HOW TO PROVIDE MEANINGFUL FEEDBACK TO ESL STUDENTSUniversity of Alberta: EDPY 413By Naomi, Katie and Angela

OVERVIEWMeaningful assessments and feedback:Are valid Are individualizedAre understandableCommunicate high expectationsLower emotional barriersAssessment of content-area knowledge:Formative AssessmentSummative Assessment

OverviewStrategies that will be useful in the four major elements of Language Arts and other content area classes:SpeakingListeningReadingWritingHow to communicate feedback to studentsDirect or Indirect feedbackParental InvolvementPeer Feedback

PRINCIPLES FOR FAIR STUDENT ASSESSMENTPRACTICES FOR EDUCATION IN CANADAI.1) Assessment methods should allow us to make valid inferences about the knowledge, skills, attitudes, and behaviours possessed by each student1-A valid assessment will assess what we intend it to assess.1Principles for Fair Student Assessment Practices for Education in Canada, 1993 (as reproduced in Gronlund, 2004, Appendix B 1-5)

PRINCIPLES FOR FAIR STUDENT ASSESSMENTI.5) Assessment methods should suit the background and prior experiences of the student1-Assessment should be free from biases such as culture, ethnicity, or language

1Principles for Fair Student Assessment Practices for Education in Canada, 1993 (as reproduced in Gronlund, 2004, Appendix B 1-7)

PRINCIPLES FOR FAIR STUDENT ASSESSMENTIII.4) Comments on student work should be presented in a way that allows students to understand and use them1-Comments should encourage learning and help students to understand how they can improve1Principles for Fair Student Assessment Practices for Education in Canada, 1993 (as reproduced in Gronlund, 2004, Appendix B 1-7)

TEACHER EXPECTATIONS: A SELF-FULFILLING PROPHECYStudents perceive differences in teacher expectations by watching how the teacher behaves towards them1With time, students' achievement and behaviour conform more and more closely to the expectations of the teacher1(Alderman, 2004, p. 171)

COMMUNICATING HIGH EXPECTATIONSGuidelines for communicating high expectations when assessing ESL students1:Give sincere praise regarding a specific area of developmentProvide frequent and understandable feedbackFocus on what the students can do rather than what they cannotProvide ample response timeProvide tasks to challenge the students1(Gottfredson, 1991, p. 9)

ANXIETYSometimes when I speak English in class, I am so afraid I feel like hiding behind my chair. 1I feel like my French teacher is some kind of Martian death ray: I never know when hell point at me! 1When Im in my Spanish class I just freeze! I cant think of a thing when my teacher calls on me. My mind goes blank. 21 (Gardner, 1991, p. 27)2 (Gardner, 1991, p. xiii)

ANXIETYSteinberg and Horwitz (1986) found that anxiety affects communication strategies1Certain grammar points may also be forgotten2Krashens Affective Filter3This affects the validity of the assessment1 (Gardner, 1991, p. 28)3 (Herrell & Jordan, 2008, p. 4)2 (Gardner, 1991, p. 29)

MEANINGFUL FEEDBACK?We will show assessment methods and ways to communicate results to students that:1) Are valid2) Fit students backgrounds3) Are understandable4) Communicate high expectations5) Lower emotional barriers

ASSESSING ACADEMIC CONTENT KNOWLEDGEELLs often understand more than they can express1Use assessments that are less dependent on language proficiency1Assess in the same way students are taught1DemonstrationsCreation of a productSpeech-basedWritten products1(Herrell & Jordan, 2008, p. 6)

ASSESSING THE TASK: FORMATIVE ASSESSMENT (ASSESSMENT FOR LEARNING)These types of assessments occur on a daily basis and help teachers decide what they can do to help students progress1:Student Reflections (learning journals, concept maps)Anecdotal Note-takingConversations with studentsPeer Assessments1 (Government of Manitoba, 2008, p. 29)

