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FC 7: ASSESSMENT FOR LEARNING

Total Credits: 6 Total Marks: 100

Unit: 5 Reporting, Statistical Devices & Constructive Feedback

5.1. Reporting (Meaning and Types of Reporting)

Statistical Application for Interpretation and Reporting

5.2. Calculation and Interpretation of Mean and Median

5.3 Interpretation of Standard Deviation with reference to Normal Probability Curve

5.4. Interpretation of Percentile and Percentile Rank

5.5. Concept & of Constructive feedback, types of teacher feedback (written and oral);
feedback to students and feedback to parents; Peer feedback

Learning outcomes

After the transaction of the unit the students should be able to:

 define reporting;
 enlist the types of reporting;
 calculate mean by assumed mean method;
 calculate median of the given data;
 interpret Standard Deviation with reference to Normal Probability Curve;
 interpret Percentile and Percentile Rank.
 explain the concept and criteria of Constructive feedback;
 enlist the types of feedback.

Dr Hema R Bhadawkar FC 7: Assessment For Learning: Unit 5 K J Somaiya College of Education

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5.1. Reporting (Meaning and Types of Reporting)

Meaning of Reporting

 Reporting is the process of communicating information about student achievement

and progress gained from the assessment process.

 The purpose of reporting is to support learning and teaching by providing feedback to

students.

 Students' learning achievements and progress is reported to parents.

 Information about students' achievements is also be valuable for teacher for

systematic planning of further learning activities

Focus of Reporting

 What Students are Able to Do

 Areas That Require Further Attention or Development

 Ways to Support Students‘ Learning

Types of Reporting

Individual Parent/ Teacher Meeting

• Parent/teacher meetings provide a good opportunity for teachers to explain assessment

results to parents.

• Teachers can communicate the results of each individual student as well as the
performance of the school as a whole.

• Teachers also can explain initiatives that have been undertaken to improve student
learning.

• Parents can ask teachers questions about assessment and classroom activities.

An Individual Written Report Sent Home

• A written report does not provide the face-to-face interaction of a parent/teacher

meeting, but it can be an effective method for distributing assessment information.

• Educators must be sure that the report carefully describes the assessment process and
clearly explains how to interpret the results.

Dr Hema R Bhadawkar FC 7: Assessment For Learning: Unit 5 K J Somaiya College of Education

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• The report also should include a phone number that parents can call if they have any
questions

Parent Group Meetings

• An effective method for distributing assessment information in general of the entire

class.

• Parent/teacher meetings provide a good opportunity for teachers to explain assessment

results to parents.

• Teachers also can explain initiatives that have been undertaken to improve student
learning.

• Parents can ask teachers questions about assessment and classroom activities.

Parent Newsletter Articles

• A parent newsletter is another means of distributing assessment information.

• Articles in such a newsletter can describe

 the assessment process,

 the scoring procedures,

 the school's placement on an overall level, and

 any initiatives that are being undertaken to improve future learning.

 Some articles can be written in the form of frequently asked questions, along with
answers.

 The newsletter should convey that the real purpose of assessment is to improve
teaching and learning

Dr Hema R Bhadawkar FC 7: Assessment For Learning: Unit 5 K J Somaiya College of Education

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Statistical Application for Interpretation and Reporting

Sample Question: Observe the given distribution table and answer the questions given
below:- Class interval frequencies

80-84 2
75-79 3
70-74 5
65-69 12
60-64 8
55-59 6
50-54 4
------------
N= 40
i) Calculate the mean/median of the given distribution and interpret the result. (5)

ii) If SD= 8.2, interpret with respect to Normal Probability Curve. (2)

iii) If P43 =74, Interpret. (1)

iv) In a Geography test, Raja‘s PR is 36 and Rani‘s PR is 63, interpret and compare their
performance. (2)

Calculation of mean by assumed mean method

Interpretation of mean :

1. Mean is the average score of the distribution.

2. In the given distribution Mean=-------- that means most of the scores lie around -------.

3. It is the central value of the distribution.

Calculation of median

Interpretation of Median

1. Median is the positional average of the distribution. It divides the distribution into two
equal halves.
Dr Hema R Bhadawkar FC 7: Assessment For Learning: Unit 5 K J Somaiya College of Education
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2. The Median = --------- ,that means 50% of scores lie below ------------and 50% scores
lie above ----------- .

