Total Teaching (Feedback and assessment ) Paul Gibson

The quality of teaching, learning and assessment Outstanding  Excellent support provided by tutors,  Written feedback to students is outstanding.  Students know exactly what they need to do to improve.  Assessment techniques [for] students ensure that they have a highly individualised learning plan with challenging targets.  Assessment processes stretch and challenge students to ensure they progress and achieve well. Ofsted Report 2014

Overview of the session  To look at assessment in general and to look at how Northern College presented its assessment methods to Ofsted.  Assessment v Evaluation  A jigsaw activity to help make it a bit clearer  Tutor Feedback – does it matter?  What Northern College do. i.e. I.L.Ps, Modelling, Exemplar  Validity and Reliability (time)  Criterion versus norm-referenced assessment(time)  AS, FOR, OF (time) This session will give you a starting point – the full day on 14 July will look into assessment in more depth.

Before we begin, as an educator:  When do you assess?  Why do you assess?  How do you assess?

What is Assessment? It gives the tutor an opportunity to provide feedback on students knowledge, skills, attitudes, and work for the purpose of achieving learning outcomes. It should, at its heart, be a measurement of what learning has taken place based on a criteria. (check what the students' have learnt). What is Evaluation? - Put simply it’s the students judging the quality of our performance or the course they are on. Or us as educators reviewing the impact we have had.

Assessment styles quiz  Put the jigsaw together!

 Hattie and the ‘affect size’.  The formative feedback process Better [written] feedback from tutors improves learning for all students but in particular those (so- called) low attainers (Black and Wiliam, 1998). The process:  Effective planning  Modelling or ‘exemplar’  Share the criteria  Be sensitive and constructive on how students can improve (or what to keep)  Develop students self-assessment and reflection skills

Ipsative  Individual learning plan - Sheet No.1  Helps learners think about what they want to get out of the course (sometimes they aren’t asked).  Initial assessment.  Shaped the course based on ‘outcomes’.  Plan for differentiation.  Bit like a train journey.  Feeds into a tutorial (sheet 2)

Formative Learning diary’s – sheet 3  Encourage review of the day  Consolidates the learning outcomes  Develops reflection  Evaluation from tutor and students  Opportunity for formative feedback of work and class based contribution.

Modelling  Workplace review of health and safety concerns – sheet 4.  How to do the activity!  Improve skills.  Chance to ask questions.

Multiply the number of ticks in the box by one hundred and divide by the number of members who took part in the survey For example: 10 members took part in the survey and 7 of them ticked the asbestos box would be calculated like this 7 x 100 / 10 = 70%

Top 5 by percentage 1. Stress 80% 2. = Asbestos 70% 2. = Noise 70% 4. Dust 50% 5. Working alone 40% Learning Outcome – Summarise workplace hazards

Exemplar  My work from previous course – Sheet 5  Clearer picture  An understanding of peer review  Chance to ‘pick fault’

Summative Students work  Red and Blue pen – sheet 6  Assessment Criteria from level 2 based on learning outcomes.

Session Plan  Brings everything together.  Helps you develop this and the upcoming sessions.  Great area for review.  Heart of differentiation planning.  Ofsted and observations.

The context of assessment ThereTheir ThereTheir ThereTheir ThereTheir ThereTheir ThereTheir ThereTheir ThereTheir

However…..  She is over … their X  I want to go over….  They own ….. own computer  They wanted to see…..dog

What am I assessing? – Students work.  When am I assessing? (before, on day 2/4/36)  What method should I use? (ipsative, peer)  How should I assess? (quiz, essay, activities) Am I sure this method will effectively assess learners’ learning? How will I use the information from this assessment to inform what I do next? How will the students know what I think?

Validity  Is making sure you get the right assessment, matching the assessment task to what the students have been doing. Reliability  Is getting the assessment right. Taking a consistent approach to the assessment, the judgements made and feedback given. Do students understand the criteria by which their work is to be marked?

At the end, as an educator:  When do you assess?  Why do you assess?  How do you assess?

Criterion versus Norm- referenced assessment Criterion referenced assessment is something like a driving test. There are a set of skills and knowledge you must demonstrate to pass, but how well you do compared with others doesn’t matter. There is no grade awarded. Norm referenced assessment is something like a swimming race. It’s judged on speed and how swimmers are ranked against each other at the end of this particular race, rather than how well each person can do front crawl. You might be a bad swimmer, but still come first if everyone is worse than you!

Assessment AS learning Where learners become active in their own learning, through ipsative and peer assessment, goal setting, reflexion, reviewing and monitoring their own progress. The person who is most active in this form of assessment is THE LEARNER Assessment FOR learning Includes initial, diagnostic and formative assessment. checking what your students already know, giving clear feedback to help them improve, tailoring your approach to differentiate between their needs and abilities, modelling good practice. The person who is most active in this form of assessment is THE TEACHER.

Assessment OF learning Includes summative, norm and criterion referenced assessment. It involves finding out what your learners have learned, what knowledge or skills they have developed as a result of your session or course. It generally happens towards the end of a programme of study. The person who is most active in this form of assessment is THE TEACHER.

Reference list Avis, J., Fisher, R., & Thompson, R. (2015!!). Teaching in lifelong learning (2 nd ed). Maidenhead: Open University Press. Black, P., & Wiliam, D. (1998). Inside the black box. Raising standards through classroom assessment. London: king’s College. Exeter University (2012) Aspects of academic practice. Retrieved from practice/ Geoff petty (2013). Improve your teaching and that of your. Retrieved from teamhttp://geoffpetty.com/ Manitoba Education (2013). Rethinking Classroom Assessment with Purpose in Mind. Retrieved from