Ofsted preparation session 1
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Ofsted Preparation Session 1. Marking and Feedback Ben and Sarah. This session. Ben: why mark and feed back? Activities in CTs and outcomes. Sarah: Formative assessment and SRT Next steps: relevant reading on iTunes U course and Golden Nuggets; Back to Basics workshops in Term 6.

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Ofsted Preparation Session 1

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Ofsted preparation session 1

Ofsted PreparationSession 1

Marking and Feedback

Ben and Sarah


This session

This session

  • Ben: why mark and feed back?

    Activities in CTs and outcomes

  • Sarah: Formative assessment and SRT

    Next steps: relevant reading on iTunes U course and Golden Nuggets; Back to Basics workshops in Term 6


What ofsted are looking for

What Ofsted are looking for

  • Q6 Make accurate and productive use of assessment

  • Q6 (A) Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements.

  • Q6 (B) Make use of formative and summative assessment to secure pupils progress.

  • Q6 (C) Use relevant data to monitor progress, set targets and plan subsequent lessons.

  • Q6 (D) Give pupils regular feedback, both orally and through accurate marking and encourage pupils to respond to the feedback.

    (Teachers’ Standards)


Assessment of learning summative

Assessment OF Learning (Summative)

The purpose is:

  • To measure student achievement at a point in time for reporting and accountability

  • To sort students in rank order

  • To maximize student learning through standardised tests, etc.


Assessment for learning formative

Assessment FOR Learning (Formative)

  • The purpose is:

  • To promote further improvement of student learning during the learning process

  • To involve students in the ongoing assessment of their own achievement


Typical uses

Typical Uses

Assessment of Learning

  • Certify competence using a level or a grade

  • Sort students according to achievement for setting

Assessment for Learning

  • Help students see and hit the target

  • Help teachers identify and respond to student needs.


Our role

Our Role

Assessment of Learning

  • Input six-weekly data

  • Write and update PUs

  • Help SDs and LG to assess whole-school progress and achievement in results

Assessment for Learning

  • Inform students of personalisedtargets

  • Personaliseteaching

  • Involve students in their own assessment


The sbl student s role

The SBL student’s role

Assessment of Learning

  • Work hard to meet the criteria

  • Take the test/exam

  • Strive for the highest level/grade possible

  • Avoid failure

Assessment for Learning

  • Work hard to understand the target

  • Act on teacher assessment to improve

  • Celebrate successes


Common resources

Common resources

  • Yellow feedback sticker with opportunity for SRT (student reflection time)

  • Common Written English annotation posters and sheets for exercise books

  • Marking and Feedback policy

  • Emailed: key elements of formative assessment document, marking and feedback policy, this presentation


Yellow feedback sticker

Yellow Feedback Sticker


Action

Action

  • Into CTs

  • Use the piece of marking that you have brought to complete the yellow sticker – share and discuss

  • Read the documentation (summary of research link and Marking and Feedback policy)

  • Outcome: CT marking and feedback examples to begin next Wednesday’s session with.


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