What are the best ways to provide competency-based feedback on math problem-solving in K-12 Education?

Math problem-solving is a key skill for K-12 students, but how can teachers provide effective feedback that helps them improve their competence and confidence? Competency-based feedback is a strategy that focuses on the specific learning outcomes, criteria, and evidence of student performance, rather than on grades, scores, or comparisons. In this article, you will learn about the best ways to provide competency-based feedback on math problem-solving in K-12 education, and how it can benefit both students and teachers.

1 Define the outcomes

The first step to provide competency-based feedback on math problem-solving is to define the learning outcomes that you want your students to achieve. Learning outcomes are statements that describe what students should know, understand, and be able to do by the end of a lesson, unit, or course. They should be aligned with the standards, curriculum, and assessments of your subject and grade level. For example, a learning outcome for math problem-solving could be: "Students will be able to apply the four-step process of understanding, planning, executing, and checking to solve word problems involving fractions."

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Jeff Camp

Founder of Ed100.org
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Demonstrated competencies are the goalposts that should matter in education. Our system is not focused on delivering them. What to do? The best thinking in this area is being done by Khan Academy (especially the A.I. based Khanmigo project) along with XQ Superschool. The big idea here is to re-imagine math as a subject area that involves demonstrating mastery of a specific list of skills. These skills, which build on one another, have been congealed into "grade levels" for operational convenience, not effectiveness of learning. Unbundling math instruction to focus on competency is no longer a science-fiction idea. It is a difficult transition to make but pioneers exist and are succeeding. XQ has published its playbook on its site.

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2 Establish the criteria

The next step is to establish the criteria that you will use to evaluate your students' performance on the learning outcomes. Criteria are the specific indicators or benchmarks that show how well students have met the learning outcomes. They should be clear, measurable, and observable, and reflect the levels of proficiency or mastery that you expect from your students. For example, a criterion for the learning outcome above could be: "Students will show evidence of understanding the problem by identifying the given information, the unknown, and the operation needed."

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Zafar Ali Khan

Cofounder at ByteCorp
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It's essential to have clear, measurable standards for assessing math problem-solving skills in K-12 education. This involves setting specific goals for each competency area, such as logical reasoning, application of mathematical operations, and understanding of mathematical concepts. Criteria should be aligned with learning objectives and be transparent to both students and educators. This clarity enables students to understand expectations and educators to consistently evaluate performance, fostering a focused and effective learning environment.

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3 Collect the evidence

The third step is to collect the evidence of your students' performance on the criteria. Evidence is the data or information that demonstrates how students have performed on the learning outcomes. It can be collected from various sources, such as observations, work samples, portfolios, tests, quizzes, projects, or self-assessments. You should collect multiple and varied forms of evidence to get a comprehensive and accurate picture of your students' strengths and weaknesses. For example, an evidence for the criterion above could be: "Students will write down the given information, the unknown, and the operation needed in their own words or symbols."

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4 Provide the feedback

The final step is to provide the feedback that will help your students improve their math problem-solving skills. Feedback is the information that you give to your students about their performance on the learning outcomes, criteria, and evidence. It should be timely, specific, descriptive, actionable, and supportive. You should focus on what your students have done well, what they need to improve, and how they can improve. You should also encourage your students to reflect on their own learning, set goals, and monitor their progress. For example, a feedback for the evidence above could be: "You have done a good job of understanding the problem by writing down the given information, the unknown, and the operation needed. However, you need to check if your operation is correct by using inverse operations or drawing a model. To improve, you can practice solving more word problems involving fractions and compare your solutions with others."

Competency-based feedback on math problem-solving can help your students develop their skills, knowledge, and confidence in a meaningful and relevant way. It can also help you as a teacher to identify your students' needs, strengths, and areas for improvement, and to adjust your instruction accordingly. By using this strategy, you can foster a culture of learning and growth in your math classroom.

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5 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?

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What are the best ways to provide competency-based feedback on math problem-solving in K-12 Education?

1

2

3

4

5

1 Define the outcomes

2 Establish the criteria

3 Collect the evidence

4 Provide the feedback

5 Here’s what else to consider

K-12 Education

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What are the best ways to provide competency-based feedback on math problem-solving in K-12 Education?

1

2

3

4

5

1 Define the outcomes

2 Establish the criteria

3 Collect the evidence

4 Provide the feedback

5 Here’s what else to consider

K-12 Education

Rate this article

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