How To Provide Meaningful Feedback to ESL Students

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How To Provide Meaningful Feedback to ESL Students

• University of Alberta EDPY 413
• By Naomi, Katie and Angela

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Overview

• Meaningful assessments and feedback
• Are valid
• Are individualized
• Are understandable
• Communicate high expectations
• Lower emotional barriers
• Assessment of content-area knowledge
• Formative Assessment
• Summative Assessment

3
Overview

• Strategies that will be useful in the four major
  elements of Language Arts and other content area
  classes
• Speaking
• Listening
• Reading
• Writing
• How to communicate feedback to students
• Direct or Indirect feedback
• Parental Involvement
• Peer Feedback

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Principles for Fair Student AssessmentPractices
for Education in Canada

• I.1) Assessment methods should allow us to make
  valid inferences about the knowledge, skills,
  attitudes, and behaviours possessed by each
  student1
• -A valid assessment will assess what we intend
  it to assess.

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Principles for Fair Student Assessment

• I.5) Assessment methods should suit the
  background and prior experiences of the student1
• -Assessment should be free from biases such as
  culture, ethnicity, or language

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Principles for Fair Student Assessment

• III.4) Comments on student work should be
  presented in a way that allows students to
  understand and use them1
• -Comments should encourage learning and help
  students to understand how they can improve

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Teacher Expectations A Self-Fulfilling Prophecy

• Students perceive differences in teacher
  expectations by watching how the teacher behaves
  towards them1
• With time, students' achievement and behaviour
  conform more and more closely to the expectations
  of the teacher

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Communicating High Expectations

• Guidelines for communicating high expectations
  when assessing ESL students1
• Give sincere praise regarding a specific area of
  development
• Provide frequent and understandable feedback
• Focus on what the students can do rather than
  what they cannot
• Provide ample response time
• Provide tasks to challenge the students

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Anxiety

• Sometimes when I speak English in class, I am so
  afraid I feel like hiding behind my chair. 1
• I feel like my French teacher is some kind of
  Martian death ray I never know when hell point
  at me! 1
• When Im in my Spanish class I just freeze! I
  cant think of a thing when my teacher calls on
  me. My mind goes blank. 2

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Anxiety

• Steinberg and Horwitz (1986) found that anxiety
  affects communication strategies1
• Certain grammar points may also be forgotten2
• Krashens Affective Filter3
• This affects the validity of the assessment

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Meaningful Feedback?

• We will show assessment methods and ways to
  communicate results to students that
• 1) Are valid
• 2) Fit students backgrounds
• 3) Are understandable
• 4) Communicate high expectations
• 5) Lower emotional barriers

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Assessing Academic Content Knowledge

• ELLs often understand more than they can express1
• Use assessments that are less dependent on
  language proficiency1
• Assess in the same way students are taught1
• Demonstrations
• Creation of a product
• Speech-based
• Written products

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Assessing the Task Formative Assessment
(Assessment for learning)

• These types of assessments occur on a daily basis
  and help teachers decide what they can do to help
  students progress1
• Student Reflections (learning journals, concept
  maps)
• Anecdotal Note-taking
• Conversations with students
• Peer Assessments

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Learning Journals

• Allow students to
• Record personal responses to content
• Record questions about confusing terms
• Record observations
• Illustrate or describe concepts
• Emphasis is on content rather than grammar and
  mechanics1

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(No Transcript)
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Concept Maps

• Visual representations of the students mental
  structure1
• Kidspiration or Inspiration2

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Grade 6 Social Studies Greece
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Why Use Learning Journals and Concept Maps?

• Knowledge demonstrated pictures and/or words1
• Student-centred and promote reflection 2
• Teacher can assess preconceptions and
  misconceptions3

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Concept Maps Learning Journals Associated
Issues

• Too much guidance or too little guidance? 1
• Must be addressed immediately1
• Judgements will discourage students, making the
  formative assessment less useful to the teacher2

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Anecdotal Records

• Small number of students observed each day1

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Why Use Anecdotal Records?

• Good indicators of student progress1
• Do not increase language demands, or anxiety
• Allow you to assess without interrupting the
  natural classroom activities2

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Anecdotal Records Associated Issues

• If not organized, they become pieces of paper
  with random notes on them1
• May overlook vital issues2

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Formal and Informal Conversations

• Conferencing1
• Having impromptu conversations
• Making notes afterwards2

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Why Have Conversations?

