Authentic Task #1: Applying Feedback Models in Assessment Planning
Feedback is a crucial part of assessment. Just as you plan assessments that measure learning objectives, you should also plan assessments that provide opportunities for feedback that will scaffold learning and encourage students to persist toward learning goals.
For this task, you will apply one or more of the feedback models presented in the course material to the assessment planning process. Thoughtfully planning the ways in which you will provide feedback to students makes for a more effective, equitable, and inclusive.
Part 1: Formative Assessment and Feedback
Describe the purpose of formative assessment and feedback and provide an example of how you currently use it in your classroom. Consider how you provide this feedback (text, student-conference, etc.) as well as its intended purpose.
Identify a feedback model from the course material that you could use to improve the feedback you provide to students on the types of formative assessment described above. What, specifically, makes this a good model for the feedback your students need from you on these types of assessments?
Provide example feedback to a student for the formative assessment described above using the feedback model you chose. In addition to following the model, be sure to incorporate inclusive language and other components of effective feedback.
Part 2: Summative Assessment and Feedback
Describe the purpose of summative assessment and feedback and provide an example of how you currently use it in your classroom. Consider how you provide this feedback (text, student-conference, etc.) as well as its intended purpose.
Identify a feedback model from the course material that you could use to improve the feedback you provide to students on the types of summative assessment described above (it may be the same as the model you described in Part 1, but it does not have to be). What, specifically, makes this a good model for the feedback your students need from you on these types of assessments?
Provide example feedback to a student for the summative assessment described above using the feedback model you chose. In addition to following the model, be sure to incorporate inclusive language and other components of effective feedback.
Part 3: Reflection
What do you foresee as the potential benefits and drawbacks to implementing the feedback models you chose? Think specifically about the context of formative and summative assessment and feedback.
To this point in the course, you’ve learned about and reflected on how race, culture, bias, privilege, and assumptions can negatively impact the feedback we provide, how that feedback is received, and, oftentimes, prevent the types of culturally responsive approaches necessary to serve diverse populations. In the space below, describe how you crafted your feedback based on the complex identities of your students?