Brent Duckor: Got feedback for continuous improvement in the classroom? Towards a multi-dimensional, multi-facets approach to modeling feedback usage

November 1, 2022

Tuesday, November 1, 2022

2:00 - 4:00 PM (PDT) at Berkeley Way West 4500 and on Zoom

Open to GSE faculty, students, and community.


Research on teachers and teaching has shown that formative assessment can improve student learning more than most instructional practices (Hattie 2012). We know that formative feedback connects, deepens communication, and helps everyone focus on advancing student learning (Hattie & Timperley, 2007; Hattie & Clarke, 2019). Thus, empirical evidence spanning two decades demonstrates that thoughtfully implemented formative assessment practices (what can be deemed “feedback-as-usage” variables) improve students’ learning.

But what exactly are, for example, the dimensions and facets of feedback-as-usage from a Rasch modeling perspective?

Can so-called high leverage feedback-as-usage practices (employed by teachers or students, for example) be modeled on a continuum using standard psychometric techniques?

Is there a dynamic modeling apparatus for measuring feedback-as-usage (inputs, outputs, moderators, etc.) that requires other statistical techniques and tools to observe, for example, feedback loops and cycles over longer time intervals?

How generalizable are potential feedback-as-usage metrics to other settings and contexts other than school and classroom settings?

These questions will be explored in the context of a new formative feedback framework (Duckor & Holmberg, in press). The FF Framework explores three potential constructs related to multi-dimensional feedback usage in the classroom: Directionalities, Configurations, and Modalities (DCM). Each of the DCM constructs are interconnected with the others but are treated as analytically distinct for purposes of theory-building in a measurement context. We will explore ways to define, operationalize, and model feedback-as-usage from a Constructing Measures (Wilson, 2005) perspective while testing the limits of this conceptual frame.

About the speaker:

Brent Duckor, Ph.D., is professor in the Department of Teacher Education at San José State University. Dr. Duckor also serves as a core faculty member in the Ed.D. Educational Leadership program at the Lurie College of Education. He taught government, economics, and history at Central Park East Secondary School in New York City in the 1990s. With the passage of No Child Left Behind, Brent returned to earn a doctorate at the University of California, Berkeley  and study educational measurement, testing, and assessment in the Quantitative Methods and Evaluation program at the Graduate School of Education.

Brent’s research on formative assessment and teachers’ understanding and use of classroom assessment is informed by his work as a former high school teacher at a nationally renowned urban high school. Both his scholarship and teaching seeks to integrate a developmental perspective on teachers’ growth and empowerment in the teaching profession. His recent scholarship has appeared in Teachers College Record, Journal of Teacher Education, Mathematics Teaching in the Middle School, Educational Leadership, Phi Delta Kappan, Journal of Educational Measurement and most recently, the 4th International Encyclopedia of Education. He is also co-author of Mastering Formative Assessment Moves: 7 High Leverage Practices to Advance Student Learning (ACSD, 2017) and Feedback for Continuous Improvement in the Classroom: New Perspectives, Practices, and Possibilities (Corwin, in press) with Dr. Carrie Holmberg.