1. Questioning, Feedback and self and peer assessment
Sham 69 - Q+A
Questioning, Feedback and self and peer assessment

2. Outcomes Exchange approaches to self and peer assessment
Bradford College PCET
Outcomes
Exchange approaches to self and peer assessment
Review and apply principles of effective feedback
Analyse some approaches to questioning
Devise specialist questions using Blooms Taxonomy
Clarify the requirements for the microteach
4.45
KES Assessment of Learning & Achievement

3. Bradford College PCET
Questioning
I keep six honest serving men (They taught me all I knew); Their names are What and Why and When and How and Where and Who.
Rudyard Kipling
How can you use the quote above…….
445
KES Assessment of Learning & Achievement

4. Devising Questions: Problem 1
Have you been cheating again?

5. Devising Questions: Problem 2
Wow class, Bob’s answer’s great isn’t it?

6. Devising Questions: Problem 3
OK, does everyone understand everything from today?

7. Devising Questions: Problem 4
How bad is Teresa May’s government for teachers?

8. Devising Questions: Problem 5
Teacher: How could you connect this pipe to this pipe? Student: Glue Teacher: No, it needs to be welded

9. Why ask questions? arouse curiosity stimulate interest in the topic
01/01/2019
arouse curiosity
stimulate interest in the topic
clarify concepts
scaffold understanding
emphasize key points
enhance problem-solving ability
encourage students to think at higher cognitive levels
motivate student to search for new information
assess progress to aid in future teaching/learning
4.55
There are many ways to ask a question and some ways are better than others. Thinking about the types of questions that could be asked or even preparing specific questions prior to teaching a lesson will often lead to more effective classroom discussions. It is important to think of thoughtful questions that encourage learners to think critically about the concept being learned. In order to be successful at effectively questioning learners, teachers and trainers must be aware of the type of questions they are directing to the students and use effective questioning practices. This applies equally to tasks given to learners to take away.

10. Closed and Open Questions
Bradford College PCET
Closed and Open Questions
Or convergent and divergent questions? Examples please? Try to employ both types of questions
5.00
KES Assessment of Learning & Achievement

11. Questions and Bloom Remember Bloom?
Bradford College PCET
Questions and Bloom
Remember Bloom?
He offered another way of categorising questions.
What were his
categories for the
Cognitive domain?
5.05
KES Assessment of Learning & Achievement

12. Bradford College PCET
Devising Questions
Task: In groups Devise questions across each level of Blooms taxonomy. to use in your specialist area that are across different levels of Blooms taxonomy.
KES Assessment of Learning & Achievement

13. Knowledge - Recognition or recall of information
01/01/2019
Knowledge - Recognition or recall of information
What happened after . . .? How many . . .? Who was it that . . .? Can you name the . . .? Describe what happened . . .? What is . . .? Who is….?
e.g. When was the Battle of Hastings?
5.15
There are many ways to ask a question and some ways are better than others. Thinking about the types of questions that could be asked or even preparing specific questions prior to teaching a lesson will often lead to more effective classroom discussions. It is important to think of thoughtful questions that encourage learners to think critically about the concept being learned. In order to be successful at effectively questioning learners, teachers and trainers must be aware of the type of questions they are directing to the students and use effective questioning practices. This applies equally to tasks given to learners to take away.
Examples from your specailism?

14. Comprehension: Interprets, translates or summarises given information
01/01/2019
Comprehension: Interprets, translates or summarises given information
Can you write in your own words?…Can you write a brief outline . . .? What do you think might happen next . . .? Who do you think . . .? What was the main idea . . .? Who was the most important . . .? e.g. Who where the main protagonists in the battle of Hastings?
More examples from your specialist area…

15. Application: Uses information in a situation different from original learning context
Could this have happened in ... ? What factors would you change if ... ? Can you apply the method used to some experience of your own ... ? How would you organise…?
e.g. What might have King Harold said to his troops?
More examples from your specialist area…

16. Analysis: Separates whole into parts until relationships are clear
Why do you think …? What inference can you make …? What is the relationship between …? What were some of the motives behind...? What was the turning point….? e.g. Why did Harold lose the battle?
More examples from your specialist area…

17. Synthesis: Combines elements to form new entity from the original one
Can you design a ... to ...? Can you see a different solution to...? What would happen if...? How many ways can you...? Can you create new and unusual uses for...?
e.g. What could have happened next if Harold had won?
More examples from your specialist area…

18. Evaluation: Involves acts of decision making or judging based on criteria or rationale
Decide if ..? Judge the value of...? What changes ... would you recommend? Do you believe? How effective are...? e.g. Do you think William’s victory was good for England?
More examples from your specialist area…

