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 Assess impact on student progress CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

Who is assessment for? CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

"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 factors that enhance achievement." (Hattie, 2009) Why should we mark?

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. Does this have to be written feedback?

What are we aiming for? CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION What does excellent/effective feedback look like? What happens as a result?

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. The words of an Ofsted Inspector…

Case study: Technology Peer, Self and Teacher Assessment CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION What makes peer assessment effective? How can we use peer, self and teacher assessment to evidence progress with learning?

Case study: Technology Peer, Self and Teacher Assessment CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION Even better if [EBI]: TEACHER FEEDBACK 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. 2.Draw a beside any drawing that you have IMPROVED or ADDED to. CLOSING THE GAP 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. What went well [ WWW]: FINAL N/C LEVEL 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. 2.Draw a beside any drawing that you have IMPROVED or ADDED to. This level can change if you improve your work. Please read the “CLOSING THE GAP” box to see how you can.

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION What makes peer assessment effective? 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]: PEER FEEDBACK 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. 2.Draw a beside any drawing that you have IMPROVED or ADDED into the plan. CLOSING THE GAP 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. What went well [ WWW]: FINAL N/C LEVEL

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION What makes peer assessment effective?

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION What makes peer assessment effective?

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION Level 41.You include information on health & safety 2.You identify some key stages for the making of your circuit 3.You include sketches to help explain your instructions for some of your steps Level 51.You can write a plan showing the main stages of production that include coloured sketches. 2.You annotate (label) your sketches to help explain what you included in your drawings. 3. You use good technical language to identify some tools and equipment that you use. 4.You include information on health & safety in your plan for making. Level 61.You can write a plan showing all the key stages to making your circuit that is clear for others to follow and understand. 2.You can produce excellent coloured sketches which are neat and very detailed with clear annotation that include the correct tools, equipment and component names. 3.The presentation of your work is excellent with neat drawings and well written paragraphs. STRAND 3 – A checklist of what to include to achieve your best!

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION 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 SELF PEER

CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

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 What was successful in engaging students with feedback?

Case study: Humanities Review and Reflect (Didau) CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

Case study: Science Using ICT to improve feedback CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION

Sharing SWCHS practice… CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION In small groups, share practice on how you: Use assessment to evidence progress Engage students with feedback

Student engagement with feedback CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION What are the barriers? What strategies/activities can help to overcome these?

Post Twilight Activity CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION 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…

Reflection CHALLENGE – EVALUATION – CREATIVITY – CLARITY – FOUNDATIONS – COLLABORATION 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?

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