Using PAs Formatively to Provide Feedback

Educator uses performance assessment formatively to provide feedback and improve student learning.
Made by Center for Collaborative Education Inc.
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About this Micro-credential

Key Method

The educator uses performance assessment to provide formative feedback to students to improve student learning of standards and competencies.

Method Components

The Advanced Performance Assessment for Learning Design stack is designed so that, if all three credentials are taken together, they will become more than the sum of their parts. Each micro-credential is intended to be able to stand on its own; however, the ideas and activities of each of these credentials support and expand on the others, allowing a fuller appreciation of performance assessment and its implications. Even more value will be gained by engaging in all three Performance Assessment for Learning stacks together.

Formative Assessments:

Performance assessments are often used as summative, end-of-unit assessments, attempting to capture the terminal demonstrations of proficiency from students. It’s important to recognize, though, that performance assessments are equally (if not more) powerful if used formatively, i.e., to provide feedback to students so that they might improve. This is performance assessment for learning.

Formative assessments and feedback are best blended with instruction. They are an integral part of the scaffolding required within every PA. Formative activities could involve something formal—a quiz with feedback and not just a score—or they could be observations or conversations that allow you to understand the student’s learning. They could involve self-review by the student or peer review. In all cases, formative assessments should provide feedback on the student’s performance in relation to the competencies and the performance assessment’s rubric.

Your Task:

  1. You will administer a performance assessment to at least one class. This PA must assess at least one academic competency/standard and at least one habit, skill, or disposition (HSD; see Resources).
  2. You will then create a case study of three of your students’ experiences as you work with them through the performance assessment you’ve chosen. You will be telling the story of these three students’ learning about, practicing, receiving, and reacting to feedback (teacher and peer) and ultimately receiving a terminal score for that competency. You will be tracking their performance as it aligns to the competencies/standards being assessed.
    1. You may tell this story in any medium you choose, but the story should take us from the initial introduction of the performance assessment and instruction of the habit, skill, or disposition and then through the learning process for each student. There should be at least two planned points where you formatively assess the students (either individually or as a group) and provide feedback to them. The story should include the students’ reactions to the feedback and scaffolding.
  3. Finally, you will reflect and draw conclusions about the connection between the students’ achievement and your formative strategy and discuss next steps for yourself in using formative feedback in the course of administering this performance assessment.

Research & Resources

Supporting Research

Resources

Submission Requirements

Submission Guidelines & Evaluation Criteria

To earn the micro-credential, you must receive a passing evaluation for Part 1 and a “Got it” for Part 2.

Part 1. Overview questions

(200-word limit for each response)

  • How did you plan to instruct students and provide them with formative feedback? What was your approach? How were the learning target, the instruction, and the formative assessment aligned? How and why did you choose the instructional strategies and activities that you did?

  • Describe the portion of the curriculum into which this PA should fit and why you chose the competency/standard and the habit, skill, or disposition,

Part 2. Evidence/artifacts

To earn the micro-credential for Using PAs Formatively to Provide Feedback, the educator must submit the following:

  • The story of the students’ learning and your instruction and formative feedback, as described above. This can be in any medium, oral, visual, written, electronic, etc.

  • Copies of the performance assessment (teacher plan, student instructions, rubric, student work) and any written formative feedback given to the students on habits, skills, and dispositions.

Except where otherwise noted, this work is licensed under:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)
http://creativecommons.org/licenses/by-nc-nd/4.0/

Requirements

Download to access the requirements and scoring guide for this micro-credential.
How to prepare for and earn this micro-credential - in a downloadable PDF document

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