19. Inside the Black Box - General Advice.
Bradford College PCET
Inside the Black Box - General Advice.
Avoid grading demotivates low attainers, fails to challenge high attainers
Use self and peer assessment use criteria, follow up with action planning,
Give learning-centred feedback:
“ A Medal and a mission”
Medal: for what the student can do or has done well.
Mission: what the student needs to do to improve.
5.35
KES Assessment of Learning & Achievement

20. Peer and Self Assessment Methods
Bradford College PCET
Peer and Self Assessment Methods
In pairs discuss examples from your specialism…
Identify possible difficulties
State the possible benefits
6.00
KES Assessment of Learning & Achievement

21. Self and Peer Assessment
Bradford College PCET
Self and Peer Assessment
Provide structure, agree ground rules and persevere. Learners may take time to understand the methods and benefits…
assessment as learning
increases amount and dimensions of feedback
greater awareness of assessment criteria and how to achieved
greater understanding of own performance
6.10
4.iii Issues
·        Need time to prepare and introduce self/peer feedback
·        Better used for formative feedback
·        Must be used in a constructive and supportive atmosphere.
·        Can be done anonymously
Evidence shows it helps students improve their own performance: gain understanding of assessment criteria and mark schemes.
How far does work achieve the assessment criteria?
·        Strengthens and weaknesses?
·        Omissions?
·        How could it be improved?
·        Grade this work and explain why you have given this grade.
Ask each pair to come up with questions that can be put in peer assessment
KES Assessment of Learning & Achievement

22. Who’s this?

24. Helpful?

25. Have a go

26. Feedback – Whole Class Discussion
Bradford College PCET
Feedback – Whole Class Discussion
When do you give or receive feedback in your teaching?
What methods do you use?
What should we be aware of when giving feedback
Any useful tips?
6.15
KES Assessment of Learning & Achievement

27. Feedback - Some Principles
Timely – the sooner the better
Personal and individual – (Every learner matters)
Articulate- they shouldn’t have to struggle to make sense of it
Empowering- critical feedback that equally empowers
Manageable- for both you and learners
Developmental- should open doors not close them
Race, P., Brown, S. and Smith, B. (2005 pp ) 500 Tips on Assessment. 2nd edition. London: RoutledgeFalmer

28. Oral and Written Feedback Strategies
Bradford College PCET
Oral and Written Feedback Strategies
Self evaluation first
Focus on the work, not the person
Sandwich
Use 3 and 3 technique (3 strengths 3 weaknesses)
Concentrate on things to be changed
Concentrate on assessment criteria
Be specific
Offer realistic suggestions for improvement
Let the student have the first say-ask the students what they thought of the quality of their work: strengthens and weaknesses, before making your comments.
Establish a cooperative focus on the work, not the person.
Give praise before criticism, and summarise after criticism, stressing the good points
Focus on two or three areas, rather than overwhelming the student with many points requiring action
Be specific, not vague ie “your use of quotations to support the argument was good”
Concentrate on things that can be changed and develop an agreed strategy for the change.
Keep to assessment criteria-make specific reference to them- things achieved and things not achieved.
Listen to how feedback is received and end on a positive note, agreeing future action.
KES Assessment of Learning & Achievement

29. Some key feedback words
Bradford College PCET
Some key feedback words
Prompt
Constructive
Specific
Collaborative
Motivating
Accessible
KES Assessment of Learning & Achievement

30. Give this feedback! http://ie.youtube.com/watch?v=aGc_tzGaL7M
Bradford College PCET
Give this feedback!
6.20
KES Assessment of Learning & Achievement

31. Microteach Brief Plan for 20minutes.
Bradford College PCET
Microteach Brief
Plan for 20minutes.
Not long but you will need an intro – middle – end.
The students need to be doing something during the session not passive.
Even better if the students interact with each other
Tell the group who they are (ie. the learners, level, course) and at what stage in a programme (e.g. first session, just done fractions, getting ready for a show etc)
Copies of Session Plan and all resources to observer (me) and for yourself, also the resources needed for all students.
Good luck and have the attitude that you are going to enjoy it this will help you with your confidence
6.40
KES Assessment of Learning & Achievement

32. What are we looking for in the microteach?
Effective planning
Teaching and learning strategies
Inclusivity
Motivation of learners
Communication skills
6.45

33. Outcomes Exchange approaches to self and peer assessment
Bradford College PCET
Outcomes
Exchange approaches to self and peer assessment
Review and apply principles of effective feedback
Analyse some approaches to questioning
Devise specialist questions using Blooms Taxonomy
Clarify the requirements for the microteach
4.45
KES Assessment of Learning & Achievement