© Crown Copyright 2003 Subject Leader Development Meeting - Autumn 2006 Improving borderline pupils: using feedback to best effect

Secondary National Strategy ICT © Crown copyright 2005 The key factors in Assessment For Learning 1. Providing effective feedback to pupils 2. Actively involving pupils in their own learning 3. Adjusting teaching to take account of the results of assessment 4. Recognising the profound influence assessment has on the motivation and self esteem of pupils, (both of which are crucial to learning) 5. Enabling pupils to be able to assess themselves 6. Enabling pupils to understand how to improve

Secondary National Strategy ICT © Crown copyright 2005 The key factors in Assessment for Learning Providing effective feedback to pupils Actively involving pupils in their own learning Adjusting teaching to take account of the results of assessment Recognising the profound influence assessment has on the motivation and self esteem of pupils, (both of which are crucial to learning) Enabling pupils to be able to assess themselves Enabling pupils to understand how to improve

Secondary National Strategy ICT © Crown copyright 2005 Aspects of feedback Giving oral feedback Giving written feedback Pupil response to feedback

Secondary National Strategy ICT © Crown copyright 2005 Part 1: Oral feedback Powerful force for moving pupils on The most regular and interactive form of feedback Is both direct …. and indirect Should be planned …. and spontaneous Effects can be positive …. or negative

Secondary National Strategy ICT © Crown copyright 2005 Characteristics of feedback positive negative specific non-specific You graph is not clear. Think about your choice next time You graph is much better. Thats a really good effort Your graph is very poor. There are no labels and the axes illegible. Your graph is clear, but a legend would help someone understand it. Well done! Your graph is really clear. To improve it further you could adjust the y-axis the scale

Secondary National Strategy ICT © Crown copyright 2005 What are affect of response types? non-specific specific positive negative

Secondary National Strategy ICT © Crown copyright 2005 Different purposes of feedback To acknowledge what pupils have learnt To Encourage them to reflect on and extend their learning still further To encourage pupils to pose further questions to clarify or develop their own or each others thinking To help pupils to make next steps

Secondary National Strategy ICT © Crown copyright 2005 Part 2: Written feedback Needs to be planned, with quality time Expectations are clear and shared with pupils in advance Identifies what has been done well Feedback clearly references the learning objectives Comments are backed up by reasons Helps pupils to recognise weaknesses and next steps Most effective if prompt, with clear opportunity for pupils to respond formatively

Secondary National Strategy ICT © Crown copyright 2005 Ways of providing written feedback Direct manual annotation Scaffolded feedback against criteria e.g. questionnaire; pro-forma (free text? smilies? traffic lights) ICT annotation techniques: MS Word track changes or comments Excel comment boxes Call-outs PowerPoint notes view Post-it notes Swap seats Web-based (VW forum; blog; discussion board….)

Secondary National Strategy ICT © Crown copyright 2005 Part 3: Student use of feedback Feedback is most effective when the pupil: has time to respond to it accepts it as formative and valuable (not judgemental, competitive or comparative with peers) reflects upon it identifies areas for improvement against criteria plans and implements changes to be made records and justifies the changes

Secondary National Strategy ICT © Crown copyright 2005 Evidence of use of feedback Written reports Audio report Sequential versions of files Print screens showing development Annotation of work MS Word track changes & comments MS Excel comment boxes Call-outs

Secondary National Strategy ICT © Crown copyright 2005 Student use of feedback Feedback is most effective when the pupil: has time to respond to it accepts it as formative and valuable (not judgemental, competitive or comparative with peers) reflects upon it identifies areas for improvement against criteria plans and implements changes to be made records and justifies the changes

Secondary National Strategy ICT © Crown copyright 2005 The six key factors in Assessment for Learning 1. Providing effective feedback to pupils 2. Actively involving pupils in their own learning 3. Adjusting teaching to take account of the results of assessment 4. Recognising the profound influence assessment has on the motivation and self esteem of pupils, (both of which are crucial to learning) 5. Enabling pupils to be able to assess themselves 6. Enabling pupils to understand how to improve