Professional Learning Partnership in Initial Teacher Education 7th July 2015.

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Presentation transcript:

Professional Learning Partnership in Initial Teacher Education 7th July 2015

Marking and Feedback ‘…feedback (is) amongst the most powerful influences on achievement…it is also worth noting that the key is feedback that is received and acted upon by students.’ (Hattie, 2010, p.173-4). Aims: use marking and feedback effectively to progress learning (pupils and PGCE Students) develop a series of seminars on AfL, marking and feedback, culminating in an end of project PGCE student-led evaluation.

Main aims School Implementation and embedding of new revised school marking and feedback policy. To impact upon pupils’ progress based on what effective feedback looks like and how we know it has been effective.

Main aims UWTSD Using data in assessment, recording and reporting. Developing habits of reflective practice in students. Students developing the ability to provide purposeful, actionable feedback to their pupils, which has impact on pupil progress. Students incorporating cross-subject elements, such as the LNF, as part of their feedback to pupils where appropriate.

Success criteria Pupils understand how to act purposefully on feedback given to impact on their own progress. Pupils meet or exceed target level and literacy/numeracy targets. PGCE students understand the role of marking and feedback in their subjects and how to implement policy. PGCE students show an increased understanding of how to provide effective feedback on pupils’ literacy and numeracy skills. Lesson assessments, plans and reports evidence that PGCE students are demonstrating their understanding of deliberate, effective, impactful feedback practices.

Essential planning Meetings between school and UWSTD Link Tutors. Input sessions for PGCE students on marking feedback policy in school through PS programme and Subject mentor sessions. Inform subject mentors of project and any requirements, including timetabling each student with a year 7 class. Build meeting time into PS programme for introductory session and reflection with Senior Mentor and Link Tutors. Link Tutors establish programme of seminars on AfL, marking and feedback- all welcome.

Implications for Uni-based programme/sessions First placement Introduction to AfL with LNF focus lead session. Timetabled AfL sessions available for all students. Timetabled AfL sessions available in school. Timetabled feedback, evaluation and ‘next steps’ slots built in to University programme for PGCE students. Second placement Similar to above but with follow up/ extended sessions on AfL

Timeline for first term University practice Sept/Oct Observation fortnight Oct Oct/ NovReturn day November Nov/DecEnd of term Lead introductory session and additional sessions available on AFL and LNF. Marking and lesson plan exercise in subject groups. Link tutors to present joint seminar with Senior Mentor to PGCE students in school. AfL and LNF sessions available. Discussions and feedback with students. AfL and LNF sessions available. Evaluation and review of process in school and university. Evaluation of LAFs, lesson plans and end of term reports.

Evaluation methods Data analysis on pupil performance. Pupil Voice – pupil perceptions on marking and feedback. PGCE student voice. Analysis of lesson plans pre and post project (use of AfL to inform planning). UWTSD analysis of marked work prior to placement and after (focus on feedback to include literacy and numeracy). UWTSD analysis of PGCE reports and lesson assessments with a particular focus on assessment.