Developing Performance-Based Assessments, Grades 6-12 by Gallavan Nancy P.;

Author:Gallavan, Nancy P.; [Gallavan, Nancy P.]
Language: eng
Format: epub
ISBN: 1386463
Publisher: Corwin Press
Published: 2008-12-19T00:00:00+00:00

Refine Correction and Redirection

From the feedback you receive from your learners, you will discover who is “getting it” and who is not. Now is the time to correct students if they have learned a concept or skill inaccurately or improperly and to redirect them if they are headed on a path that will not benefit or maximize their learning. For example, if the objective of your learning experience is placing words in alphabetical order, you conduct your baseline preassessment to organize expectations as you design curriculum and instruction and align assessments. Then you collect your formative assessments, and you receive and give feedback. You begin to level the learning and teaching.

This is when correction and redirection occur. You have demonstrated how to alphabetize according to the first few letters of the word. Then you discover that some of your learners are not applying the skill beyond the first letter. These learners need correction so that they alphabetize accurately. You also discover that some of your learners are confused about alphabetizing words that start with Mc versus Mac, so you redirect the learning.

There are many ways to implement correction and redirection. You want to select the most appropriate way and yet use a variety of ways during the school year. The way you guide correction and redirection with your learners will influence them throughout their lives, both in and out of school. You want correction and redirection to be positive and productive. After all, we all make mistakes, and some of the best learning comes from our mistakes.

Your corrections and redirections can address:

1. Accuracy. The teacher gives the correct information; for example, “A comma goes here.” “The sum is 14.” “The planet Neptune should have been included in this diagram.”

2. Modeling. The teacher restates the information accurately without identifying what is incorrect, with appropriate emphasis on the correction; for example, when the student says, “The boy done his homework,” The teacher responds, “Tell me how the boy did his homework.”

3. Precision. The teacher encourages the learner to be meticulous; for example, “Look at the sentence and read it again carefully.” “What is another way of finding the information faster and more easily?”

4. Clarification. The teacher asks for more information without identifying what is incorrect; for example, “I didn’t quite hear you; please pronounce the word again.” “Find the place in the story that tells us what the man was doing.”

5. Relevance. The teacher narrows the conversation with the learner to the most important or meaningful pieces of information or parts of the process; for example, “Let’s look at what the author tells us.” “How does your answer fit with the question?”

6. Logic. The teacher guides the learning to include reason and common sense; for example, “What would most people do in that situation?” “Tell me the first thing that usually happens when that event occurs.”

7. Breadth. The teacher broadens the learning to include more ideas; for example, “Tell me about the other children in the story.” “What are some similar items we could place in that category?”

8.

Download

Copyright Disclaimer:
This site does not store any files on its server. We only index and link to content provided by other sites. Please contact the content providers to delete copyright contents if any and email us, we'll remove relevant links or contents immediately.