Formative Assessment
Module 4: Analyzing Evidence and
Descriptive Feedback
Expectations
• I can anticipate and analyze evidence of learning.
• I can plan instructional modifications to address
learning gaps.
• I can distinguish between motivational,
evaluative, and descriptive feedback.
• I can provide descriptive feedback to students,
helping them close their learning gaps.
Review by Taking a Look at FA in
Action
Anticipation Guide
FA Green, Yellow, Red Cards
ABCD Cards
Why Feedback?
Formative assessment can enhance
learning when it provides students
with feedback about specific
qualities of their work, and about
how to improve
(e.g., Black & Wiliam, 1998; Crooks, 1988; Kluger &
DeNisi 1996; Natriello, 1987; Rea-Dickens, 2001;
Stipek, 1996; Turnstall & Gipps, 1996)
Formative and Summative
Assessment
Rick Wormeli
Provide Effective Feedback
The best feedback is:
Descriptive
Specific
Relevant
Timely
Empowering
Motivational Feedback
Motivational Feedback is used for
encouragement and support; however, it
does not give specific information
concerning the task/assignment
Examples:
Words: Excellent!, Good!, Great!
Written Comments: Good Work!, Nice Job
Symbols: Smiley faces, stars, checks
Stickers: Great Job!, Awesome!, Super
Work!
Motivational Feedback
“Research shows that feedback that
emphasizes learning goals leads to greater
learning gains than feedback that
emphasizes self-esteem.”
- Ames, 1992, Butler, 1998, and
Dweck, 1986
Evaluative Feedback
Evaluative feedback sums up achievement and assigns a label. It expresses a judgment.
Examples:
•Grades- A, B, C, D, F
•Letters: P for proficient, D for developing, B for beginning
•Levels I, II, III, IV
•Symbols: Pluses, Minuses, Xs, Checks
We often assign evaluative feedback to all work, even that which is for practice, not only is this not
necessary, sometimes it can be counterproductive.
Evaluative Feedback
When focus is placed on evaluative feedback,
students start to believe that ability, rather
than effort, is the only way to success.
When faced with a task, students become
concerned about being judged as capable.
This is why students who experience failure
will not try even when the task is easy. They
would rather not try than to be judged as
incapable.
Descriptive Feedback
Descriptive feedback offers information about the work, product, or performance
relative to the intended learning.
Effective descriptive feedback has the following characteristics:
Is value neutral – avoids praise or blame
Focuses on the intended learning
Shows where the work is right or wrong and tells why
Pinpoints strengths and identifies areas of improvement in terms of the intended
learning
Takes into account the amount of corrective information the learner can act on at one
time
Models the kind of thinking that students will engage in when they self-assess
Can be used by students to take action to improve
Does not cause the learner to shut down
Descriptive Feedback
“Frequently, feedback is used to push
students to “do more” or “do better,
without being specific enough to help
students know what to do. This type of
feedback is generally ineffective.”
- Hattie and Timperly, 2005
Examples of Student Work
Each group will be given a student work sample
that has some type of feedback on it.
Your task is decide what type of feedback has
been given and then give some suggestions for
improving the feedback that was originally
given.
Each group will then share their example with
the whole group.
Mark each example with one of the following: D (Descriptive), E
(Evaluative), or M (Motivational). If you believe it is neither, mark it
with an X.
Good job!
Sloppy work
How did you reach that conclusion? Where’s your data?
Proficient

____
_____
_____
Your calculations are accurate. Take another look at appropriate units for density.
CExcellent!
You need to try harder next time. You can do it!
The students at station two are ready for the lab, they have their books cleared
and their safety glasses on.
You need to label the x-axis, include units with your label, choose an appropriate
scale, show the points you plotted, and give the graph a title.
81%
Did you study?

Where did you get your answers?
Why is feedback so
important?
John Hattie--reviewed 7,827 studies on
learning and instruction and reached this
conclusion…
“The most powerful single innovation that
enhances achievement is feedback.
The simplest prescription for improving
education must be ‘dollops’ of feedback.”
Goals of Feedback
To improve learning
To improve performance on
assessments
To promote student ownership of
learning
To encourage self-assessment
Let’s review the research:
1. Feedback should be corrective in
nature.
2. Feedback should be timely.
3. Feedback should be specific to a
criterion.
4. Students can effectively provide
some of their own feedback.
Amount of Feedback
Effective Examples
- Giving feedback on learning targets.
- Selecting 1 or 2 points to focus
feedback on rather than everything at
once
Ineffective Examples
- Giving too much feedback on poor
quality work.
- Giving too little or no feedback on
high quality work.
Feedback is essential in skill shaping.
Homework should be a safe place to
try out new skills without penalty,
just as athletes and musicians try out
skills on practice field or in
rehearsals before performing.
A teacher, who is also a coach, once
said, “We don’t keep score during
practice.”
Closing Thoughts…
"For as long as assessment is viewed as
something we do ’after’ teaching and
learning are over, we will fail to greatly
improve student performance, regardless
of how well or how poorly students are
currently taught or motivated.”
-Grant Wiggins, 1998
10 Things Formative Assessment Won’t Tell You
EXIT Ticket
Explain how you will incorporate what
you have learned about formative
assessment and feedback into your
daily instruction.