Analyzes Feedback: Feedback Forms
Analyzes Feedback: Feedback Forms The instructor solicits and effectively analyzes feedback from participants
Key Method The instructor solicits and analyzes participant feedback, reflecting on emerging values, beliefs, behaviors, and learning, and uses this data to inform instruction.
Method Components The intention of this competency is to examine the degree to which the instructor effectively analyzes participant feedback and uses that feedback to inform his/her instruction during the session and for planning purposes for the next session. Components for Demonstrating Analysis of Feedback A. Anticipates ways to collect feedback from participants beforehand - Identifies key points in the presentation where feedback questions will be asked - Selects interactive structures that facilitate participants’ reflection on learning - Composes feedback questions for key points or plans to use questions embedded in the presentation B. Solicits feedback throughout the session - Uses interactive structures to promote participant reflection in small groups and/or individually - Invites participants to record their thoughts on the “reflections” side of the Feedback Form - Invites participants to record their feedback at the end of the day on the “feedback” side of the Feedback Form C. Analyzes and uses participant feedback to inform instruction - Reads and interprets participant reflections throughout the day and addresses concerns and misconceptions as they arise - Reads and interprets participant feedback after the day is over and uses the data to inform instruction for the next session
Supporting Research §
Chval, K. B., (2008). Determining and Responding to Teacher Professional Development Needs. Retrieved from https://mospace.umsystem.edu/xmlui/handle/10355/5128
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Guskey, T. R. (2000). Evaluating professional development, Thousand Oaks, CA: Corwin Press.
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Loucks-Horsley, S., Stiles, K. C., Mundry, S., Love, N., & Hewson, P. W. (2010). Designing Professional Development for Teachers of Science and Mathematics (3rd ed.). Thousand Oaks, CA: Corwin.
Submission Guidelines & Evaluation Criteria
Except where otherwise noted, this work is licensed under: http://creativecommons.org/licenses/by-nc-nd/4.0/
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The items in this following section detail what must be submitted for evaluation. To earn the micro-credential, you must receive a passing evaluation for each question in Parts 1 and 3, and a “Yes” for each component in Part 2. Part 1. Overview Questions (300-word limit for each response) Part A § What grade level and mathematics domain did you cover today? - Passing: The instructor lists the grade level and domain.
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How did you plan for feedback ahead of time? What key points in time did you select for reflection? What reflection structures did you select? What feedback questions did you compose? - Passing: The instructor lists the reflection structures and feedback questions composed ahead of time and indicates where they were to be asked.
Part 2. Work Examples/Artifacts Instructor must submit the feedback summary form and reflection. The rubric will focus on the ways in which the instructor used the feedback to celebrate learning and inform his/her instruction. Part B
“Yes”
“Almost”
“Not Yet”
“Not Observed”
Uses interactive structures to elicit participant reflection in small groups and/or individually
Uses appropriate interactive structures to promote participant reflection in small groups and/or individually; reflections are both relevant to the prompt and reveal deep thinking
Uses appropriate interactive structures to promote participant reflection in small groups and/or individually; some participant reflections may be irrelevant or lack depth
Attempts to use interactive structures to promote participant reflection in small groups and/or individually, but the structures are not successful in promoting the desired outcome
No interactive structures are used to elicit participant reflection
Invites participants to record their thoughts on the “reflections” side of the Feedback Form
Invites participants to record their thoughts on the “reflections” side of the Feedback Form
Does not invite participants to record their thoughts on the “reflections” side of the Feedback Form
Invites participants to record their feedback at the end of the day on the “feedback” side of the Feedback Form
Invites participants to record their feedback at the end of the day on the “feedback” side of the Feedback Form
Does not invite participants to record their feedback at the end of the day on the “feedback” side of the Feedback Form
Part 3. Educator Reflection (300-word limit for each response) Part C Except where otherwise noted, this work is licensed under: http://creativecommons.org/licenses/by-nc-nd/4.0/
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How did you use participant reflections and feedback throughout the day to celebrate learning and/or address participant misconceptions and concerns? - Passing: The instructor lists at least three ways in which feedback was used during the session.
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How did you/will you use the feedback data to inform instruction for the next session? - Passing: The instructor describes at least three ways in which the feedback data was/will be used when planning for the next session.
