Skip to main content

Feedback and Revision Cycles



At a recent school PD session, it was announced that we will be revisiting grading practices in an effort to come to agreement on common practices as a staff.  I admire our administration for taking on this issue.  Grading practices are something that most staff don’t like having open conversations about, myself included.  I feel like I always need to be able to defend my position and I should be.  So, the point of this post is to help me frame my beliefs as it comes to opportunities for students to receive feedback and act on that feedback.

This diagram below is an attempt to summarize the process I allow students in my classroom when it comes to a particular learning outcome.




I recently revised my objective rubrics to follow a 0-4 scale based on Bloom’s Taxonomy verbs.

4
Synthesize multiple pieces
3
Analyze unique information
2
Apply understanding
1
Explain basics

The key to this process is providing students feedback and giving them the opportunity for reassessment.  The result of the reassessment could be scoring at a level 4.  Revision in my course is optional for all students who achieve any level.  So a student could revise if they are at a level 1, 2, or 3. Ultimately, there is no ceiling to their ability to demonstrate understanding.  This means that any student could achieve a level 4 upon revision. I can’t think of a good defense for not allowing students the opportunity for an opportunity to be reassessed.  Given that opportunity, there is no reason that they shouldn’t be allowed to score at the highest possible level.

Many will make arguments that “in the real world” students won’t be given multiple opportunities to be reassessed.  I would argue that “in the real world” important projects are worked on over long periods of time and undergo many cycles of feedback and revision before they are considered complete.  So it should be with something as important as a student’s understanding of content.  Others say that “in college” they will only get one chance at a test.  I would say to that, just because it is done that way, why do we have to model ourselves after it.  Can’t we provide the best opportunity for our students to gain understanding of our content?  

We have great technology tools at our disposal for allowing multiple submissions and providing these dynamic feedback and revision cycles.  Canvas LMS has provided me with a great tool to provide feedback on assignments and allow students to see the feedback and resubmit.  I am alerted when they submit and can provide new feedback to determine the level of mastery.

These are some of the questions that made me reevaluate the way I assess and grade student in my classroom.

  • What is the goal of your classroom?
  • How are you helping students achieve this goal?
  • Who is dictating the timeline for demonstrating mastery in your course?
  • If you had a summative assessment due on Tuesday, could a student still receive full points if they demonstrated advanced understanding on Friday?
  • Is the independent variable of your course time or objectives? Are you putting more importance on scoring understanding on a date or when the student has shown progress towards deeper understanding?
  • Do you only get one chance to demonstrate the ability to teach a lesson to your class?
  • How would you like to be assessed?  One and done or the ability to show progress based on feedback?



Popular posts from this blog

Waves of Innovation in Elmbrook Part 1

As a part of a graduate project, I am looking at innovations in education within my school district, Elmbrook Schools. I am specifically focusing on those looking to provide learners with more ownership over their own learning (a.k.a. personalizing learning). I've completed 4 interviews so far.  I had no intention of sharing them via this blog.  But, I think the stories and insights of these educators really are important for all.  They were vulnerable in a way that shows their passion for what they are undertaking.  They want the best for all learners not simply students, but educators who may hear their words.  So, please take the time to listen to their stories.  


In this video, Jeff Ortman a teacher in his 22nd year, discusses implementing strategies to give students ownership of their learning in his high school English classroom.  He discusses why he wanted to change his learning environment, his first steps to bring change, how choice and feedback are key to his classroom, a…

Can I Believe These Numbers?

Our union put out the results of a recent district survey.  The number of those who responded to the survey was low in comparison to the total number of certified staff. But the number and comments related to personalized learning struck me as troubling.


Based on this data, over half of the district staff polled are not onboard with the district's vision for personalized learning.  I would argue that not knowing the district vision for personalized learning is synonymous with not understanding what personalized learning is. The mission of the Elmbrook School Districtto inspire every student to think, to learn and to succeed.  By personalizing learning, we hope to achieve that mission.
I begin to question have we put the phrase before the meaning?  Have we thrown out this word without intention?  Have we made it to much of another thing to do rather than a method to achieve our shared vision.
These numbers shake me to the core.  After the recent presidential election, I realized I was…

How to Personalize Learning Part 3: Knowing How a Classroom Learns

Now, it may seem contradictory to state that teachers should create a classroom learner toolkit.  All individuals in our class have their own profile. We can’t simply design on blanket profile for the class.  That is very true.  That’s why Bray and McClaskey take a different approach to what a classroom learning toolkit looks like.  It is a 3-step process Class Learning Snapshot Preferences and Needs Class Learning Toolkit

Class Learning Snapshot In this model of designing tools for a whole classroom, the authors first recommend the teacher identify 4 learners who are diverse.  The Class Learning Snapshot records the specific strengths, talents, interests, and challenges of those four learners. If a teacher could meet the needs of these diverse learners through UDL, the needs of the other students in the class would probably be met.

Student Strengths, Talents, and Interests Challenges 1 It's easier for me to understand content when I am taught by a teacher and then am able to get informati…