Module 8: Feedback Techniques in Assessment

Module 8: Communicating and Reporting Assessment Data from Alternative Methods

• Learning Outcome: Demonstrate knowledge and skills in providing feedback to learners based on alternative assessment results (e.g., performance tasks, checklists, scales, portfolios).
• Time Allotment: 4 hours
• Activity: Read materials on providing effective feedback to learners and understanding techniques for giving feedback. This is a prerequisite for practicing feedback.

Feedback as a Tool for Improvement

• Why is feedback powerful? It helps learners identify areas needing improvement in their academic performance.
• Content of feedback: Can include specific areas of improvement, strategies for performing tasks, recommended procedures, location of answers, or ways to address misunderstandings.
• Timing of feedback: Given during (verbal or nonverbal) or after the performance of a task (e.g., paper-and-pencil test, performance task).

Types of Feedback

• Feedback during performance: Can be verbal or nonverbal (e.g., posted signs, handy whiteboards). Useful for immediate corrections, particularly with tasks that cannot be paused (e.g., dancing, singing, presentations).
• Feedback after performance: Useful when learners get a chance for revisions and resubmissions (e.g., essays, compositions).

Effective Feedback Characteristics

• Specific and Concrete: Feedback should be detailed about why an area is good or needs improvement. Avoid general statements (e.g., "The essay is good" instead of "You started the paragraph with a topic sentence...").
• Based on Criteria: Align feedback with established criteria for the task. Use criteria as a guide for feedback and references to support claims.
• Recommendations for Improvement: Provide suggestions on how to improve the performance or the task.

Different Forms of Feedback

• Focus on Product/Performance: Feedback that details how well a task was completed (e.g., "All parts of the paper are complete").
• Focus on Procedure: Feedback dealing with step-by-step processes for tasks (e.g., instructions followed, proper experimental procedures).
• Focus on Strategy: Feedback that helps learners think through cognitive and metacognitive procedures (e.g., using different colors in a painting to highlight elements, comparing work to example).

Using Portfolios for Improvement

• Role of portfolios: Documents learners' formative assessments for better communication of progress.
• Visual Representation: Shows learners' improvements from initial drafts to revisions.
• Tips for using portfolios: Schedule time to meet with learners, reflect on the portfolio content together, identify areas of improvement, encourage efforts, and help establish goals.

Organizing Parent-Teacher Meetings

• Purpose: Communicate student assessment results.
• Role of parents: Partner in student learning.
• Process: Send invitation letters, greet parents positively, allow parents to express concerns, respond respectfully to issues, refer to performance criteria, provide documents to support the assessments, and focus on improvements or possible actions.