Tag Archives: NYTimes

Feedback please – a focus on progress – an update

One additional revision of Julia’s rubric has been made based on feedback from our friend and colleague, Angél W. Kytle (@akytle).  In her comment, she asks

“… A couple of questions– first, do you need the number? Why have the kids rank themselves, especially if they are reflecting and also describing evidence of their assessment of themselves? …” (read all of the comments)

The numbers are actually quite important to me. They are not for quantitative purposes. They are communicating levels to move through. Our target is level 3, always. The numbers indicate what level you are on and offer one way (or two) to level up. Of course, once you’ve reached the target, we want you to stretch and level up if possible. I use the following visual when presenting and teaching about leveled assessments.

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While I must be frustrating her, Julia continues to think, learn, and prototype assessments.

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I love how Julia continues to act on and ask for feedback. Angél’s question help us move another step in the right direction.  We value and appreciate any feedback, warm or cool, that you might also offer.

Feedback please – a focus on progress

Building trust and relationship is critically important in growing and completing feedback loops.  I’ve been co-teaching World Language with Julia Kuipers as often as my schedule allows.  If you’ve read the posts, you know she is an excellent teacher.

Earlier this week, I read You’ve Been Doing a Fantastic Job. Just One Thing … from The New York Times. (HT @boadams1) The following passage stuck with me.

 “Those who had just started learning the language wanted the positive feedback, while those who had been taking the French classes longer were more interested in hearing about what they did wrong and how to correct it.

Why is that? One reason is that as people gain expertise, feedback serves a different purpose. When people are just beginning a venture, they may not have much confidence, and they need encouragement. But experts’ commitment ‘is more secure than novices and their focus is on their progress,’ the paper’s authors said.”

I loved receiving the following email from Julia.

Screen Shot 2013-04-12 at 8.20.39 PMJulia writes “I turned the student’s ideas into a self assessment for the 6th Grade ELD langauge project.” Awesome! Building a rubric from student ideas.  Here’s her draft:

I was off campus at a conference.  Here is my quick reply.

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I wondered what might come next.  How would Julia react to my feedback? What changes, if any, would she make?

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I really appreciate that she planned time in her schedule to review the feedback and work on another iteration.

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What a transformation! I bet that we are not finished with this rubric, but I think the next step is to use it with students.  They will have valuable feedback, and we want to continue to refine our assessments with their input.

To show Julia’s engagement in the process (and complete the communication trail), here is the rest of our exchange.

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To reiterate:

“… as people gain expertise, feedback serves a different purpose.”

Julia and I invite you to offer your ideas, opinions, and expertise to help us improve so that we may better serve our learners.  Any and all feedback is welcome.

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Tugend, Alina. “SHORTCUTS; How to Give Effective Feedback, Both Positive and Negative.” The New York Times. The New York Times, 06 Apr. 2013. Web. 12 Apr. 2013.