Annabel Borthwick
Deliver high quality feedback
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Plan what you want students to learn
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Teach content (quality first teaching)
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AfL Formative assessment Summative assessment
(Formative - The purpose is to monitor and provide feedback)
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Use marking and assessment to inform decisions
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Deliver high quality feedback
and so on...
Two types of assesment:
Formative assessments: have low stakes and usually carry no grade, which in some instances may discourage the students from doing the task or fully engaging with it.
Summative assessment: The goal is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. Summative assessments often have high stakes and are treated by the students as the priority over formative assessments. However, feedback from summative assessments can be used formatively by both students and faculty to guide their efforts and activities in subsequent courses.
Arguably, everything is formative until the fina;, external assessment! Focus on the feedback!
Types of assessment:
Call and response questioning
Peer response
Self assesment
Mini quizzes/ games
Plenarys and progress
tests (short answer, multiple choice)
Effective questioning
Homework tasks
If you can try and perfect one skill this year, make it effective questioning. This will help you encourage and scaffold learning for students and help in interviews and observed lessons.
Whenever we are teaching, we are formatively asessing.
How can we provoide feedback?
Targets
EBI WWW - highlighting feedback and positives
Verbal
Written
Adjusting the lesson to respond to their learning.
Sensitive feedback (acknowledging effort and adjusting to give feedback that is encouraging). (Differentiation)
Feedback that differentiates
Positive feedback
Indirect (what else can you think of?
Visualiser feedback
no grades, just targets
What can we do to get the most out of feedback?
Feedback should be meaningful, clear and it should be specifc.
Assessment relates to whole school and departmental policy.
Prioritise your mental health.
Prepare students for assesment. Give students time to prepare, give success criteria.
GIve feedback that is speicific and guides towards the fulfilment of the success criteria.
Provide support material rather than inspecific/ general comments.
Give enough time to improve.
Feedback should be motivating, linking to skills and content.
Advice:
Use feedback grids:
Use exam board criteria - if appropriate.
What are the stregnths and limtiations of this?
Can still add personal targets.
Can be time consuming, but speeds things up overall.
Saves you from writing the same thing over and over
Allows you to show how all students are graded against the same standard.
Marking Codes:
Each code relates to a specific target.
What are the stregnths and limtiations of this?
Can confuse students
Saves time
Depersoanlises responses
Highlighting
One colour for WWW
One colour for EBI
What are the stregnths and limtiations of this?
Allows for feedback to relate to specific areas of the student's contribution
Important to also add other types of feedback to explain specifically what you're looking for.
WAGOLL - What a good one looks like.
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Model answers:
Empower students by providing good and bad model answers.
Showing successful examples and showing a less-successful example.
Students have to know what they are looking for.
(use of key terms, techniques etc)
Whole-class feedback:
Rea whole set of books/assessment.
Gather impression of whole class performance
Peer assessment: Only works if students know what they are looking for. This should be built up and 'trained' in studets, so that good feedback and marking is modelled by the teacher.
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