LEARNING JOURNALSAllow students to:Record personal responses to contentRecord questions about confusing termsRecord observationsIllustrate or describe conceptsEmphasis is on content rather than grammar and mechanics11(Hurley, & Tinajero, 2001, p. 94)

(Sweetland, 2005)

CONCEPT MAPSVisual representations of the students mental structure1Kidspiration or Inspiration2

1(Birbili, 2006)2(Inspiration Software, 2008)

(Inspiration Software, 2008)Grade 6 Social Studies: Greece

WHY USE LEARNING JOURNALS AND CONCEPT MAPS?Knowledge demonstrated pictures and/or words1Student-centred and promote reflection 2Teacher can assess preconceptions and misconceptions31 (Hurley & Tinajero, 2001, p. 92)2 (Genesee & Upshur, 1996, p. 123)3 (Birbili, 2006)

CONCEPT MAPS & LEARNING JOURNALS: ASSOCIATED ISSUESToo much guidance or too little guidance? 1Must be addressed immediately1Judgements will discourage students, making the formative assessment less useful to the teacher21 (Shanahan, 2007)2 (Nunan, 2004, p. 159)

ANECDOTAL RECORDSSmall number of students observed each day11 (Genesee Upshur, 1996, p. 94)

WHY USE ANECDOTAL RECORDS?Good indicators of student progress1Do not increase language demands, or anxiety Allow you to assess without interrupting the natural classroom activities21 (Herrell & Jordan, 2008, p. 7)2 (Austin & Haley, 2004, p. 129)

ANECDOTAL RECORDS: ASSOCIATED ISSUESIf not organized, they become pieces of paper with random notes on them1

May overlook vital issues21 (Genesee & Upshur, 1996, p. 86)2 (Genesee & Upshur, 1996, p. 94)

FORMAL AND INFORMAL CONVERSATIONSConferencing1Having impromptu conversationsMaking notes afterwards21 (Austin & Haley, 2004, p. 132)2 (Genesee & Upshur, 1996, p. 114)

WHY HAVE CONVERSATIONS?Conveys high expectations1Informal conversation is a natural way to get a feel for level of understandingGives students the opportunity to seek clarification1 (Gottfredson, 1991, p. 9)

CONVERSATION: ASSOCIATED ISSUESLearners may be uncomfortable discussing areas in which they are struggling1 Open conversation may be hindered by low levels of English language proficiency1 (Austin & Haley, 2004, p. 131)

ASSESSING THE TASK: SUMMATIVE ASSESSMENT (ASSESSMENT OF LEARNING)Assessment used for reporting purposes to ensure that students have achieved the curricular outcomes1:PortfoliosStudent Self-AssessmentsRubricsChecklists and Rating Scales1 (Government of Manitoba., 2008, p. 55)

PORTFOLIOSTwo types:Developmental Portfolio1Showcase Portfolio2Students actively participate by purposefully selecting entries2Teachers assist with entry selection and provide feedback during conferences31 (Gronlund, 2004, p. 157)2 (Gronlund, 2004, p. 158)3 (Gronlund, 2004, p. 159)

PORTFOLIO REFLECTIONA reflection is attached to each entry1Other possibilities include:Reflections written in first languageReflections recorded by the teacherReflections recorded by a peer/parent who speaks the same L11 (Gronlund, 2004, p. 158)

WHY USE PORTFOLIOS?Completed without pressure or time constraints1Clearly demonstrate progress over time1Develop active learners1Conversations about entries demonstrate comprehension and the ability to use academic language21 (Nunan, 2004, p. 160)2 (Austin & Haley, 2004, p. 130)

SELF-ASSESSMENTTeachers need to provide students with words, definitions or concepts they will need to understand the task1Common formats include1: yes or no questionsI can name the regions of Canada Yes No Sentence completionI am still confused about...Rating scalesI cooperated with my group (never) 1 2 3 4 (always) Picture cues or by discussion beforehand.1 (Austin & Haley, 2004, p. 135)

