Everything is a formative assessment, moving past summative. Learning is ongoing. Summative discourages the mindset of continued growth and learning

•How does this information help you change your current practices pertaining to grading and providing learners with effective feedback?

Tying feedback to the goal and challenging students to grow by asking questions versus providing too much information (specificity). Keeping feedback positive (valence)

•What will you do with this information moving forward?

Remove grades or scores from written feedback. Pick focus areas (characteristics of feedback) to improve upon.

•Team’s reflections & action steps:

Not sure how our current school wide initiatives (WIN- What I Need Time and ILE-Ideal Learning Experience efforts) will address the intent of Mass Customized Learning but we are working on it.

-Being mindful about keeping learners informed of feedback; why we give it, how it’s used

-Reminders of Habits of Mind; why we have them, what they mean and represent

-Looping back and providing feedback in time for it to be acted upon, making sure it is utilized for next steps.

-Having clarity around what feedback means and what steps it should entail to resolve any suggestions; clear and specific language

-Provide more feedback, more consistently

-Being mindful of amount, not dumping too much and overloading.

-Offset negative feedback with positive, balancing strengths and weaknesses

Megan Miner

Megan. Munroe

Stacey Scott

Roy Morris

Ian

Destiny

Additional feedback and steps

Growth Mindset is not something that is not said much in certain levels of learning. It could be stated in different ways and try to use the same wording and common language for all learning levels. Building relationships that will help foster feedback in ways to give positive and constructive feedback.

-Have more opportunities to be able to give feedback or input on learners' work 1 to 1 with learners, by having set times that can provide feedback.  

-Being able to go into other classrooms to observe, meet and give feedback to each other. It can be hard to grow if you're not getting specific feedback that needs to be worked on. 

- Visuals that could be used with more efficiency, and feedback on how to use them.

• Use the Character Strong and Purposeful People programs - already in place - to continue to talk about and teach productive struggle with learners.

• Mid-year glows and grows to reinforce the idea of growth mindset.

How does this information help you change your current practices pertaining to grading and providing learners with effective feedback?

• Kid-friendly rubrics ("on point")

• Providing more effective feedback - for example providing more comments without a grade

• Sharing different feedback strategies with the other learning facilitators - perhaps just a few strategies at a time with examples

What will you do with this information moving forward?

• Discuss/Share with colleagues

• Continue the grading discussion to move away from traditional grading practices. Move from a grading system to a feedback system.

-Be more consistent with parents especially about what the goals of the school are.

-FOCUS on more immediate feedback with learners and parents.

-Start class by making sure that learners know what the learning goal is, where they're at, and what they need to do to get to the goal.

-Compare it to a cross country roadtrip so there are milestones/goalposts that they can shoot for.

-Purpose, individual goals, and expectations on the white board written with permanent marker

-Clear is kind

How does this information help you change your current practices pertaining to grading and providing learners with effective feedback?

-Few things are graded sometimes at the lower grade levels. Communicate more with parents about what their kids are learning and given them the ability to do stuff at home to help their children learn.

-Even with great feedback, learners can be discouraged by seeing higher grades on similar assignments that their peers did.

-No more grades on formative assessments. Instead we'll just use positive feedback.

What will you do with this information moving forward?

-We're gonna use it, share it, practice it

-We'll check in with our peers to hold each other accountable.

can we help our new staff understand the way we utilize growth mindset in our school

explaining our Empower curriculum to newer staff , learners, and families, so that we have a clearer understanding of our grading system

instilling growth mindset in the learners to build confidence

making feedback more clear to the learners perspective

bringing back a whole school recognition in the morning announcement for learners that are working very hard to meet all the school expectations

posting when learners are meeting their learning targets outside the rooms

making printouts of learning targets more learner friendly

Continuing to share the power of customize learning with staff, students, and the community. Growth takes time, change takes time. Feedback is at the center of all of that.

Grading = Feedback System. We want to be work towards parent and community understanding and buy in for this.

Celebrate the effort and growth a learner makes vs score based celebration.

Encouraging imagination, various views on problem solving, and expressing their wants/needs/likes dislikes (pre k - 2) as foundations for peer feedback

Action Steps:

Asking administration to have the review/addition of habits of mind within our school systems

Working towards setting small goals for teaching effective peer feedback for the younger learners (pre k -2)

Working towards higher levels of peer feedback and discussion for older learners (3, 4, 5)

Asking more community centered questions when looking at grading and scoring. How does this help everyone understand where this learner is at.

Focus going forward on feedback:

Clarity of feedback

Specificity of feedback

Audience of your feedback

Timing of your feedback

We feel as though we could not pick just three, because all of these are intertwined in a focus forward feedback system. We will be bringing these back to our buildings as a reminder of our goals for the learners in which we teach!

I think to help others in the future, provide page numbers in the book for them to review.

While it was great to have a chance to chat about other things once our discussion was finished, I think that some of the breakout rooms were a bit too long. Some were filled with discussion until the countdown ended, however others had quite a bit of extra time leftover. I think we could’ve used that time to share in the whole group about the ideas that we discussed in our breakout rooms.

I used to think that feedback should come all at once, now I think that feedback should be given in small doses.

Start out by focusing on how the learner did in regards to the learning target, once they’ve received feedback on that, move on to another area. For example, if the learning target is to write a paragraph with a main idea and supporting details, first provide feedback on how the learner’s main idea was written and if they had those supporting details. Or even break that into two parts. Once they’ve used that feedback to fix their work, they can move on to the steps that are less important to the learning target, such as spelling and punctuation.