English Language Development

not imply that explicit attention to English language development should not occur during content
instruction. Rather, the way in which feedback is provided is carefully considered to maximize student
meaning making and risk taking. Overcorrection, particularly
when it feels to the student like ridicule (e.g., constantly
requiring a student to repeat utterances in grammatically
correct and complete sentences or chastising a student for
not using standard English pronunciation), is not effective
feedback. Overcorrection detracts from content knowledge
development and discourages EL (and non-EL) students from
participating in conversations and writing their ideas freely,
thus impeding their language development.

Snapshot 8.7. Student Involvement in Assessment in Grade Four

Miss Nieto, a fourth-grade teacher, has a discussion with each of her students about their

reading scores from an interim assessment. In her meeting with Henry, she notes that he has

done well on the items related to using explicit details about the text and summarizing central

ideas and is on track to meet the associated standards. She also discusses with Henry that his

scores indicate that he is not as strong in using supporting evidence to justify or interpret how

information is presented. Miss Nieto and Henry have a conversation about why he thinks he

scored lower on these items. He tells her that he thinks he is beginning to better understand

how to use evidence for justification but it continues to be difficult for him. She suggests that

this should be something he consciously focuses on improving between now and the next

interim assessment, and she provides some ideas to support his learning.

Feedback is particularly salient in the context of formative assessment. Students can receive
feedback in three ways: from their teachers, from peers, and through their own self-assessment. The
purpose of the feedback is to close the gap between the student’s current learning status and the
lesson goals (Sadler 1989). It is critically important that students be given opportunities to use the
feedback, otherwise it does not serve the intended purpose.

Teacher Feedback

Three categories of questions provide a frame for feedback to students in formative assessment
(adapted from Hattie 2012, 130). The questions are crafted from the students’ perspective with the
aim of building students’ involvement and ownership of learning through the formative assessment
process.

1. Where am I going? What are my goals?


2. Where am I now? What progress am I making towards the goal?


3. Where to next? What do I need to do to make better progress?
   To answer the first questions, both teachers and students need to be clear about the goal or
   target of the learning and what constitutes successful performance of learning. Answering the second
   set requires teachers and students to elicit and interpret evidence of learning. In other words, they
   need to decide where students’ learning currently stands in relation to the learning goal. Answering
   the third set of questions guides students to take next action steps toward meeting the learning
   goal. Teacher feedback is required for students to answer the second and the third sets of questions.
   Teacher feedback indicates to students where they have been successful and provides hints or cues
   about what to do next.
   ... the way in which feedback
   is provided is carefully
   considered to maximize
   student meaning making and
   risk taking.

Assessment Chapter 8 | 847