WHY SELF-ASSESSMENT?Builds metacognitive competence1Students can tell us a lotCreates independent learners1Assesses both the learning process as well as outcomes21 (Austin & Haley, 2004, p. 135)2 (Nunan, 2004, p. 149)

PORTFOLIOS AND SELF-ASSESSMENT: ASSOCIATED ISSUESStudents may not accurately judge own ability1Language barrierThe notion that students have a role in assessment may be difficult to accept2Learners may be uncomfortable sharing work that is in need of improvement3Learners may be hesitant to take pride in their achievements31 (Nunan, 2004, p. 149)2 (Austin & Haley, 2004, p. 130)3 (Austin & Haley, 2004, p. 131)

RUBRICS

Holistic 1Analytic 2Use between 4 and 8 points to avoid a middle dumping ground1Assess the content rather than language proficiency3

1 (Gronlund, 2004, p. 134)2 (Austin and Haley, 2004, p. 131)2 (Austin and Haley, p. 132)

Excellent(4)Good(3)Satisfactory(2)Needs Improvement (1)ScoreUnderstanding of animal lifecycleIllustrations of the infant and adult accurately portray the creature in its respective stage. Small details have been recognized and included.Illustrations of the infant and adult portray the creature and demonstrate an understanding of the lifecycle.Illustrations of the infant and adult somewhat portray the creature and demonstrate a generalized understanding of the lifecycle.Illustrations of the infant and adult are completely inaccurate or demonstrate no difference between the two forms./4HabitatStudent has provided a detailed illustration of the animals habitat Student has provided a basic illustration the animals habitat (land, water, etc)Student has provided an illustration of the animals habitat that is lacking is some regard.Student has not provided an illustration of the animals habitat, or the habitat drawn is incorrect/4Strategy used to organize ideasStudent has chosen an appropriate strategy to organize their findings. The chart is completed correctly, is neat, and contains details above and beyond what was askedStudent has chosen an appropriate strategy to organize their findings. It is correct and contains all pertinent informationStudent has attempted to use a strategy, but has used it incorrectly or the chart is incompleteStudent has not selected a strategy. Information is recorded at random./4Total:/20

RATING SCALES AND CHECKLISTSChecklists: check off the items that correspond to what you have observed or inferred1Ex. Student cooperates in a group setting ___Rating scales: Allow you to specify the degree to which the item was achieved2(1= never, 2= rarely, 3= frequently, 4= always)Ex. Student completes homework every night 1 2 3 4 1(Genesee & Upshur, 1996, p. 88)2 (Genesee & Upshur, 1996, p. 90)

TRY ASSESSING!Read the ESL writing sample and use the checklist to assess it.Then talk to a partner:What did you like about it?What problems did you encounter?

WHY USE CHECKLISTS, RATING SCALES AND RUBRICS?Assigns justifiable grades to authentic classroom activities1Used in self-assessment and clarify teachers expectations1After construction, they require little time or effort to complete2Show specific areas of strength and need3

1 (Gronlund, 2004, p. 136)2 (Genesee & Upshur, 1996, p. 90)3 (Genesee & Upshur, 1996, p. 91)

CHECKLISTS AND RATING SCALES: ASSOCIATED ISSUESRequire precise and well-articulated categories and criteria1Take a considerable amount of time to construct2Are highly specific and will likely need to be modified each time3Language to can be complex and difficult for an ESL student to understand

1 (Genesee & Upshur, 1996, p. 87)2 (Genesee & Upshur, p. 90)3 (Genesee & Upshur, p. 91)

OVERVIEW Strategies that will be useful in the four major elements of Language Arts and other content area classes:SpeakingListeningReadingWriting

Speaking

(Collier, Combs, & Ovando, 2003)Stages of Language ProductionBeginning stage: Silent period, rely on gestures and picturesEarly production stage: usage of more grammarSpeech Emergence stage: can handle more academic concepts Intermediate Fluency stage: fewer errors in speaking Fluency stage: at level of fluency but are still learning

(Oxford, 1990)Vocabulary InstructionProvide both explicit and implicit vocabulary instruction.

