
 * <span style="font-family: 'Comic Sans MS',cursive;">What seems to be the most powerful component of descriptive feedback that helped your
 * <span style="font-family: 'Comic Sans MS',cursive;">How is the use of descriptive feedback impacting the student?
 * <span style="font-family: 'Comic Sans MS',cursive;">Can the student identify successes and areas for improvement?
 * <span style="font-family: 'Comic Sans MS',cursive;">How is this student taking responsibility for his/her learning?

<span style="font-family: 'Comic Sans MS',cursive;">Below is a link where you can read a short paper about the attributes of effective formative assessment. Scroll to page <span style="font-family: 'Comic Sans MS',cursive;">four for more clarification and classroom examples of descriptive feedback that give students evidence and suggestions for improvement based on the learning criteria.

<span style="font-family: 'Comic Sans MS',cursive;">A work product coordinated by Sarah McManus, NC Department of Public <span style="font-family: 'Comic Sans MS',cursive;">Instruction, for the Formative Assessment for Students and Teachers (FAST) Collaborative
 * ATTRIBUTES OF EFFECTIVE FORMATIVE ASSESSMENT**

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<span style="font-family: 'Comic Sans MS',cursive;">Click the link below for a quick powerpoint review of Formative Assessment

[|http://www.ncpublicschools.org/docs/accountability/conference/thejourneyimnprovingformativeassessment.ppt#281,25,Slide] 25

<span style="font-family: 'Comic Sans MS',cursive;">Many students need encouragement, support, and attention from teachers. We hope we give them what they need, when they need it. <span style="font-family: 'Comic Sans MS',cursive;">Read on for some of the types of feedback teachers provide their students.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Types of feedback :


 * <span style="font-family: 'Comic Sans MS',cursive;">Motivational **
 * <span style="font-family: 'Comic Sans MS',cursive;">Makes the learner feel good
 * <span style="font-family: 'Comic Sans MS',cursive;">Encourages and supports the learner
 * <span style="font-family: 'Comic Sans MS',cursive;">Does not provide guidance on how to improve the learning
 * <span style="font-family: 'Comic Sans MS',cursive;">Examples: "I like how you completed this assignment."


 * <span style="font-family: 'Comic Sans MS',cursive;">Evaluative **
 * <span style="font-family: 'Comic Sans MS',cursive;">Measures student achievment with a score or a grade
 * <span style="font-family: 'Comic Sans MS',cursive;">Does not provide guidance on how to improve the learning
 * <span style="font-family: 'Comic Sans MS',cursive;">Examples: 73%, "Check plus", B+

<span style="font-family: 'Comic Sans MS',cursive;">in order to move forward in the learning process <span style="font-family: 'Comic Sans MS',cursive;">Now you need to divide this number by the total number in order to get the percent of students who prefer <span style="font-family: 'Comic Sans MS',cursive;">ice cream."
 * <span style="font-family: 'Comic Sans MS',cursive;">Descriptive **
 * <span style="font-family: 'Comic Sans MS',cursive;">Goal is to improve student achievment by telling the student what steps to take
 * <span style="font-family: 'Comic Sans MS',cursive;">Feedback that is intended to tell the learner what needs to be improved
 * <span style="font-family: 'Comic Sans MS',cursive;">Gives specific guidance on how to improve the learning
 * <span style="font-family: 'Comic Sans MS',cursive;">Example: "You accurately calculated the number of students who said ice cream was their favorite dessert.

values in the table. How can you prove this?"
 * <span style="font-family: 'Comic Sans MS',cursive;">Effective Descriptive Feedback **
 * <span style="font-family: 'Comic Sans MS',cursive;">Goal is for students to internalize the descriptive feedback
 * <span style="font-family: 'Comic Sans MS',cursive;">Feedback that is intended for a specific learner so they may independently move forward in the learning process
 * <span style="font-family: 'Comic Sans MS',cursive;">Example: "I agree with the pattern you identified in the table. I am not convinced that the rule you wrote works for all the