Tle 2014 2015
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TLE 2014 - 2015. Engaging Students with Feedback. CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION. Purpose. “Mastering our craft” In depth focus on one aspect of the TLE wheel Progression in learning Applied to classroom practice - Try things out, take risks

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TLE 2014 - 2015

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Tle 2014 2015

TLE 2014 - 2015

Engaging Students with Feedback

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION


Purpose

Purpose

“Mastering our craft”

  • In depth focus on one aspect of the TLE wheel

  • Progression in learning

  • Applied to classroom practice - Try things out, take risks

  • Assess impact on student progress

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION


Who is assessment for

Who is assessment for?

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION


Tle 2014 2015

Why should we mark?

"The research reported here shows conclusively that formative assessment does improve learning. The gains in achievement appear to be quite considerable, [...] among the largest ever reported for educational interventions”.

(Black and William, 1998)

"Of all the factors that make a different to student outcomes, the power of feedback is paramount in any list. The overall effect-sizes of feedback from over 1000 studies based on 50,000+ students reveal that feedback is among the highest of any single factor, and it underpins the causal mechanisms of most of the factors in the top 10-20 factors that enhance achievement." (Hattie, 2009)


Tle 2014 2015

Does this have to be written feedback?

  • No…much excellent formative feedback from staff is given orally in lessons!

  • However, for many of us, “marking” gives us a few minutes to reflect on the learning journey of an individual student and guide their next steps.

  • Marking outside the lesson should be reserved for more substantial pieces of work ….fewer pieces, done in more depth.


What are we aiming for

What are we aiming for?

  • What does excellent/effective feedback look like?

  • What happens as a result?

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION


The words of an ofsted inspector

The words of an Ofsted Inspector…

  • To support learning, comments are much more effective if they are expressed as questions: ‘Could you give an example?’ ‘What else does this make you think of?’ ‘How does this compare with..?’ The teacher should not be providing the child with the answer, but expecting them to think and to refine their work as a result.

  • Schools who have got the hang of this know that they have to dedicate time during lessons for children to act on the feedback. And there’s no getting away from it, this means we have to be prepared to cut content. In favour of learning. So no contest.


Case study technology peer self and teacher assessment

Case study: TechnologyPeer, Self and Teacher Assessment

  • What makes peer assessment effective?

  • How can we use peer, self and teacher assessment to evidence progress with learning?

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION


Case study technology peer self and teacher assessment1

Case study: TechnologyPeer, Self and Teacher Assessment

TEACHER FEEDBACK

What went well [ WWW]:

This level can change if you improve your work. Please read the “CLOSING THE GAP” box to see how you can.

Even better if [EBI]:

Use the “TEACHER FEEDBACK” comment to help improve your work.

To show the changes you have made you MUST:

1. Use a different coloured pen for changes made to your written parts.

  • Draw a beside any drawing that you

    have IMPROVED or ADDEDto.

This level can change if you improve your work. Please read the “CLOSING THE GAP” box to see how you can.

CURRENT

N/C LEVEL

CLOSING THE GAP

Use the “TEACHER FEEDBACK” comment to help improve your work.

To show the changes you have made you MUST:

1. Use a different coloured pen for changes made to your written parts.

  • Draw a beside any drawing that you

    have IMPROVED or ADDEDto.

FINAL N/C LEVEL

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION


Tle 2014 2015

What makes peer assessment effective?

PEER FEEDBACK

What went well [ WWW]:

  • Level 4 - You have included the following:

  • A selection of appropriate images that represent you chosen culture

  • Included a title

  • The images cover the page

  • Level 5 – You have included the following:

  • A wide selection of appropriate images that represent your chosen culture (Art, architecture, fashion/national dress, landscapes)

  • Included a title

  • Include 10 descriptive words to describe the theme

  • The layout of the mood board has been carefully considered to reflect the theme

  • Level 6 – You have included the following:

  • A wide selection of appropriate images that represent your chosen culture (Art, architecture, fashion/national dress, landscapes)

  • You have included a colour palette that will influence your designs later on

  • Include 10 descriptive words to describe the theme

  • The layout is imaginative and reflects the theme well, you have grouped similar images together

Even better if [EBI]:

1.

2.

CURRENT

N/C LEVEL

This level can change if you improve your work. Please read the “CLOSING THE GAP” box to see how you can.

CLOSING THE GAP

Use the “TEACHER FEEDBACK” comment to help improve your work.

To show the changes you have made you MUST:

1. Use a different coloured pen for changes made to your written parts.

  • Draw a beside any drawing that you

    have IMPROVED or ADDED into the plan.

FINAL N/C LEVEL

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION


Tle 2014 2015

What makes peer assessment effective?

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION


Tle 2014 2015

What makes peer assessment effective?

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION


Tle 2014 2015

STRAND 3 – A checklist of what to include to achieve your best!

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION


Tle 2014 2015

  • HOW DO I GET THE HIGHER LEVELS?

  • LEVEL 5:

  • LEVEL 6:

  • Show good use of rendering methods to detail and present your design

  • You provide detailed annotations to explain your design

  • You explain in detail what inspiration you used from your mood board to help produce your final design

  • Ideas are annotated using research

  • LEVEL 7:

  • Tonal rendering has been used to present design ideas

  • You provide detailed annotations to explain all aspects of your design

  • You explain in detail what inspiration you used from your mood board to help produce your final design

  • You explain why you have made the design choices that you have.

  • Show use the use of rendering

  • Design ideas is developed from your mood board

  • You explain how your design reflects the themes and style of your restaurant

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION


Tle 2014 2015

SELF

PEER

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION


Tle 2014 2015

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION


Tle 2014 2015

What was successful in engaging students with feedback?

  • Using a set format (e.g. assessment tags) which students will become familiar wit

  • Marking against a set criteria – Students are clear on how to achieve the level they are aiming for.

  • Planning tasks which ensure students read the criteria

  • Planning sufficient time in lessons for peer assessment using assessment criteria

  • Allowing students sufficient time to act on feedback, to ensure that they are using it to make progress with learning

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION


Case study humanities review and reflect didau

Case study: HumanitiesReview and Reflect (Didau)

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION


Case study science using ict to improve feedback

Case study: ScienceUsing ICT to improve feedback

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION


Sharing swchs practice

Sharing SWCHS practice…

In small groups, share practice on how you:

  • Use assessment to evidence progress

  • Engage students with feedback

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION


Student engagement with feedback

Student engagement with feedback

  • What are the barriers?

  • What strategies/activities can help to overcome these?

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION


Post twilight activity

Post Twilight Activity

Choose three students of different abilities, bring their books to the following session to share evidence of your approach to marking and the extent that it has led to progress…

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION


Reflection

Reflection

  • Are there any new strategies that you can adapt for trial in your own teaching?

  • Which class will you try these with?

  • How will this help you to develop your practice in relation to your TLE objective?

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION


Homework

Homework

  • What to set?

  • What to mark and why?

  • How to we engage students in feedback so that they demonstrate progress as a result?

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION


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