We think you have liked this presentation. If you wish to download it, please recommend it to your friends in any social system. Share buttons are a little bit lower. Thank you!
Presentation is loading. Please wait.
Published byAriana Webb
Modified over 2 years ago
© PMB 2007 Assessment for Learning (AfL) Unit 3: Formative Feedback
© PMB 2007 Learning Intentions To know what is meant by high quality formative feedback To know the steps needed to provide high quality formative feedback in your classroom To understand how formative feedback can impact on pupils learning.
© PMB 2007 Activity 1a Effective Feedback
© PMB 2007 What Do We Mean by Formative Feedback? Feedback to any pupil should be about the particular qualities of his or her work, with advice on what he or she can do to improve, and should avoid comparisons with other pupils. - Inside the Black Box Black & Wiliam 1998
© PMB 2007 Characteristics of Formative Feedback the desired goal some understanding of how to close the gap evidence on where they are now Feedback should provide:
© PMB 2007 Timing of Formative Feedback Feed back during the learning Allow time for improvement
© PMB 2007 Activity 1b Formative Statements
© PMB 2007 Why Is it Important? Focuses on improvement De-emphasises competition Improves motivation and learning ambition
© PMB 2007 Types of Feedback Oral Feedback During the lesson/activity Personal and immediate Interactive (two-way)
© PMB 2007 Effective Oral Feedback Activity: Pupils cut out, order and glue pictures of a story in sequence We Are Learning To:Sequence events Success Criterion: The pictures will be in the same order as the story we read You are getting better at cutting out. Well done! Good girl, you have glued that picture very neatly Good strategy, you have cut out all the pictures first so you can shuffle them around and change your mind Well done. I see you have got the first picture in place. What happened next in the story?
© PMB 2007 Focusing the Feedback I recognised things in myself like commenting about the handwriting and spelling, when I should be commenting on the learning intention. Its been a real revelation to me. Im aware of it all the time now and when I hear myself starting to say youve left a capital letter out there, I stop really quickly now and go back to talking about the learning intention. - A teacher from S. Clarkes research project
© PMB 2007 Types of Feedback Written Feedback Tends to be after the task is complete Comments only
© PMB 2007 Learning from Feedback Do you allow time for pupils to read your comments? Do you allow time for improvements to be made to the work? Can pupils read/understand your marking comments?
© PMB 2007 How Do Pupils Interpret Your Feedback? Develop these ideas further… - Teachers expect you to know what they mean in comments Y10 - It would be good if teachers wrote how you could improve your work more Good work … - Good doesnt help much – hes just saying that its not really very good. Id like it if he just told the truth. P4 - If I get a good, I dont often know what Ive done good Y8 You must try harder… - I get try harder a lot, but it doesnt really help me do any better
© PMB 2007 A Controversial Question About Marking Which is most effective in helping learners improve? Mark/grade only (e.g. 4/10, B+) Mark/grade and comment Comment only
© PMB 2007 Comment-only Marking Is the Best Way to Help Learners Improve Groups of pupils given: Improvement in Work Interest in Subject Marks/grades onlyNil+ for high attainers - for middle/low Marks/grades + comments Nil+ for high attainers - for middle/low Comments only30%+ for all groups Research findings, Black & Wiliam,1998
© PMB 2007 A Strategy for Written Feedback Find 2 successes against the success criteria Find the part of the work that has most scope for an immediate jump (not simply the worst part) Write a short prompt telling the child exactly what to do to this part of their work Provide time for them to read, process and respond to your prompt
© PMB 2007 Prompts for Improvement A reminder prompt: is most suitable for able children. Say more about how you feel about this person. A scaffold prompt: scaffolds the learning for children who need more support than a simple reminder. Can you describe how this person is a good friend? Describe something that happened that showed they are a good friend. An example prompt: can be extremely successful with all children, but especially with average or below average children. Choose one of these or your own: He is a good friend because he never says unkind things about me, My friend is a friend because he never tells me lies.- Shirley Clarke
© PMB 2007 Reminder Prompt Learning Intention: To be able to isolate variables in a controlled test. - The nail rusted much more in dish 2. Emma, what were the isolated variables that caused the rusting? The isolated variables were water and air – these must have been the causes of the rusting.
© PMB 2007 Scaffold Prompt Learning Intention: To use dialogue to give the reader an impression of character. - Emil smiled and whipered, Put it in your pocit. Emil smiled slyly Complete this with a powerful adverb: Emil smiled …………..
© PMB 2007 Example Prompt Learning Intention: To identify patterns of volcanic activity - There is a chane of voclanos in the meditranan sea they from a line. Sir I like Etna best. One of these volcanoes is named Etna it is near a citiy caled Naples. Name one example: One of these volcanoes is named ………….. Vesuvius Stromboli
© PMB 2007 Activity 2 Prompts for Improvement
© PMB 2007 Final Tips and Reminders To deliver formative feedback: Relate the feedback to the learning intention and success criteria; Identify where success has occurred; Set a goal for improvement; Show where and how improvement could take place; Allow time for pupils to make improvements; and Start small
Learning intentions To know what is meant by high quality formative feedback To know the steps needed to provide high quality formative feedback in your.