Teach strategies for how to handle unfamiliar words

Language Learning Strategies: using clues, asking for clarification, using keywords.

Exposure to high frequency vocabulary through meaningful activities.

(Hewings, 2004)PronunciationFive things to ensure students understand:

ConsonantsClusterVowel lengthWord stressProminence or tonic stress

For example, teach:Stress-timed versus syllable-timed language

(Fisher & Rothenberg, 2007)BICS and CALPBasic Interpersonal Communication Skills

Cognitive Academic Language Proficiency

(Fisher & Rothenberg, 2007)SOLOMStudent Oral Language Observation Matrix

Allows observation of oral language proficiency; BICS and CALP

Assesses real day to day classroom purposes and activities.

Potential ProblemsVocabulary instruction Implicit can cause problems for students- they may think they understand but they do notExplicit may teach rote memorization and not meaningful understanding.

Pronunciation Instruction:Students L1s may interfere if they have a syllable timed language.

BICS and CALPCALP cannot be inferred, it has to be directly taught and modeled.

Handout: Speaking

Guide to Implementation (Alberta Education, 2007, P. 161)SOLOM: Student Oral Language Observation Matrix (Cabral, Herrera, & Murry, 2007)

Listening

(Herrell, & Jordan, 2008)Strategy for Improving Listening and Oral communication skillsDictoglos

Focus is on fluent academic language

Supports recalling information by listening to English language models.

Process:ListenTake notes Partners, groups Re-create text

(Fisher & Rothenberg, 2007)Develop listening skills:

Explicitly teach how to listen:Selective AttentionAsk for clarification: teach students how to recognize when they have misunderstood, and teach the questions to ask to get back on track.Model strategies aloud.Provide graphic organizers or fill in the blanks for videos and lectures, so they can concentrate on listening rather than writing. Build background knowledge: Frontload Use self-assessments of how well they listened.

Potential ProblemsWhen listening, students:

may not recognize when they do not understand

may not know they need clarification or further explanation

may not know how to formulate questions to get the answers they seek

Handout: Listening

Guide to Implementation (Alberta Education, 2007, p. 160)BICS and CALP Checklist (Cabral, Herrera, & Murry, 2007)

Reading

(Herrell &Jordan, 2008)(Bright, Pollard, Tompkins, & Winsor, 2008)Running records/Miscue Analysis

Finds oral reading errors

Helps to see what strategies the reader is using and points to areas of instruction.

(Herrell & Jordan, 2008)Cloze Activities:

Support language acquisition and reading skills

Are from written text where some words are left out and blanks are inserted instead.

Are used to assess reading comprehension

Provide opportunities to teach vocabulary and reading decoding skills.Example: I went for a walk to the ______.I wanted to _______ a _______.

Potential Problems:

Running Records/Miscue AnalysisMay be hard to find a reading passage that is at the students reading level.

ClozeTime consuming to make for students specific needs

Handout: ReadingGuide to Implementation (Alberta Education, 2007, p. 162)

Writing

(Bright, Pollard, Tompkins, & Winsor, 2008) The writing processPrewriting: use drawing to gather ideas, talk about the topic, or dramatize the topic. Students choose topics that are familiar. Graphic organizers, webbing.Drafting: emphasize expressing ideas, not handwriting skills or conventional spelling.Revising: rereading, making few changes or adding to clarify, slowly try and address audience. Editing: de-emphasize until the students have learned conventional spelling, rules for capitalization, etc. Publishing: putting into a final form, sharing with others.

(Ferris, 2003, p. 3)Feedback through comments on student writingThree purposes:

To let students know if their texts have conveyed their intended meaning.

