Using Peer Feedback to Support Teachers' Formative Assessment Practice With the Formative Assessment Rubrics, Resources, and Observation Protocol Model

• In Event: Got Feedback? New Perspective, Practices, and Possibilities for Revitalizing Inquiry Into Assessment for Learning

Abstract

The purpose of the paper is to describe how a 10-dimension observation protocol can support teachers to deepen their understanding and practice of formative assessment through peer feedback.
Video to support teacher learning has been investigated in the context of supporting professional vision (Sherin & Han, 2004) and supporting teacher self-reflection (Hollingsworth & Clarke, 2017). While direct classroom observation involves logistical challenges, technology allows teachers to record and share lesson videos that can be viewed any time, by peers or coaches. Teacher peer observation has been used as part of teacher evaluation and improvement systems (Johnson et al., 2010), with positive outcomes although the focus has been on struggling teachers (Stroot et al., 1999). Recorded lessons can support peer feedback in parallel with self-reflection. Research indicates that feedback is effective when it comes from self-assessment (Ross & Bruce, 2007; Sherin & van Es, 2005) and peer feedback, is specific and targeted, creates cognitive dissonance, and with exemplars for appropriate next steps (Brinko, 1993).
The protocol described in this paper, the Formative Assessment Rubrics, Resources, and Observation Protocol (FARROP), was commissioned by the Formative Assessment for Teachers and Students (FAST) collaborative of the Council of Chief School Officers and supports teachers as they provide and receive peer feedback on online, video-recorded classroom. The FARROP includes a series of five-point rubrics, each focused on a different dimension of formative assessment (Author & Author, 2020). The rubrics can be used by the observed teacher to understand their own strengths and weaknesses in light of the feedback, the highest levels of the rubrics provide a model of practice to aim for over multiple cycles of review and feedback, and benchmark videos provide exemplars of practice that meet each of the levels of the rubric.
The FARROP was developed following an iterative design process that included multiple rounds of review from formative assessment experts and teachers, a content validation study, and a small pilot (Author & Author, 2020). A set of self-paced online training modules were also developed to introduce teachers to the 10 rubrics and to provide opportunities for them to learn to evaluate video using the rubrics. The process of selecting video segments to illustrate each level of the rubric on each dimension, and longer video samples to provide opportunities for teachers to practice scoring across multiple dimensions helped the developers further refine the rubrics by identifying places where additional clarifications were required.

Authors

• E. Caroline Wylie, Center for Assessment
  Presenting Author

• Christine J. Lyon, ETS
  Presenting Author