• Conveys high expectations1
• Informal conversation is a natural way to get a
  feel for level of understanding
• Gives students the opportunity to seek
  clarification

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Conversation Associated Issues

• Learners may be uncomfortable discussing areas in
  which they are struggling1
• Open conversation may be hindered by low levels
  of English language proficiency

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Assessing the Task Summative Assessment
(Assessment of learning)

• Assessment used for reporting purposes to ensure
  that students have achieved the curricular
  outcomes1
• Portfolios
• Student Self-Assessments
• Rubrics
• Checklists and Rating Scales

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Portfolios

• Two types
• Developmental Portfolio1
• Showcase Portfolio2
• Students actively participate by purposefully
  selecting entries2
• Teachers assist with entry selection and provide
  feedback during conferences3

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Portfolio Reflection

• A reflection is attached to each entry1
• Other possibilities include
• Reflections written in first language
• Reflections recorded by the teacher
• Reflections recorded by a peer/parent who speaks
  the same L1

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Why Use Portfolios?

• Completed without pressure or time constraints1
• Clearly demonstrate progress over time1
• Develop active learners1
• Conversations about entries demonstrate
  comprehension and the ability to use academic
  language2

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Self-Assessment

• Teachers need to provide students with words,
  definitions or concepts they will need to
  understand the task1
• Common formats include1
• yes or no questions
• I can name the regions of Canada
• Yes ? No ?
• Sentence completion
• I am still confused about...
• Rating scales
• I cooperated with my group
• ? (never) 1 2 3 4 (always) ?
• Picture cues or by discussion beforehand.

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Why Self-Assessment?

• Builds metacognitive competence1
• Students can tell us a lot
• Creates independent learners1
• Assesses both the learning process as well as
  outcomes2

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Portfolios and Self-Assessment Associated Issues

• Students may not accurately judge own ability1
• Language barrier
• The notion that students have a role in
  assessment may be difficult to accept2
• Learners may be uncomfortable sharing work that
  is in need of improvement3
• Learners may be hesitant to take pride in their
  achievements3

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Rubrics

• Holistic 1
• Analytic 2
• Use between 4 and 8 points to avoid a middle
  dumping ground1
• Assess the content rather than language
  proficiency3

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Excellent (4) Good (3) Satisfactory (2) Needs Improvement (1) Score
Understanding of animal lifecycle Illustrations of the infant and adult accurately portray the creature in its respective stage. Small details have been recognized and included. Illustrations of the infant and adult portray the creature and demonstrate an understanding of the lifecycle. Illustrations of the infant and adult somewhat portray the creature and demonstrate a generalized understanding of the lifecycle. Illustrations of the infant and adult are completely inaccurate or demonstrate no difference between the two forms. /4
Habitat Student has provided a detailed illustration of the animals habitat Student has provided a basic illustration the animals habitat (land, water, etc) Student has provided an illustration of the animals habitat that is lacking is some regard. Student has not provided an illustration of the animals habitat, or the habitat drawn is incorrect /4
Strategy used to organize ideas Student has chosen an appropriate strategy to organize their findings. The chart is completed correctly, is neat, and contains details above and beyond what was asked Student has chosen an appropriate strategy to organize their findings. It is correct and contains all pertinent information Student has attempted to use a strategy, but has used it incorrectly or the chart is incomplete Student has not selected a strategy. Information is recorded at random. /4
Total /20
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Rating Scales and Checklists

• Checklists check off the items that correspond
  to what you have observed or inferred1
• Ex. Student cooperates in a group setting ___
• Rating scales Allow you to specify the degree to
  which the item was achieved2
• (1 never, 2 rarely, 3 frequently, 4 always)
• Ex. Student completes homework every night 1
  2 3 4

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Try Assessing!

• Read the ESL writing sample and use the checklist
  to assess it.
• Then talk to a partner
• What did you like about it?
• What problems did you encounter?

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Why Use Checklists, Rating Scales and rubrics?

