2What do you hope to get out of this session? TASKWhat do you hope to get out of this session?
3Overview Assess effectively through marking and feedback Advice on how to get the most from our learners.
4Questions to ask yourself How do you assess learning?Does this lead to improvements?Is it effective?What is the purpose of feedback?Formative assessmentQuestioningSelf and peer markingSummative assessmentFeedbackWrittenVerbalTargetsTo reduce the discrepancies between current understandings/ performance and a desired goal
5Who here gives grades on student work? YOUR LEARNERSWho here gives grades on student work?Why do you give grades?To sort?To motivate?To feedback?The A/B grade student(70% +)The C/D grade student‘I’m still the best’‘I don't need to do anything different’‘I tried my best & is this it?’‘How can I do better?’‘I’m satisfied’The E/U grade student‘I suck at this subject!’‘Hmm, I didn't understand what I was doing.’‘I always knew I didn’t have the ability’
6Assessing and improving learning Ideally we need to move the perception of assessments away being about making judgments and more about helping learning.This can be done in many ways and can include:Assessments (formative and summative)Types of feedbackQuestioning
7What does good work look like? Assessment processGuidanceMarkingSettingWhat does good work look like?ReturningGoals & objectivesSelf or peerMark schemesTeacherQuestionsCombinationImprovingChangesReflectionMedalsMissions (targets)
8Effective feedback answers three key questions Feed UpWhere am I going?GuidanceSettingMarkingEffective feedback answers three key questionsImprovingReturningFeed ForwardWhere to next?Feed BackHow am I going?
9Each feedback question works at four levels: Feedback can be about the:Feed UpWhere am I going?Task levelIs the work correct?Process levelThe process used to complete the taskFeed BackHow am I going?Self-regulation levelConfidence to engage further with the taskSelf levelWell done!Feed ForwardWhere to next?
10Feedback at the self or personal level (e.g. praise) Praise doesn't address the three feedback questions (where am I going?, how am I going?, where to next?) making it ineffective in enhancing learning.When feedback draws attention to the self, students try to avoid the risk involved in tackling challenging work and have a high fear of failure in order to minimise risk to the self.Ideally, it is best to avoid the ‘self level’ when giving feedback.Remember- feedback is about helping learning not about making judgments.
11Feedback is not ‘THE’ answer At the start of the year when our learners are at the acquisition (getting to grips with) phase and not proficiency (skilled and able) phase the teacher needs to play a prominent role through instruction.Feedback at this early stage is likely to be ineffective as concepts are still not yet understood.Feedback needs to be directed at the right level and at the right time.
12FEEDBACKNeeds to be clear, purposeful, meaningful and compatible with student prior knowledge.Needs to provide processing, have clear goals and be of little threat to the person at the self level.This is often why self and peer assessment does not work because there is still too much emphasis on the self level (judgement).
13COMMON CONCERNS No time Return the work and file it away Have content to get through and cant spend so much time on assessing especially self/peer markingReturn the work and file it awayWhere is the learning process in this?Ineffective written feedbackDo the students know HOW to improve from what you have written?
14FEEDBACK STRATEGIES Give time for practice Get students to identify where they have met criteriaStress assessments are a learning process and its all about improvement so allow time to read comments, to reflect, and to fixAvoid giving grades to the studentsUse group and peer workIf assessment structure is repetitive encourage students to go back to previous assessmentsUse peer, self and spoof assessment
15What is the purpose of questioning? To seek evidence from learners that enables teachers to adjust their teachingFraming of the question needs toEncourage students to say what they thinkAvoid students guessing what the teacher is looking forAvoid one-word answersIs 7 a prime number? vs. Why do you think 7 is an example of a prime number? would give completely different responses.
16QUESTIONINGTo seek evidence from learners that enables teachers to adjust their teachingTime allowed to answerGive wait timeDiscuss in pairs/ groupsAvoid raising handsUse ‘wrong’ answers to learn what correct ones are
17This can be achieved through effective assessment and feedback LEARNING IS...Self evaluationTarget settingImprovingProgressThis can be achieved through effective assessment and feedback
18Further readingFormative Classroom Assessment- Theory into Practice By James H. McMillan Visible Learning- A synthesis of over 800 meta-analysis relating to achievement By John Hattie
19Self/ Peer Marking THE PROCESS STEP 1:AWARENESSSTEP 2:RE-WRITECRITERIASTEP 3:PRACTICE3x BASICSTEP 7:IMPROVESTEP 4:PRACTICE1x DETAILSTEP 6:REFLECTSTEP 5a:SELF MARKSTEP 5b:PEER MARK
20If you wish to email me or get a copy of this PowerPoint Thank youIf you wish to me or get a copy of this PowerPoint