Except where otherwise noted, this work is licensed under: http://creativecommons.org/licenses/by-nc-nd/4.0/
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Key Method The instructor solicits and analyzes participant feedback, reflecting on emerging values, beliefs, behaviors, and learning, and uses this data to inform instruction.
Method Components The intention of this competency is to examine the degree to which the instructor effectively analyzes participant feedback and uses that feedback to inform his/her instruction during the session and for planning purposes for the next session. Components for Demonstrating Analysis of Feedback A. Anticipates ways to collect feedback from participants beforehand - Identifies key points in the presentation where feedback questions will be asked - Selects interactive structures that facilitate participants’ reflection on learning - Composes feedback questions for key points or plans to use questions embedded in the presentation B. Solicits feedback throughout the session - Uses interactive structures to promote participant reflection in small groups and/or individually - Invites participants to record their thoughts on the “reflections” side of the Feedback Form - Invites participants to record their feedback at the end of the day on the “feedback” side of the Feedback Form C. Analyzes and uses participant feedback to inform instruction - Reads and interprets participant reflections throughout the day and addresses concerns and misconceptions as they arise - Reads and interprets participant feedback after the day is over and uses the data to inform instruction for the next session
Supporting Research §
Chval, K. B., (2008). Determining and Responding to Teacher Professional Development Needs. Retrieved from https://mospace.umsystem.edu/xmlui/handle/10355/5128
§
Guskey, T. R. (2000). Evaluating professional development, Thousand Oaks, CA: Corwin Press.
§
Loucks-Horsley, S., Stiles, K. C., Mundry, S., Love, N., & Hewson, P. W. (2010). Designing Professional Development for Teachers of Science and Mathematics (3rd ed.). Thousand Oaks, CA: Corwin.
Submission Guidelines & Evaluation Criteria
Except where otherwise noted, this work is licensed under: http://creativecommons.org/licenses/by-nc-nd/4.0/
1
The items in this following section detail what must be submitted for evaluation. To earn the micro-credential, you must receive a passing evaluation for each question in Parts 1 and 3, and a “Yes” for each component in Part 2. Part 1. Overview Questions (300-word limit for each response) Part A § What grade level and mathematics domain did you cover today? - Passing: The instructor lists the grade level and domain.
§
How did you plan for feedback ahead of time? What key points in time did you select for reflection? What reflection structures did you select? What feedback questions did you compose? - Passing: The instructor lists the reflection structures and feedback questions composed ahead of time and indicates where they were to be asked.
Part 2. Work Examples/Artifacts Instructor must submit the feedback summary form and reflection. The rubric will focus on the ways in which the instructor used the feedback to celebrate learning and inform his/her instruction. Part B
“Yes”
“Almost”
“Not Yet”
“Not Observed”
Uses interactive structures to elicit participant reflection in small groups and/or individually
Uses appropriate interactive structures to promote participant reflection in small groups and/or individually; reflections are both relevant to the prompt and reveal deep thinking
Uses appropriate interactive structures to promote participant reflection in small groups and/or individually; some participant reflections may be irrelevant or lack depth
Attempts to use interactive structures to promote participant reflection in small groups and/or individually, but the structures are not successful in promoting the desired outcome
No interactive structures are used to elicit participant reflection
Invites participants to record their thoughts on the “reflections” side of the Feedback Form
Invites participants to record their thoughts on the “reflections” side of the Feedback Form
Does not invite participants to record their thoughts on the “reflections” side of the Feedback Form
Invites participants to record their feedback at the end of the day on the “feedback” side of the Feedback Form
Invites participants to record their feedback at the end of the day on the “feedback” side of the Feedback Form
Does not invite participants to record their feedback at the end of the day on the “feedback” side of the Feedback Form
Part 3. Educator Reflection (300-word limit for each response) Part C Except where otherwise noted, this work is licensed under: http://creativecommons.org/licenses/by-nc-nd/4.0/
2
§
How did you use participant reflections and feedback throughout the day to celebrate learning and/or address participant misconceptions and concerns? - Passing: The instructor lists at least three ways in which feedback was used during the session.
§
How did you/will you use the feedback data to inform instruction for the next session? - Passing: The instructor describes at least three ways in which the feedback data was/will be used when planning for the next session.
Except where otherwise noted, this work is licensed under: http://creativecommons.org/licenses/by-nc-nd/4.0/
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