3. Here, N/2=20. ie.20 students have scored below ---------- and 20 students have scored
above -----------

According to Normal Probability Curve

Between M + 1S.D. and M – 1 S.D. lie 68.26 % cases.

Here, M = 68.88 and S. D. = 8.2

M + S. D = 68.88 + 8.2 = 77.08

M – S.D. = 68.88 - 8.2 = 60.68

Therefore the range is 60.68 to 77.08

Total frequency between this range = 8+12+5+3 = 28

N = 40

40 ------- 28

100 ------?

= 70 %

Conclusion: The given distribution is near normal.

Percentile and Percentile Ranks

Q.- If P65 = 36, Interpret.

1. It is the 65th percentile.

2. Thus, 65% students in the class have scored below 36 and 35% have scored above it.

Dr Hema R Bhadawkar FC 7: Assessment For Learning: Unit 5 K J Somaiya College of Education

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Q. In a Maths test, Sudha‘s PR=75 and Sheela‘s PR=85. Compare and interpret their
performance.

Interpretation-

75% students have scored less than Sudha and 85% students have scored less than Sheela in
a maths test.

Comparison-

Less number of students have scored above Sheela than Sudha.

Conclusion-

In a maths test, Sheela‘s performance is better than Sudha‘s performance.

5.5. Concept & of Constructive feedback, types of teacher feedback (written and oral);
feedback to students and feedback to parents; Peer feedback

Concept & criteria of constructive feedback.

Feedback is a vital part of education and training. When the process of providing feedback is
carried out well, the feedback can motivate learners and help them to improve their
performance. Constructive feedback is information-specific, issue-focused, and based on
observations.

Concept Constructive feedback

 Constructive feedback is communication that brings to an individual‘s attention an

area in which their performance could improve, in a manner that helps the individual
understand and internalize the information.

 Constructive feedback does not focus on fault or blame; it is specific and is directed
towards the action, not the person.

Constructive Feedback is:

 Useful
 Meaningful
 Impactful
 Easy to understand

Dr Hema R Bhadawkar FC 7: Assessment For Learning: Unit 5 K J Somaiya College of Education

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Constructive Feedback is not:

• Critical
• Accusatory
• Vague

It comes in two varieties:

Positive feedback is news or input to an individual about an effort well done.

Negative feedback is news to an individual about an effort that needs improvement.

Negative feedback doesn't mean a terrible performance, but rather a performance in which the
outcomes delivered should be better. So negative is not a negative word in this case.

The guidelines for giving constructive feedback fall into four categories:

Identify the topic or issue that the feedback will

Content be about
what you say
Provide the specifics of what occurred

 What student has learned and hasn‘t learned.

 Learning errors that need correction should be clearly pointed out.

 Strengths and weaknesses both.

 The teachers‘ judgement of the students‘ progress.

Determine upon what a learner needs to know to facilitate further learning.

Manner how you say something often carries

how you say more weight than what you have to say

 Get to the point and avoid beating around the bush. Both negative and positive
feedback should be given in a straightforward manner.

 Describe unambiguously the worth, merit or value of the work accomplished by the
student.
Dr Hema R Bhadawkar FC 7: Assessment For Learning: Unit 5 K J Somaiya College of Education
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 Be very objective and present in a fashion student will comprehend.

 In positive feedback situations, express appreciation.

 In negative feedback situations, express concern.