Help students become aware of the questions and concerns of an audience.

To give students a motive for revision.

(Ferris, 2003, p. 3)Written Comments:

can take away students attention from their own purpose and bring it to the teachers purpose.

are not context specific and can be changed from context to context.

(Ferris, 2003, p. 3)Error CorrectionSelective correction: choose several major patterns of error, rather than all types of errors.

Comprehensive correction: give detailed feedback, so that students are not mislead about correctness if the teachers do not mark all errors.

Direct Feedback: teachers write the correct form on students paper.

Indirect Feedback: allows the student to engage in guided problem-solving

(Bright, Pollard, Tompkins, & Winsor, 2008)ConferencesStudents are the focus. They are the writers.

Teachers/Peers help to make choices and define directions for revisions.

The processStudents should talk first about their concerns.Ask questions, do not give answers.Give compliments, then suggestions later.Limit the number of revision suggestions.

Potential Problems

Written commentsGeneric commentsChanges students ideas to teachers ideas

Error correctionFocus on errors on the first draftLack of hierarchy of important issues for revisionMiscommunication with the teacher. Mark what you have taught.

ConferencesCultural differences

Handouts: WritingGuide to Implementation (Alberta Education, 2007, p. 163)

Differentiating between Content and Language FeedbackKeep feedback short and simple to allow the students to understand it.Ensure feedback is specific to the assignment, not giving broad or general suggestionsMake sure to emphasize ideas over grammar and mechanics.When correcting written work avoid marking sentences that are technically correct but poorly written or awkward. Focus on errors that the students are familiar with and can understand.Postpone grammar corrections until the final stages of the assignment to allow for focus on the meaning and idea constructionErrors are a normal part of learning. Make sure the students know it!

Graham (1987)

OverviewThis section will cover ways to communicate feedback to students in a meaningful way. Well explore some advantages and disadvantages of each as well as issues and applications.

1. Direct or Indirect Feedback

2. Parental Involvement

3. Peer Feedback

Direct or Indirect feedback?Direct feedback The teacher identifies an error and corrects it for the student, providing an example of the proper form

Indirect feedback Feedback where the educator points out that an error has been made but does not correct it. The students must identify and correct the error themselves.

Indirect Feedback: Long Term Improvement?Ferris (2002) found that direct feedback on errors led to more correct revisions than indirect feedback (88% vs 77%).

He also noted that over the course of the school year those who received indirect feedback reduced their error frequency substantially more than those receiving direct feedback.

Fathman and Walley obtained similar results in their 1990 study.

Direct Feedback: Misdirecting Focus?Fregeau (1999) found that direct feedback was often inconsistent, unclear, and seemed to overemphasize the negative.

Not understanding the errors made, students often guessed at corrections.

Students also tended to focus more on correcting these errors than improving or extending their ideas.

Indirect FeedbackUncoded feedback The teacher indicated an error has been made, but does not correct the error. The student must diagnose the type of error and correct it.

Coded feedback Gives the exact location of an error and indicates the type of error involved using a code.

Applications: Coded FeedbackCoded feedback is a combination of direct and indirect feedback.

Using a predetermined legend, the teacher indicates the presence and type of an error with a symbol.

The students must locate and correct the error themselves.

An example of Coded FeedbackLegendOn the weekend I went the zoo > with amy. There was a big tiger. Cap He has stripes There also a p stiped horse. We fed him. We Sp got to eat pizza and icet cream. Sp I want to go again back soon. w/o (Etc)

SpSpellingCapCapitals neededpPunctuationw/oWord order> Missing word

Coded Feedback: Remember

Make sure your students are familiar with and understand the symbols used

Make sure the students understand the underlying grammatical rule

Be consistent!

