Formative feedback loop for student-centered learning
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Student-centered Formative Feedback Loop Model
Formative assessment provides integral daily and weekly feedback loops for student-centered learning throughout the unit. The formative and summative assessment plans are intricately linked to learning outcomes and thoughtfully woven into the learning design. Each interdiscipline assessment practice aligns with the learning outcomes in the unit. UbD philosophies (Wiggins & McTighe, 2004) we applied to first select general and specific learning outcomes from respective curriculums and carefully aligned those outcomes with valid and reliable assessment practices. During the 4 weeks, we planned for frequent (daily and weekly) and meaningful opportunities for students to reflect upon and improve their learning.
The design includes a wide range of formative assessment opportunities for teachers and students to work together in teacher-student conferencing during class time and peer-peer-teacher conferencing during group work to gather a variety of reliable formative assessment data. Student presentations, D2L blog posts/responses and self-reflections make thinking clearly visible. Formative assessment practices in the mental health unit inform and guide future instructional decisions. We can tailor the following day's lessons by applying the formative feedback we collected for student learning. This feedback loop is used to improve subsequent student learning. Through group inquiry/research projects, online postings and collaboration on the final digital documentary project/showcase students have daily and meaningful opportunities to contribute to the learning of their peers and collaborate in the classroom and school.
The final digital documentary rubric summative assessment provides an accurate, comprehensive, defensible picture of student learning and competencies due to the wide breadth and depth of the criteria detailed in the final project rubric.
The summative and formative assessment plans are comprehensive and extensively detailed in the monthly unit plans.
Contemporary assessment practices and assessment ideas were derived from assessment literature including Garies & Grant (2015) and other assessment books from the Doucette Teaching library.
Formative assessment provides integral daily and weekly feedback loops for student-centered learning throughout the unit. The formative and summative assessment plans are intricately linked to learning outcomes and thoughtfully woven into the learning design. Each interdiscipline assessment practice aligns with the learning outcomes in the unit. UbD philosophies (Wiggins & McTighe, 2004) we applied to first select general and specific learning outcomes from respective curriculums and carefully aligned those outcomes with valid and reliable assessment practices. During the 4 weeks, we planned for frequent (daily and weekly) and meaningful opportunities for students to reflect upon and improve their learning.
The design includes a wide range of formative assessment opportunities for teachers and students to work together in teacher-student conferencing during class time and peer-peer-teacher conferencing during group work to gather a variety of reliable formative assessment data. Student presentations, D2L blog posts/responses and self-reflections make thinking clearly visible. Formative assessment practices in the mental health unit inform and guide future instructional decisions. We can tailor the following day's lessons by applying the formative feedback we collected for student learning. This feedback loop is used to improve subsequent student learning. Through group inquiry/research projects, online postings and collaboration on the final digital documentary project/showcase students have daily and meaningful opportunities to contribute to the learning of their peers and collaborate in the classroom and school.
The final digital documentary rubric summative assessment provides an accurate, comprehensive, defensible picture of student learning and competencies due to the wide breadth and depth of the criteria detailed in the final project rubric.
The summative and formative assessment plans are comprehensive and extensively detailed in the monthly unit plans.
Contemporary assessment practices and assessment ideas were derived from assessment literature including Garies & Grant (2015) and other assessment books from the Doucette Teaching library.
Types & Path to Learning Model
This unit employs this continuous flowchart model throughout the unit and applies the 3 types of assessment including diagnostic (prior assessment of knowledge), formative (assessment for learning during) and summative (assessment of learning).
This unit employs this continuous flowchart model throughout the unit and applies the 3 types of assessment including diagnostic (prior assessment of knowledge), formative (assessment for learning during) and summative (assessment of learning).
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Triangulation is the process by which we collect evidence about student learning before, during and after the mental health unit. This evidence is collected from three different sources:
Conversations
Observations
Products
Conversations
Observations
Products
Detailed List of Assessment Practices in the unit
Formative: KWL - assessment of prior knowledge
Formative: Self-reflections every Friday in CALM
Formative: Kahoot, exit slips
Formative: Peer Assessment
Formative: Planning blogs on D2L - have to respond to another peer, teacher responds to students
Summative: Observation checklists - PE
Summative: Quiz, unit Test, presentations
Formative & Summative: Mini presentations: Peer-to-peer teaching, Peer Feedback during inquiry, class feedback after presentation
Gallery Walk - social studies
Google Doc - learning is visible
Formative & Summative: Rubric for Final Project: Digital Documentary/Awareness Campaign/School Wide Assembly on mental health with Gr 10-12, teachers, administrators and community members
Summative: Rubric for Final Project
Formative: KWL - assessment of prior knowledge
Formative: Self-reflections every Friday in CALM
Formative: Kahoot, exit slips
Formative: Peer Assessment
Formative: Planning blogs on D2L - have to respond to another peer, teacher responds to students
Summative: Observation checklists - PE
Summative: Quiz, unit Test, presentations
Formative & Summative: Mini presentations: Peer-to-peer teaching, Peer Feedback during inquiry, class feedback after presentation
Gallery Walk - social studies
Google Doc - learning is visible
Formative & Summative: Rubric for Final Project: Digital Documentary/Awareness Campaign/School Wide Assembly on mental health with Gr 10-12, teachers, administrators and community members
Summative: Rubric for Final Project