Feedback Speaks Louder than Points

Strategies for Giving Accurate, Specific and Timely Feedback.

Educators know how important feedback is for ensuring learning. The problem lies in how to actually make that happen when you teach hundreds of students. After repurposing formative work, being more intentional about teaching learners how to get feedback, and using single point rubrics, our feedback to all learners is more accurate, specific and timely.

This graphic from the Jim Smith @MrDataGuy illustrates how we have shifted our mindset around assessment. In the past our feedback consisted of points/grades on formative (daily) work with more thorough comments on a summative (final) test or project. We have reversed that order and now give more comments on the formative work and only a final score on a summative. Everything we ask learners to engage with for formative work is a lead up to a summative test or project. We call this formative work ‘feedback’, as it is used to inform learners what they know, as well as offer direction for an appropriate pathway to continue learning.

Before we begin a unit of study we create the final summative assessment (test, paper, or project). Then we create a single point rubric that lists the criteria that will be assessed.  The criteria for success is based on identified standards/competencies. A single point rubric is used to provide a final summative score. Also, the rubric is referenced and used to give feedback on the learning process throughout daily lessons. In other words, the same rubric is used for both formative practice and the summative assessment (test or project).

Rubric used for FORMATIVE assignment, learners then focus on growth areas as they proceed to the summative

Rubric for the SUMMATIVE, this rubric now includes points that will be added to the gradebook

We keep three things in mind when designing formative assessments.

1.) Formative work is always connected to the intended learning goal.

Because we begin by planning the summative assessment, we can link all formative assignment to the end goal. Also, in addition to feedback on understanding of content or task related goals, there are many times we give learners feedback on the process and the ability to self-regulate.

2.) Formative work must inform the learner of what they know and don’t know.

We no longer put points for a grade on formative assignments, we provide comments on a single point rubric. This gives learners specific feedback on what their next steps should be. The feedback helps a learner identify areas where more support is needed, areas for which they need just to have more processing time, and finally, areas where they are ready to go deeper and take advantage of an enrichment opportunity.  We no longer collect and comment on every class assignment. For example, when learners take Cornell Notes to learn new information, we do not collect and score these notes. If a learner asks, “Do we need to turn this in?” our response is, “Is it something you need feedback on?” This approach also allows learners to make mistakes without being docked points and focus on the learning rather than their compliance. In turn they can learn from mistakes without being penalized in the formative process.

3.) All formative work has the potential to elicit an instructional response.

Just as the formative work informs the learner of what their next steps should be, it also informs our plans for instruction. For example, when working on an essay, each learner turns in one body paragraph of a draft for feedback. The submission allows us to plan and offer targeted flex groups based on needs that the formative work presented. Some learners may need instruction on topic sentences, some on supporting evidence, and others revising their thesis. We plan accordingly and design multiple pathways for the next class, based on the learner needs the formative work presented.

Repurposing formative work with those the above criteria in mind, has made learning more purposeful and reporting against the standards in the form of a grade much more manageable. Timely feedback is critical. Knowing many teachers are responsible for hundreds of learners, this can feel overwhelming. It’s important to note that teacher feedback is just one way to keep learners informed of where they’re at in the learning. In our classes, we also teach learners how to use and give feedback from peers as well as themselves. Again, a single point rubric allows learners to give specific and accurate feedback to peers or becomes a self-reflection tool where one assesses her own understanding against the standard(s). Other strategies for peer feedback could be, turn and talk, coaching circles or interactive notebooks. 
Teachers can have learners assess themselves against an exemplary example of a final expression of learning. Consider the study of rhetoric. After engaging in understanding ethos appeal, learners are given a formative assignment to identify the ethos appeal. Once learners have done the formative work, the teacher shares the answers with the class. At this time learners check their own work and then reflect on what their next learning steps/pathways. Feedback to self is a critical skill. We end every class with reflection. We require learners to use what we have done in class as feedback. Reflection prompts might include, How does the study of ethos appeal connect to what we have already learned? How is it similar or different? What are the natural relationships and patterns? Whose point of view does it represent?  

In all of our work with personalized learning we are making the learning process more visible and accessible for all learners. We do this by establishing common language, being flexible, and engaging the learners. When learners understand formative work as feedback they are empowered and able to make data informed decisions for learning pathways. This ensures learning for all.