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This Concept Map, created with IHMC CmapTools, has information related to: Elements of Feedback Min, "There are no formulas or algorithms that will work equally well for all students and no fixed criteria that can be used for objective assessments of quality."Sadler, 1983 ???? formative assessment works for all learners in every setting grades are not as effective for formative assessment as tailored comments; quality of feedback is a crucial issue Black and Wiliam 1998, criteria for success are few vs multiple interlocking criteria, abstract criteria criteria simple vs complex goals simple vs complex strategies, What happens when you fail to reduce means to simplicity - such as in the inquiry cycle where the process is the focus and there is no right answer but only a new, best theory? ???? Teachers assess assuming simple means and underestimate the complexity involved in a goal/strategy, The Progression Principle: Teacher has a "rolling list" of criteria and maintains the right of subjectivity, Sadler, 1983 however, Assessment criteria that are identified and publicly shared: 1) provide a rationale for the judgement 2) forshadow future valuations 3) invite others to judge Sadler 1983 Jenny, this is also related to transparency that John talks about in his work., Simple means go with simple ends ???? What happens when you fail to reduce means to simplicity - such as in the inquiry cycle where the process is the focus and there is no right answer but only a new, best theory?, Duel role of teacher - 1) teach students the concept of excellence 2) teach the skills needed to achieve excellence Sadler, 1983 Students/ people move between these 3 states "The aim is to develop higher cognitive Sadler, 1983., "poor conditions occur when there is too much reliance on external judgements from the teacher and too little emphasis on conscious reflection by students on what has been done and where they are going." Sadler 1983 ???? "Good evaluation weakens the teacher as the image of unquestionable authority..."Sadler, 1983, "if conditions are poor, apprehension of the goal does not unfold but remains static." ???? Students adopt "survival habits" to cope with inadequate poor practices, Sadler 1983, 1998, Emergence Principal: -can't specify all criteria in advance - they emerge -after an event, the worth can be evaluated Sadler, 1983 ???? ????, ???? how do you teach the concept and skills associated with excellence? "Students should have access to good exemplars complete with criticism", Sadler, 1983, simple vs complex goals simple vs complex strategies steps straightforward steps vs multiple decisions points, dynamic context, Duel role of teacher - 1) teach students the concept of excellence 2) teach the skills needed to achieve excellence Sadler, 1983 additionally identify publicly your criteria Assessment criteria that are identified and publicly shared: 1) provide a rationale for the judgement 2) forshadow future valuations 3) invite others to judge Sadler 1983 Jenny, this is also related to transparency that John talks about in his work., Duel role of teacher - 1) teach students the concept of excellence 2) teach the skills needed to achieve excellence Sadler, 1983 ???? "poor conditions occur when there is too much reliance on external judgements from the teacher and too little emphasis on conscious reflection by students on what has been done and where they are going." Sadler 1983, Assessment criteria that are identified and publicly shared: 1) provide a rationale for the judgement 2) forshadow future valuations 3) invite others to judge Sadler 1983 Jenny, this is also related to transparency that John talks about in his work. ???? "Good evaluation weakens the teacher as the image of unquestionable authority..."Sadler, 1983, Duel role of teacher - 1) teach students the concept of excellence 2) teach the skills needed to achieve excellence Sadler, 1983 additionally identify publicly your criteria isn't this something that remains vague to many students - no public criteria?, Assessment criteria that are identified and publicly shared: 1) provide a rationale for the judgement 2) forshadow future valuations 3) invite others to judge Sadler 1983 Jenny, this is also related to transparency that John talks about in his work. how evident are these four criteria to students? Sadler, 1983, four categories of criteria 1) Regulative: procedural, rules 2) Logical: "valid chains of reasoning" 3) Prescriptive: "normative valuations - is this piece descriptive enough? subjective valuation 4) Constituative: characteristic of a discipline - also subjective valuations., Feedback is not used by students to improve subsequent work. Sadler, 1983 "When feedback is given it is often ineffective as an agent for improvment." Sadler, 1983 Jenny, I felt this text box needs breaking into two: (1) task transfer; and (2) feedback taken by students for improvement. "Feedback does not apparently transfer from task to task" Sadler, 1983 "The truth is we do not yet know enough about the ways learners come to understand connections between criteria and objects being evaluated and how they can best use criteria in improving their work." Sadler, 1983 What is feedback? Feedback for evaluaton of complex learning needs a more thorough definition than "knowledge of results or outcome" Sadler, 1983, formative assessment works for all learners in every setting grades are not as effective for formative assessment as tailored comments; quality of feedback is a crucial issue Black and Wiliam 1998 ???? "poor conditions occur when there is too much reliance on external judgements from the teacher and too little emphasis on conscious reflection by students on what has been done and where they are going." Sadler 1983, The Progression Principle: Teacher has a "rolling list" of criteria and maintains the right of subjectivity, Sadler, 1983 the emergence principal seems to place criteria in a situated light and seems to point toward process rather than product Emergence Principal: -can't specify all criteria in advance - they emerge -after an event, the worth can be evaluated Sadler, 1983, While teaching TEP students: I shared my sense of awe and awareness of what is involved in being able to take a piece of complex writing, read it entirely, and then present an accurate, meaningful summary to a classmate. I was thinking about the many functions/skills involved in being able to do this - something that many elementary students struggle to be successful doing. (A TEP student told me after class that she felt I was speaking to her in too paternal a way and she didn't appreciate it.) ???? Teachers assess assuming simple means and underestimate the complexity involved in a goal/strategy