Peer FeedbackPeer Feedback is a controversial form of feedback because of its disadvantages. When implemented properly, these disadvantages are minimized, allowing the teacher and student to take full benefit. Image: Working Together. From: http://pwebs.net/branding/2007/05/developing-business-brand-online.php

What Students Want

Zhang (1995, p. 1) found that students overwhelmingly prefer to receive feedback from their teachers rather than peers.

Carnells 2000 interviews indicated that students like to receive feedback from their peers. They felt more freedom interacting with peers than with a teacher.

Ur (1996) found that students enjoy being consulted for peer feedback, and usually put a lot of effort into trying to give helpful feedback.

Cultural DifferencesAlavi and Kaivanpanah (2007, p. 191-193) found that Iranian students prefer to work alone because they feel they can get better results this way. He also found that the students recognize that there is some value in peer evaluation, but feel that teacher feedback is more accurate and helpful.

Carson and Nelson (1996, p. 1-18) found that Chinese students tend to avoid giving critical commentary for two reasons: students withheld criticism in order to maintain group harmony and they were reluctant to be in a position of authority over their peers.

Peer Feedback: AdvantagesAllows for more immediate feedback

Can provide a different kind of feedback than traditional teacher feedback (less authoritarian)

Provides students experience with critical evaluation that can transfer to their own work

Encourages life skills such as collaboration and communication

ConcernsPeer feedback may be inconsistent with teacher feedback. ELLs may not feel comfortable giving feedback in their L2.Native language speakers may resent receiving feedback from ELLs.Shy or reserved students may be uncomfortable with the exercise.

What WorksCoaching students in providing effective feedback-Reduces inappropriate feedback-Promotes acceptance and understanding-Allows for discussion to address concerns

Coaching Students in Providing Effective FeedbackExplain benefits of peer feedback Class discussion of the role of students (collaborators, not correctors), purpose of activity

Practice and application

Discussion of benefits, weak points, overall success

(Rollinson, 2005, p. 3-7)

Considerations- Peer FeedbackSize of group.

Number of drafts to be written.

Evaluation: will students be evaluated on the level of their feedback?

Written or oral feedback groups? *Written is usually preferable to oral as it allows time for reflection to avoid inconsiderate comments and lets teacher follow more closely.(Rollinson, 2005, p. 3-7)

(Rollinson 2005)

Parental InvolvementWhen it comes to parental involvement, communication is key, although it can be quite difficult due to language barriers.

Parents know their child better than anyone else so they are great resources for the teacher.

Cultural DifferencesKorean culture emphasizes trust and respect for authority figures. As a result, questioning a teachers methods is frowned upon and considered extremely impolite (Souyoung, 2005).As a result, Korean parents may seem less involved than parents who are more vocal.

IssuesLanguage barriers

Potential gender role conflictsCultural brokers can assist with this

Ideological differences in teaching methods or styles

Time conflicts and access difficulties

What WorksFrequent contact ensures parents and teacher are working together and helps avoid parental alienation.

Goal setting with the parents allows the teacher to enlist their support, ensuring the home and school environments are working in harmony.

Conferences or meetings with the parent or guardian allow concerns to be expressed, and also provide an opportunity for the students successes to be showcased.

Applications: ConferencesAs Angela discussed, student-teacher conferences are an important method for providing formal and informal feedback.

Parent-teacher-student conferences are good tools for all parties involved to set goals and get to know each others expectations.

The conference can be teacher-led or student-led.

Student-led conferences allow the students to showcase their achievements, which can foster a greater sense of pride.

Be prepared for the conference. If a translator is needed ensure the parents will be comfortable with his/her presence and will understand his/her role.Ensure that you discuss the students strengths as well as any problems or weaknesses.Have examples of the students work prepared. Pick a few pieces from the students portfolio that show the students strengths and weaknesses. Use the opportunity to set goals with the help of the parents for all parties involved.Plan for a follow-up meeting.

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Record should be objective and specific**

-All students go through this process and all need time, but for ESLs time is especially needed for the Revising stage.