Formative Feedback. What Do We Mean by Formative Feedback? ‘Feedback to any pupil should be about the particular qualities of his or her work, with advice.
Literacy Subject Leaders
Whatever It Takes Differentiated Assessment Session 2 Facilitated by Dawn Holden.
Revised Curriculum Year 6 Assessment for Learning.
Assessment for Learning (AfL) Unit 1: Rationale and Overview
Marking to improve student outcomes. Marking and feedback – are they the same? Marking is the annotating of a piece of written work, using words, symbols.
Learning Intentions and Success Criteria. Learning Intentions Participants will: Understand the benefits of using Learning Intentions and Success Criteria.
The University of Auckland New Zealand 7 August 2015 An introduction to formative assessment by Irene Anderson Media Studies Beacon Group.
Assessment for Learning in the MFL Classroom Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL.
Approaches to Assessment Starter Activity On the post it notes provided write down as many different types of assessment as possible, one per post it note.
Promoting further learning Part 2: the details. Aim: To develop/strengthen your knowledgeof feedback strategies which help toclose the gap between current.
In this presentation you can: Clarify the purpose and value - Clarify the purpose and value of effective feedback to learners Identify strategies - Identify.
Using Peer & Self-Assessment in the primary classroom: Self & Paired Marking From Shirley Clarke’s Gillingham Research Project.
New Junior Cycle. Aims To understand Assessment for learning (AFL) strategies. To understand two types of feedback. To be aware of the importance of descriptive.
© PMB 2007 Assessment for Learning (AfL) Unit 5: Helping Pupils to Reflect on Their Learning.
Some Questions? What is Assessment for Learning?
Assessment is for Learning (AifL) Formative Assessment in the Classroom Vicky Quinn
Homophones, Short paragraphs and TiP ToP L.O. To be able to understand and use short paragraphs in writing To be able to use a variety of learning strategies.
Assessment and Reporting in the Primary School Wednesday 29 th October 2014.
Key Stage 3 National Strategy © Crown copyright 2004 Swanshurst School: Assessment for learning Presenter: John Hopkin, BASS Modified from Key Stage 3.
Bringing Math Students into the Formative Assessment Equation: Tools and Strategies for the Middle Grades © Education Development Center, Inc. Cover-Up.
Feedback and Next Step Marking in Mathematics. Aims of the Session To clarify the key principles of effective feedback. To outline the features of next.
Auriol Junior School Guidance for Marking. Key Elements of AfL Providing effective feedback to children. Actively involving children in their own learning.
Formative Assessment: Looking beyond the techniques Dr Jeremy Hodgen Kings College London.
How do you write an interesting narrative that includes all parts of the prompt?
PGCE Full Time Professional Studies ASSESSMENT FOR LEARNING.
D.S.TRUTER ( SCT ). We will ask ourselves: What do the experts say about Feedback? What is Effective Feedback? What does this look like in practice? Where.
Assessment for Learning Promoting Formative Strategies A quick reminder ….What does AfL involve in the classroom? Teachers having an understanding of the.
The people Look for some people. Write it down. By the water
IssueTimingActivity Starter10 minutesThink / Pair / Share, Which of these AfL strategies do you do most frequently – least frequently, which do you think.
Assessment for Learning (AfL) Unit 2: Sharing Learning Intentions & Success Criteria In the previous workshop, we learned about the rationale for Assessment.
LITERACY SUCCESS 11 Part B A PROVINCIAL DEPARTMENT OF EDUCATION INNITIATIVE It is recommended that you view the Literacy Success 10 PowerPoint before viewing.
Assessment for Learning © GCK 2009 Sharing Learning Intentions.
Using AfL in Mathematics. Lynne Startin
Narrative Writing Writing a Personal Chronological Narrative.
Imelda Pears. School context Centre of CBD, Croydon Approximately 70% EAL, more than 20 languages spoken. 91% of pupils are from minority ethnic groups.
Marking Less to Achieve More Making sure marking helps children to learn.
Northern Ireland Curriculum Assessment for Learning Nursery Teachers.
Reading Between the Lines. By the end of the session Understand what inference and deduction are. Know why inference and deduction are important skills.
Communication Skills Anyone can hear. It is virtually automatic. Listening is another matter. It takes skill, patience, practice and conscious effort.
Phonics and Early Reading Primary National Strategy and Cumbria Sure Start.
Develop a Scene. Writing a story is similar to telling a story.
By: Autumn Sutton, Judith Windhausen & Anne Ploettner.
Making sense of Assessment for Learning Ann Madgwick & Jo Walls 29 June 2007.
The Feedback Loop “all those activities undertaken by teachers, and by their students in assessing themselves, which provide information to be used as.
Lesson Plan - APP Probability Mental and Oral Starter Pupils to revisit the never heard the word grid to check their understanding of the key words. Main.
Grade 2 Common Core I Can Statements… 1. Second Grade Common Core… The Next Generation Strand: Reading: Literature RL.2.1 –
©The Highland Council/Eric Young The Highland Council Learning and Teaching Reflection Framework Embedding Formative Assessment so what are the pupils.
© 2017 SlidePlayer.com Inc. All rights reserved.