 Give the feedback person-to-person

Timing
when do you say ASAP (as soon as possible)

Feedback is to be given as close as possible to when the performance incident occurs so

that the events are fresh in everyone's minds.

frequency
Use constructive feedback regularly to
how often
acknowledge performance

 Be sure to keep notes on the performance feedback that you give. It helps you track
what's happening rather than relying on your memory.

 well timed and expected (as early as possible and agreed between participants for
their common goal/s)

 based on first hand data (without any intermediate source and through direct
observation)

 confidential (to maintain trust and respect)

 quantity regulated (reasonable amount of information)

 balanced (appreciation for good things and suggestions for improvement)

 clear (in terms of goals, criterion and standards)

 encouraging (for time, effort, positive believes i.e encouragement for whatever is
right or good, interaction and dialogues with peer and teacher)

Dr Hema R Bhadawkar FC 7: Assessment For Learning: Unit 5 K J Somaiya College of Education

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 helpful (for teaching and learning activities i.e. helpful in improving teaching and for
achieving common academic goals)

 opportunistic (with opportunities for raising current performance to meet standard

performance)

 purposeful (to plan a strategy, to improve results, to clarify standards, etc.)

 relevant and tailored (according to needs and interest of an individual)

 factual (based on actual performance rather than assumptions or interpretations)

 descriptive (non-evaluative)

 specific (focusing the observed and changeable behaviour).

Types of teacher feedback (Oral and written feedback)

Oral feedback

Oral feedback usually occurs during a task. It is sometimes underestimated because it is less
formal, but it can be a very powerful and effective tool as it can be provided easily in the
‗teachable moment‘ and in a timely way.

Asking ―What do you notice about ______?‖ or ―How does this match the criteria?‖
stimulates students‘ thinking about their learning.

Written feedback

Written feedback tends to be given after a task.

Effective written feedback provides students with a record of what they are doing well, what
needs improvement and suggested next steps. Students and teacher might use a log to monitor
whether and how well the student has acted on the feedback.

Written feedback needs to be:

• timely so that it is paired as closely as possible with the event

• written in a manner that is understandable for the student

• actionable so that the student can make revisions.

Written feedback needs to include:

• where the student has met the learning intentions and/or success criteria

• where the student still needs to improve

• a way to think through the answer for themselves.

Dr Hema R Bhadawkar FC 7: Assessment For Learning: Unit 5 K J Somaiya College of Education
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Feedback to Students

Feedback is any response made in relation to students' work or performance. It can be given by a
teacher, an external assessor or a student peer. It is usually spoken or written. Feedback is ... most
effective when it is timely, perceived as relevant, meaningful and encouraging, and offers
suggestions for improvement that are within a student's grasp (Brown, Bull, & Pendlebury, 1997).
It is intended to acknowledge the progress students have made towards achieving the learning
outcomes of a unit. Good feedback is also constructive, and identifies ways in which students can
improve their learning and achievement. Providing a mark or a grade only, even with a brief
comment like "good work" or "you need to improve" is rarely helpful.

Here are some common examples of feedback that is not helpful to students (Chamberlain, Dison
& Button, 1998). It is widely recognized that feedback is an important part of the learning cycle,
but both students and teachers frequently express disappointment and frustration in relation to the
conduct of the feedback process. Students may complain that feedback on assessment is
unhelpful or unclear, and sometimes even demoralizing. Additionally, students sometimes report
that they are not given guidance as to how to use feedback to improve subsequent performance.
Even worse, students sometimes note that the feedback is provided too late to be of any use or
relevance at all. For their part, lecturers frequently comment that students are not interested in
feedback comments and are only concerned with the mark. Furthermore, lecturers express
frustration that students do not incorporate feedback advice into subsequent tasks.
Good Feedback Principles
Promote dialogue and conversation around the goals of the assessment task.
Emphasize the instructional aspects of feedback and not only the correctional dimensions.
Remember to provide feed forward indicate what students need to think about in order to bring
their task performance closer to the goals.
Specify the goals of the assessment task and use feedback to link student performance to the
specified assessment goals.
Engage the students in practical exercises and dialogue to help them to understand the task
Criteria.
Engage the students in conversation around the purposes of feedback and feed forward.
Design feedback comments that invite self- evaluation and future self- learning management

Dr Hema R Bhadawkar FC 7: Assessment For Learning: Unit 5 K J Somaiya College of Education

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Enlarge the range of participants in the feedback conversation - incorporate self and peer
feedback.

Feedback to Parents

The type and regularity of feedback on a child‘s progress reflects the importance that is
placed on assessment that informs a child's next steps.

Extensive written reports during the year give details of attainment, progress and attitudes to learning.

