This microcredential represents the educator's skill in supporting students in providing feedback to the teacher regarding their own thinking and learning.
To earn this 0.5 credit microcredential you will submit two different types of evidence from the list below to demonstrate your proficiency in supporting and using student to teacher feedback. You will also complete a short written or video reflective analysis. Click Earn This Microcredential to learn more!
You will be charged $25 by the badge provider. You'll be charged at the point you submit your badge for final review.
The following are non-examples of the actions this microcredential represents.
• ignores learner misconceptions or says, “That’s close” and moves on.
• only calls on students who raise their hand.
• makes negative comments to students' feedback.
• discourages discussion, student responses.
• are not given opportunities to monitor and reflect on their own progress.
• are reluctant to respond in class.
Classroom culture lacks student participation and a minimal number of students (or the same few students) raise their hand or are called on.
Educators skilled in this area do the following:
• Create opportunities through open-ended questions for students to respond, e.g., “What did you learn today?”
• Help students identify what they thought vs. what they now understand.
• Listen and apply student feedback continually to their practice to improve and enhance student learning.
Their students are able to:
• expand on WHY they misunderstood or understood something with ease both verbally and in writing.
• take risks in learning without fear of negative feedback.
• offer ideas and responses even when they are not sure they are correct.
• exhibit confidence when responding.
• volunteer to answer questions, model work, etc.
Effective teachers also create opportunities for students to practice feedback skills until they integrate it as a habit. Teachers assess student feedback and adapt teaching to reflect their understanding and/or misunderstanding.
Feedback: Specific, meaningful information given to the teacher by a student that shows understanding and/or misunderstanding.
Metacognition: Thinking about higher level thinking.
Participation: Active and engaged in metacognition.
Learning Intentions: a statement, created by the teacher, that describes clearly what the teacher wants the students to know, understand, and be able to do as a result of learning and teaching activities. Clear learning intentions should help students focus not just on the task or activity taking place but on what they are learning.
Success Criteria: are linked to learning intentions. They are developed by the teacher and/or the student and describe what success looks like. They help the teacher and student to make judgments about the quality of student learning.
Scenario 1: After receiving an assignment, a student does not get started right away and is staring blankly into space. You notice a puzzled look or frustration about them.
Scenario 2: I followed my lesson outline and finished all my lessons for a unit. During the unit, no students asked clarifying questions. All students looked focused and took notes during the daily discussions. After correcting the final assessment, I noticed many of my students had the same misunderstandings. I'm too tight on time and have to move onto the next unit.
You ask yourself, “How can I gather feedback from my students so that I can meet their needs and reduce frustration and/or misunderstandings?” “Do I utilize a wide variety of checks to indicate understanding from all students?” “Do I frequently use informal checks and make adjustments to my teaching as indicated by the results of these checks?” “Do I differentiate to meet the needs of individual learners?”
During your next lesson (or unit), you provide numerous opportunities for students to provide you feedback about their learning and understanding and/or misunderstanding. You teach your students how to provide meaningful feedback. You assess that feedback and modify instruction, as needed. You consider the following guidelines:
• Have students focus on what they understood or did not understand in the lesson.
• Show students how they can phrase things constructively. “The example you provided helped me see how to apply this to my everyday life.” “I was able to relate the meaning of --------, to -------, which gave me a greater understanding.” “Because of this activity, I wonder if the outcome would be different if ------- .” “I’m having a hard time relating this activity to the success criteria.”
• Provide students with a specific area on which to provide feedback.
• Use all types of student feedback to guide future instruction.
Video: Record and submit a 5 to 10-minute video of your instruction demonstrating how you support student to teacher feedback. The video should also demonstrate how you use the feedback from students to adjust instruction. Be sure to follow your district/charter guidelines for student privacy.
Lesson Plan: Submit one detailed lesson plan that includes opportunities for student feedback. Provide notes describing how you adjusted the lesson based on the student to teacher feedback you received during instruction.
Unit Plan: Submit a unit plan that includes regular opportunities for student feedback. Provide notes describing how you adjusted instruction based on the student to teacher feedback you received over the course of the unit.
Survey Results: Create and administer a qualitative survey to your students about your use of student to teacher feedback during instruction. Results should indicate consistent and effective student to teacher feedback and a willingness to adjust instruction based on feedback. Submit a survey report with the survey items (questions) and data. Be sure to follow your district/charter guidelines for student privacy.
Testimonial: Submit three testimonials from students in which they describe how they've provided feedback to their teacher and/or how their teacher used it to adjust instruction. Be sure to follow your district/charter guidelines for student privacy.
Observation Results: Submit one observation from a colleague or administrator demonstrating your collection of student to teacher feedback during a lesson or unit and the adjustments to instruction you made based on that feedback. The results may be submitted as a written anecdotal record.
Candidate's Choice: Submit another type of evidence that does not appear elsewhere on this list. The evidence should demonstrate how you use student to teacher feedback to adjust instruction.
Candidates are required to make 2 evidence submission(s).
Evidence Criterion 1: Evidence demonstrates effective support for and use of student to teacher feedback.
Criterion 2: Evidence demonstrates consistent support for and use of student to teacher feedback.
Describe your process of creating a systematic approach to allow students to provide you with specific, immediate, and continuous feedback.
Explain how your use of student to teacher feedback enhances learning.
Reflect on an aspect of your current practice with student to teacher feedback that could be made even stronger. What steps will you take, and what resources or supports will you need to access?
Criterion 1: The reflection demonstrates the educator has a process for supporting and using data from student to teacher feedback.
Criterion 2: The reflection demonstrates enhanced student outcomes as a result of student to teacher feedback. Criterion 3: The reflection demonstrates a commitment to professional growth and improvement.
Assessment in Art Education (Art Education in Practice) Find it on Amazon.com Donna Kay Beattie, Assessment in Art Education (Art Education in Practice), Davis Publications, Incorporated, March 1998. Authentic assessment strategies designed for art, but applicable to all disciplines. Strategies include a variety of techniques such as checklists, portfolio assessments, performance, and rubrics
Checking for Understanding: Formative Assessment Techniques for Your Classroom (ASCD) Find it on Amazon.com In Checking for Understanding, Douglas Fisher and Nancy Frey show how to increase students' understanding with the help of creative formative assessments. When used regularly, formative assessments enable every teacher to determine what students know and what they still need to learn.
Fisher and Frey explore a variety of engaging activities that check for and increase understanding, including interactive writing, portfolios, multimedia presentations, audience response systems, and much more.
Classroom Assessment Technique: Muddiest Point (5 min) https://www.youtube.com/watch?v=SvT6RmuZigw Ann Carlson, Center for Instructional Innovation and Assessment, Western Washington University, Jan 5, 2010. Ann presents an implementation of “muddiest point” or “exit cards.”