• Assigns justifiable grades to authentic classroom
  activities1
• Used in self-assessment and clarify teachers
  expectations1
• After construction, they require little time or
  effort to complete2
• Show specific areas of strength and need3

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Checklists and Rating Scales Associated Issues

• Require precise and well-articulated categories
  and criteria1
• Take a considerable amount of time to construct2
• Are highly specific and will likely need to be
  modified each time3
• Language to can be complex and difficult for an
  ESL student to understand

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Overview

• Strategies that will be useful in the four major
  elements of Language Arts and other content area
  classes
• Speaking
• Listening
• Reading
• Writing

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Speaking
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Stages of Language Production

• Beginning stage Silent period, rely on gestures
  and pictures
• Early production stage usage of more grammar
• Speech Emergence stage can handle more academic
  concepts
• Intermediate Fluency stage fewer errors in
  speaking
• Fluency stage at level of fluency but are still
  learning

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Vocabulary Instruction

• Provide both explicit and implicit vocabulary
  instruction.
• Teach strategies for how to handle unfamiliar
  words
• Language Learning Strategies using clues, asking
  for clarification, using keywords.
• Exposure to high frequency vocabulary through
  meaningful activities.

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Pronunciation

• Five things to ensure students understand
• Consonants
• Cluster
• Vowel length
• Word stress
• Prominence or tonic stress
• For example, teach
• Stress-timed versus syllable-timed language

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BICS and CALP

• Basic Interpersonal Communication Skills
• Cognitive Academic Language Proficiency

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SOLOM

• Student Oral Language Observation Matrix
• Allows observation of oral language proficiency
  BICS and CALP
• Assesses real day to day classroom purposes and
  activities.

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Potential Problems

• Vocabulary instruction
• Implicit can cause problems for students- they
  may think they understand but they do not
• Explicit may teach rote memorization and not
  meaningful understanding.
• Pronunciation Instruction
• Students L1s may interfere if they have a
  syllable timed language.
• BICS and CALP
• CALP cannot be inferred, it has to be directly
  taught and modeled.

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Handout Speaking

• Guide to Implementation (Alberta Education, 2007,
  P. 161)
• SOLOM Student Oral Language Observation Matrix
  (Cabral, Herrera, Murry, 2007)

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Listening
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Strategy for Improving Listening and Oral
communication skills

• Dictoglos
• Focus is on fluent academic language
• Supports recalling information by listening to
  English language models.
• Process
• Listen
• Take notes
• Partners, groups
• Re-create text

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Develop listening skills

• Explicitly teach how to listen
• Selective Attention
• Ask for clarification teach students how to
  recognize when they have misunderstood, and teach
  the questions to ask to get back on track.
• Model strategies aloud.
• Provide graphic organizers or fill in the blanks
  for videos and lectures, so they can concentrate
  on listening rather than writing.
• Build background knowledge Frontload
• Use self-assessments of how well they listened.

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Potential Problems

• When listening, students
• may not recognize when they do not understand
• may not know they need clarification or further
  explanation
• may not know how to formulate questions to get
  the answers they seek

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Handout Listening

• Guide to Implementation (Alberta Education, 2007,
  p. 160)
• BICS and CALP Checklist (Cabral, Herrera,
  Murry, 2007)

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Reading
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Running records/Miscue Analysis

• Finds oral reading errors
• Helps to see what strategies the reader is using
  and points to areas of instruction.

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Cloze Activities

• Support language acquisition and reading skills
• Are from written text where some words are left
  out and blanks are inserted instead.
• Are used to assess reading comprehension
• Provide opportunities to teach vocabulary and
  reading decoding skills.
• Example I went for a walk to the ______.
• I wanted to _______ a _______.

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Potential Problems

• Running Records/Miscue Analysis
• May be hard to find a reading passage that is at
  the students reading level.
• Cloze
• Time consuming to make for students specific
  needs

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Handout Reading

• Guide to Implementation (Alberta Education, 2007,
  p. 162)

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Writing

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The writing process

• Prewriting use drawing to gather ideas, talk
  about the topic, or dramatize the topic. Students
  choose topics that are familiar. Graphic
  organizers, webbing.
• Drafting emphasize expressing ideas, not
  handwriting skills or conventional spelling.
• Revising rereading, making few changes or adding
  to clarify, slowly try and address audience.
• Editing de-emphasize until the students have
  learned conventional spelling, rules for
  capitalization, etc.
• Publishing putting into a final form, sharing
  with others.

