CTESS ebook

The established benchmark rate for feedback sequences is based on normative data from observing teachers in CSD. Feedback rate and quality . In order to promote student learning, feedback needs to be delivered at a sufficient rate and with good quality. Feedback rate (positive and corrective feedback) is associated in the research literature (and in CSD’s data) with increased student achiev ement (Hattie & Timperley, 2007). CTESS measures feedback rate by the number of instances of positive and corrective feedback. This overall rate of feedback is one of the strongest single-item predictors of student growth (SAGE/RISE student growth percentiles) within CSD internal data. This is consistent with the powerful effects of feedback noted in the educational literature (Hattie, 2009). Quality feedback is purposeful, specific, and communicates to students what they need to do to improve (Hattie & Timperley, 2007). Quality of feedback is measured on the IPOP with rubric items as well as through the Learning and Teaching Evidence portion of the IQR, which can include feedback rubrics as one line of evidence. Feedback rubrics (such as objective trackers) allow students to track their own progress toward learning goals, and to receive explicit feedback on what quality work looks like. Standard 7: Cognitive Rigor/ DOK (Depth of Knowledge) Providing students with meaningful opportunities to engage in cognitive rigor (Depth of Knowledge Level 3 and above) increases student motivation and sets students on a path toward college and/or careers (Hess, 2016). Learning facts, figures, and isolated skills are of little use if the learning does not provide more complex thinking and real-world application; however, foundational skills must be in place for higher-order thinking to take place (Willingham, 2009). The Instructional Hierarchy (formulated by Haring, Lovitt, Eaton, & Hansen, 1978) is part of the CSD framework and indicates that learners go through stages from: • Acquisition of knowledge, in which learners learn how to perform a skill (Bloom’s Recall and Reproduction, DOK Level 1), to • Fluency, in which they learn to perform the skill efficiently and accurately, and automatically (Bloom’s Recall and Reproduction, DOK Level 1), to • Generalization, in which students learn to use the skill across settings, and situations (Bloom’s Skills and Concepts, DOK Level 2), to • Adaption, in which students learn to use the skill creatively in novel situations without prompting and can adapt the skill to create solutions to novel problems (strategic and extended thinking, DOK Levels 3 and 4). The goal of applying the hierarchy to student learning is for students to be guided strategically and systematically so they can be successful at generalization and adaptation when faced with difficult and complex problems beyond the educational setting. In order to reach this goal, student skills need to be built up and students need to have opportunities to apply those skills in novel contexts where they are using higher level thinking skills (Depth of Knowledge Levels 3 or 4). CTESS benchmarks on this standard allow teachers to demonstrate that they are providing opportunities for their students to engage in this higher level of cognitive rigor at appropriate points in the learning process. Teachers do this by submitting lesson planning evidence, PLC Notes, rubrics that make expectations for cognitive rigor explicit, and/or resulting student work samples. Standard 8: Data Use It makes intuitive sense that teachers who regularly analyze student data and adjust what they do based on what the data show, would be both better and more efficient at producing the student learning they strive to promote. Teaching without using student data has been likened to driving in the dark without headlights or rear-view mirrors. Without consulting student data, it is difficult to ascertain how to adjust instructional pace, or plan a course of pedagogical action (reteach, backfill background knowledge, more structured practice…?). The What Works Clearinghouse, developed to review, identify, and promote evidence-based practices in education, has developed

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