Be direct but kind—When approaching parents with negative or constructive feedback,

remember that it‘s natural for them to be protective of their children. Be kind in your
delivery. No, I‘m not suggesting sugar-coating the feedback or attempting to feed the parents
the potentially ineffective ―praise sandwich‖. Take a moment to imagine yourself in their
shoes, and communicate with them as you‘d want someone to communicate with you. Don‘t
beat around the bush. Include specific examples of desired behaviours to help illustrate what
you mean.

Focus on the observed behaviour, not the person—Remember, the purpose of constructive
feedback is to eliminate behaviours that detract from learning. Don‘t make parents feel like
you‘re attacking their child‘s character, they may turn defensive and the opportunity for a
meaningful conversation will be lost.

Try the Bundled Approach—You can take the edge off of tough conversations by bundling
feedback. The bundled approach is more direct and objective than the standard ―praise
sandwich‖—which tries to avoid blame and hurt feelings by surrounding negative feedback
with compliments and other positive statements. Since people tend to remember the first and
last things they hear, the sandwich method can potentially dull the meaning in your message.

Peer feedback

Peer feedback means that feedback is given by one student to another, through comments
made on each other‘s work, behaviour or performances. Students will do this based on a prior
set of evaluation criteria. The difference with peer evaluation is that the students won‘t have
to grade each other. The focus will be put on the dialogue between students that can lead to a
better way of learning.

Why use peer feedback?

Peer feedback can help students develop that all-important appreciation of what counts as
high-quality work in the discipline or subject area (Sadler, 1989), while at the same time

Dr Hema R Bhadawkar FC 7: Assessment For Learning: Unit 5 K J Somaiya College of Education

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enabling them 'to take an active role in the management of their own learning‘ (Liu and
Carless, 2006).

An equal is a partner

Peer feedback can sometimes be quicker and more accessible than teacher-provided
feedback, and does not usually give rise to the anxiety or even antipathy – on the part of
students as well as staff – that is often associated with peer assessment resulting in the reward
of a mark or grade. As students are equals, they generally understand each other‘s feedback
better than when feedback is given by teaching staff (e.g. words that are used, students often
use easier words to make things clear).

Because the peer is not an expert, it creates more opportunities for an in-depth discussion
about the feedback. Students often don‘t dare to discuss with a teacher or ask clarifying
questions, things they tend to do more with peers (e.g. arguing why they disagree with some
feedbacks, ask questions…).

Learn to assess

By commenting on each other‘s work, behaviour or performances, students learn to use the
evaluation criteria and standards objectively so that they can apply them easier to
monitor their own work. Perhaps you can even draft the criteria in consultation with the
students? The advantage here would be that they will probably get a better understanding of
it.

Peer feedback is a motivator for students to actively join the learning process. More so, they
get control over giving the feedback and how they handle feedback

Students will study better because peer feedback helps them to

 Identify points of improvement and learn how to make suggestions in support of that
improvement,

 Critically look at their own work,

 Work independently and become less dependent of their professor as the expert,

 Gain more self-confident,

Dr Hema R Bhadawkar FC 7: Assessment For Learning: Unit 5 K J Somaiya College of Education
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 Be better prepared for real life work environments.

Feasible in large groups

In large groups of students it is sometimes not possible to provide one-on-one (individual)

feedback. Peer feedback can offer a solution to this inconvenience, because in such situations
it could be more interesting to receive not so perfect but fast feedback from peers than to wait
a long time for perfect feedback from the teaching staff. The same goes for the frequency and
amount of feedback and the number of people giving this feedback. Those can all be
increased when peers give feedback instead of the teaching staff. If you would like to give
feedback more frequently and on a relatively short time period, then the more collective types
of feedback might be a good option

10 MARK QUESTIONS
1. ―Feedback plays a significant role in enhancing the future performance of the
students.‖ Explain with reference to criteria for constructive feedback.
2. Explain the concept and Criteria for constructive feedback.
3. Discuss the meaning and types of reporting.

Dr Hema R Bhadawkar FC 7: Assessment For Learning: Unit 5 K J Somaiya College of Education