Worksheet 3 Formulating Educative Feedback and Assessment Part A: Formulating Forward-LookingAssessment Directions: Using the learning outcomes developed

in Module 2, formulate ideas for forward-looking assessments by identifying situations in which students are likely to use what they have learned. Try to replicate that situation with questions, problems or issues. Learning Goal/Outcome EXAMPLE: Students will . . . reflect on their own professional development experiences. Possible Assessment Product/Process Clinical observation reports: Students will complete a series of three reports reflecting on their experiences as observers in secondary English classrooms and one report reflecting on their experiences as participants at a professional conference.

Part B: Identifying Standards and Criteria Directions: Select one of your main learning outcomes and identify at least two criteria that would distinguish exceptional achievement from poor performance. Writeat least two or three levels of standards for each of the criteria.

Assessment Product/Process EXAMPLE: Clinical Observation Reports

Criteria Content-(What, So what, Now what?)

Organization-of report

Style-of writing

Correctness-of grammar/mechanics

Presentation-of report

Standards 4-detailed observation; engaging narrative; thoughtful/insightful discussion 3-careful observation; welldeveloped, coherent narrative; well developed, coherent discussion 2-complete observation; clear narrative; some discussion 1-sketchy, perfunctory 4-organic 3-well organized 2-logical, possibly formulaic 1-disorganized 4-sophisticated 3-strong 2-sound 1-needs revision 4-virtually error-free; contributes to ethos 3-virtually error-free; does not undermine ethos 2-some errors 1-distracting errors 4-creative 3-careful attention to detail 2-neat 1-unappealing

Part C: Self-Assessment Directions: Write about some opportunities that you can create for students to engage in selfassessment of the work or assignment?

Part D: FIDeLity Feedback Directions: Write down some procedures that you can develop to allow you (the instructor) to give students feedback that is: Frequent

Immediate

Discriminating (based on criteria and standards)

Lovingly delivered