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Feedback through comments on student writing

• Three purposes
• To let students know if their texts have conveyed
  their intended meaning.
• Help students become aware of the questions and
  concerns of an audience.
• To give students a motive for revision.

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Written Comments

• can take away students attention from their own
  purpose and bring it to the teachers purpose.
• are not context specific and can be changed from
  context to context.

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Error Correction

• Selective correction choose several major
  patterns of error, rather than all types of
  errors.
• Comprehensive correction give detailed feedback,
  so that students are not mislead about
  correctness if the teachers do not mark all
  errors.
• Direct Feedback teachers write the correct form
  on students paper.
• Indirect Feedback allows the student to engage
  in guided problem-solving

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Conferences

• Students are the focus. They are the writers.
• Teachers/Peers help to make choices and define
  directions for revisions.
• The process
• Students should talk first about their concerns.
• Ask questions, do not give answers.
• Give compliments, then suggestions later.
• Limit the number of revision suggestions.

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Potential Problems

• Written comments
• Generic comments
• Changes students ideas to teachers ideas
• Error correction
• Focus on errors on the first draft
• Lack of hierarchy of important issues for
  revision
• Miscommunication with the teacher. Mark what you
  have taught.
• Conferences
• Cultural differences

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Handouts Writing

• Guide to Implementation (Alberta Education, 2007,
  p. 163)

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Differentiating between Content and Language
Feedback

• Keep feedback short and simple to allow the
  students to understand it.
• Ensure feedback is specific to the assignment,
  not giving broad or general suggestions
• Make sure to emphasize ideas over grammar and
  mechanics.
• When correcting written work avoid marking
  sentences that are technically correct but poorly
  written or awkward. Focus on errors that the
  students are familiar with and can understand.
• Postpone grammar corrections until the final
  stages of the assignment to allow for focus on
  the meaning and idea construction
• Errors are a normal part of learning. Make sure
  the students know it!
• Graham (1987)

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Overview

• This section will cover ways to communicate
  feedback to students in a meaningful way. Well
  explore some advantages and disadvantages of each
  as well as issues and applications.
• 1. Direct or Indirect Feedback
• 2. Parental Involvement
• 3. Peer Feedback

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Direct or Indirect feedback?

• Direct feedback
• The teacher identifies an error and corrects it
  for the student, providing an example of the
  proper form
• Indirect feedback
• Feedback where the educator points out that an
  error has been made but does not correct it. The
  students must identify and correct the error
  themselves.

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Indirect Feedback Long Term Improvement?

• Ferris (2002) found that direct feedback on
  errors led to more correct revisions than
  indirect feedback (88 vs 77).
• He also noted that over the course of the school
  year those who received indirect feedback reduced
  their error frequency substantially more than
  those receiving direct feedback.
• Fathman and Walley obtained similar results in
  their 1990 study.

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Direct Feedback Misdirecting Focus?

• Fregeau (1999) found that direct feedback was
  often inconsistent, unclear, and seemed to
  overemphasize the negative.
• Not understanding the errors made, students often
  guessed at corrections.
• Students also tended to focus more on correcting
  these errors than improving or extending their
  ideas.

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Indirect Feedback

• Uncoded feedback
• The teacher indicated an error has been made,
  but does not correct the error. The student must
  diagnose the type of error and correct it.
• Coded feedback
• Gives the exact location of an error and
  indicates the type of error involved using a code.

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Applications Coded Feedback

• Coded feedback is a combination of direct and
  indirect feedback.
• Using a predetermined legend, the teacher
  indicates the presence and type of an error with
  a symbol.
• The students must locate and correct the error
  themselves.

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An example of Coded Feedback

• Legend

Sp Spelling
Cap Capitals needed
p Punctuation
w/o Word order
gt Missing word
On the weekend I went the zoo gt
with amy. There was a big tiger.
Cap He has stripes There also a
p stiped horse. We fed him. We
Sp got to eat pizza and icet
cream. Sp I want to go
again back soon. w/o
(Etc)
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Coded Feedback Remember

• Make sure your students are familiar with and
  understand the symbols used
• Make sure the students understand the underlying
  grammatical rule
• Be consistent!

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Peer Feedback

• Peer Feedback is a controversial form of feedback
  because of its disadvantages. When implemented
  properly, these disadvantages are minimized,
  allowing the teacher and student to take full
  benefit.

