Turnaround Tools for the Teenage Brain by Eric Jensen & Carole Snider

Author:Eric Jensen & Carole Snider
Language: eng
Format: epub
Publisher: John Wiley & Sons
Published: 2013-03-12T16:00:00+00:00

Effect sizes below 0.40 are considered minimal.

Diagnosis feedback: 0.52

Mastery learning (based on feedback): 0.50

Remediation and feedback: 0.65

Corrective feedback: 0.94

Feedback and reinforcement of learning: 1.13

Source: Adapted from Hattie & Timperley, 2007.

What exactly is formative assessment? It is the measuring of progress against a bar or standard in a continuous process. Progress could be measured by the use of quizzes, student-generated graphic organizers, project learning, checklists, or rubrics. The bottom line is that this process is designed to generate evidence as to where student learning is, and whether the learning is on or off track. When teachers actively seek real evidence of the effects of their work, they are left asking, “Now what?” This can generate new hypotheses about what is or is not working, in turn leading to the introduction and use of newly adjusted and more effective strategies. This is how the ideal education process should work: teach, assess, learn, adapt, and reassess. If you don't know where students are today, you're teaching in the dark. When you're in the dark, your students lose interest and effort drops.

What You Can Do

Begin with a mind-set of asking, “Do I know where my students are every day, or at least every week?” You cannot expect a strong student effort when your own effort is directed elsewhere. Know where your students are, then make corrections.

Establish a clear (very clear!) student starting benchmark at the beginning of a unit. This can be done by (1) asking students to write a paragraph or two about their current understanding of the material to be taught, (2) creating a checklist for students to find out what they know, or (3) administering a pretest.

Have your students develop a rubric, with your input, that delineates the components of high-quality work. Your contribution to this process is important because they must start the year with not only their personal understanding of quality but also your own standards. Let them measure their work against the rubric often, and make course adjustments to get their work to match the standards.

Use student-created quizzes, which are another solid version of formative assessment. Students work in small teams or with partners to generate questions pertaining to a body of content, as well as the answers. Their questions will have to fit preset criteria and be vetted either by you or by other students.

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