Developing self-regulated learners through teacher research and innovation
- Further develop visible learning (Hattie, 2009);
- Further enhance assessment tools and strategies to support and promote student progress and ensure student are assessment capable learners.
These insights have lead me to reflect on our feedback process with our students as well as the reporting process.
- Students do not see the value of formative tasks.
- Teachers spend many hours giving feedback and students are not always engaged with the feedback received to move forward for improvement. The workload of teachers often causes burnout and has an impact on their well-being.
- KIS reports four times a year. In March and October, narrative reports are issued. The feedback on the narrative report cards has not always been useful to our students and parents because it is summative rather than formative. Students have not had an opportunity to construct meaning from the feedback to make subsequent improvement.
- The language used for narrative reports is usually academic and based on the published MYP assessment criteria descriptors, which makes it difficult to decipher. The feedback is inaccessible to some students.
With this mind, I invited a group of teachers to work with me and launch the formative feedback project in an effort to foster self-regulation. We worked with only grade 10 students and teachers in our first year (2017-2018), and the result of the student improvement was significant. The participating subject was English language and literature and students were measured against MYP Year 5 criteria for grade 9 and 10. Students were taught by the same teacher in grade 9 and grade 10. I compared their grade 9 and grade 10 English achievement levels, and the result in the second semester in 2018, after one year of piloting, showed great improvement. In the same year, I also followed the same process to provide students feedback for their personal project reports, our students' average grade of their personal project reports compared to the IBMYP worldwide average grade was remarkable.
The aim of this action research project is to investigate how implementing a systematized formative assessment and feedback process model can engage students proactively with feedback and simultaneously promote teacher agency. It is a communication framework that promotes teachers and students being intentional, fostering craftsmanship, and developing collaborative partnerships. Intentionality, craftsmanship, and collaboration are the cornerstones of development. It is a process that involves learners with inquiry, action, and reflection. The diagram is presented below to visually illustrate the feedback model proposed.
Interactive formative feedback process
- teachers collaborate and design summative assessment that allows students to demonstrate their conceptual understanding, knowledge and skills of the unit.
- Next, teachers communicate and explain task-specific clarification to students. Exemplars of different achievement levels are provided to help students understand the task requirements and expectations. Teachers can also co-construct task-specific clarification with students.
- Teachers consider the nature of the summative assessment and assessment objectives, and they design a series of formative assessment tasks that provide opportunities for students to practice knowledge, concepts and skills required for the summative assessment.
- After teachers communicate the learning targets with students, they interpret the task, refer to task-specific clarification, and set desired learning goals.
- Students perform the formative task and receive feedback from their teachers. Teachers provide feedback based on the student’s learning goal by using the GRIT framework. They point out positive attitudes and growth that students have demonstrated. They also note down any risk-taking behaviors observed. Moreover, they make their judgement of what students need to improve and then provide tactics (strategies and/or resources) to guide students to regulate their performance. Teacher feedback can be communicated through dialogue and other modalities.
- Students construct meaning of the feedback received and clarify with teachers. Lastly, students use the feedback received to develop actionable steps that can help them to complete the summative assessment with success and confidence.
Where to next
- Continue to reflect and revise the process
- Our action research plan received the grant from EARCOS and we will formally conduct this action research in the year of 2019-2020.
- Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analysis Relating to Student Achievement. London, Routledge.
- Winstone, N.E., Nash, R. A., Parker, M., & rOWNTREE, j. (2016). Supporting learners’ agentic engagement with feedback: A systematic review and a taxonomy of recipience process. Educational Psychologist, doi: 10.1080/00461520.2016.1207538