Image Working Together. From
http//pwebs.net/branding/2007/05/developing-busin
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What Students Want

• Zhang (1995, p. 1) found that students
  overwhelmingly prefer to receive feedback from
  their teachers rather than peers.
• Carnells 2000 interviews indicated that students
  like to receive feedback from their peers. They
  felt more freedom interacting with peers than
  with a teacher.
• Ur (1996) found that students enjoy being
  consulted for peer feedback, and usually put a
  lot of effort into trying to give helpful
  feedback.

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Cultural Differences

• Alavi and Kaivanpanah (2007, p. 191-193) found
  that Iranian students prefer to work alone
  because they feel they can get better results
  this way. He also found that the students
  recognize that there is some value in peer
  evaluation, but feel that teacher feedback is
  more accurate and helpful.
• Carson and Nelson (1996, p. 1-18) found that
  Chinese students tend to avoid giving critical
  commentary for two reasons students withheld
  criticism in order to maintain group harmony and
  they were reluctant to be in a position of
  authority over their peers.

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Peer Feedback Advantages

• Allows for more immediate feedback
• Can provide a different kind of feedback than
  traditional teacher feedback (less authoritarian)
• Provides students experience with critical
  evaluation that can transfer to their own work
• Encourages life skills such as collaboration and
  communication

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Concerns

• Peer feedback may be inconsistent with teacher
  feedback.
• ELLs may not feel comfortable giving feedback in
  their L2.
• Native language speakers may resent receiving
  feedback from ELLs.
• Shy or reserved students may be uncomfortable
  with the exercise.

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What Works

• Coaching students in providing effective feedback
• -Reduces inappropriate feedback
• -Promotes acceptance and understanding
• -Allows for discussion to address concerns

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Coaching Students in Providing Effective Feedback

• Explain benefits of peer feedback
• Class discussion of the role of students
  (collaborators, not correctors), purpose of
  activity
• Practice and application
• Discussion of benefits, weak points, overall
  success
• 
  (Rollinson, 2005, p. 3-7)

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Considerations- Peer Feedback

• Size of group.
• Number of drafts to be written.
• Evaluation will students be evaluated on the
  level of their feedback?
• Written or oral feedback groups?
• Written is usually preferable to oral as it
  allows time for reflection to avoid inconsiderate
  comments and lets teacher follow more closely.
• (Rollinson, 2005, p. 3-7)
• 
  (Rollinson 2005)

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Parental Involvement

• When it comes to parental involvement,
  communication is key, although it can be quite
  difficult due to language barriers.
• Parents know their child better than anyone else
  so they are great resources for the teacher.

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Cultural Differences

• Korean culture emphasizes trust and respect for
  authority figures. As a result, questioning a
  teachers methods is frowned upon and considered
  extremely impolite (Souyoung, 2005).
• As a result, Korean parents may seem less
  involved than parents who are more vocal.

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Issues

• Language barriers
• Potential gender role conflicts
• Cultural brokers can assist with this
• Ideological differences in teaching methods or
  styles
• Time conflicts and access difficulties

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What Works

• Frequent contact ensures parents and teacher are
  working together and helps avoid parental
  alienation.
• Goal setting with the parents allows the teacher
  to enlist their support, ensuring the home and
  school environments are working in harmony.
• Conferences or meetings with the parent or
  guardian allow concerns to be expressed, and also
  provide an opportunity for the students
  successes to be showcased.

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Applications Conferences

• As Angela discussed, student-teacher conferences
  are an important method for providing formal and
  informal feedback.
• Parent-teacher-student conferences are good tools
  for all parties involved to set goals and get to
  know each others expectations.
• The conference can be teacher-led or student-led.
• Student-led conferences allow the students to
  showcase their achievements, which can foster a
  greater sense of pride.

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• Be prepared for the conference. If a translator
  is needed ensure the parents will be comfortable
  with his/her presence and will understand his/her
  role.
• Ensure that you discuss the students strengths
  as well as any problems or weaknesses.
• Have examples of the students work prepared.
  Pick a few pieces from the students portfolio
  that show the students strengths and weaknesses.
  
• Use the opportunity to set goals with the help of
  the parents for all parties involved.
• Plan for a follow-up meeting.

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