1. ASTSA

2. Nigel Gardener Deputy Headteacher Director - ASTSA
All Saints Catholic School
Dagenham
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3. Name One thing I like about teaching One thing about teaching that frustrates me
Who Am I?
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4. Assessment Marking Effective Feedback
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Leaders Are Learners & Learners Can Lead
Wednesday 15th April 2014
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10. Assessment, Marking & Feedback
Who’s it for
Why do we do it?
How often & When?
Assessment, Marking & Feedback
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11. Assessment – Who For?
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12. Assessment – Who For? Pupils Teacher(s) Parents Other Education School
Others, e.g. employers
Assessment – Who For?
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13. Why Assess?
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14. Current Achievement / Attainment Progress / to move forward
Reflection
Why Assess?
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15. Why Assess?
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16. How do we Assess?
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17. Written
Oral
Practical
Observational
How do we Assess?
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18. How do we Assess? Teacher Assessment Peer Assessment Self Assessment
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19. Assessment for Learning Peer and Self Assessment
Some templates:
Self Assessment Task
Where I met the Success Criteria:-
I achieved a Level ____ because I:
In order to achieve a Level ___ I need to:-
Peer Assessment Task
You did these really well: 1. 2.
You could have:
Next time you need to focus on:
SELF ASSESSMENT TASK
I am pleased with my essay because I …
Two improvements I have made are: …
Overall I would grade myself a level because I…
Assessment for Learning Peer and Self Assessment

20. The Importance of Feedback
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21. Introducing John Hattie: Visible Learning of John Hattie’s research
A summary
of John Hattie’s research
Feedback
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23. What is Visible Learning?
So what is the typical effect across
800+ meta-analysis
50,000 studies, and
200+ million students
What is Visible Learning?
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24. What is Visible Learning?
Visible Learning is the result of 15 years’ research and synthesises over 800 meta- analyses (over 50,000 studies) relating to the influences on achievement in school-aged students. It presents the largest ever collection of evidence-based research into what actually works in schools to improve learning (and what doesn’t).
What is Visible Learning?
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25. What is Visible Learning?
The vast majority of innovations or educational strategies can be said to “work” because they can be shown to have a positive effect.
But a student left to work on his own, with the laziest supply teacher, would be likely to show some improvement over a year.
An effect size of 1.0 would improve the rate of learning by 50% and would mean that, on average, students receiving that treatment would exceed 84% of students not receiving that treatment.
At least half of all students can and do achieve an effect size of 0.4 in a year (the hinge point), so anything with an effect size of over 0.4 is likely to be having a visible effect.
What is Visible Learning?
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26. What is Visible Learning?
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27. Influences on student learning
Expectations Mastery Learning *
Homework Challenge of Goals
Feedback Aims & Policies of the School
Ability Grouping Peer Tutoring
Teacher-Student Relationships
Influences on student learning
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28. Aims & Policies of the School Teacher-Student RelationshipsA B C D
Mastery Learning *
Ability Grouping
Aims & Policies of the School
Challenge of Goals
Expectations
Feedback
Homework
Peer Tutoring
Teacher-Student Relationships
X Other
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29. What is Mastery Learning?
Mastery Learning means that children learn effectively when provided with clear explanations of what it means to ‘master’ the specific material (e.g. one clear topic) being taught.
Other features include:
High levels of collaboration in the classroom (i.e. not competitive)
High levels of teacher feedback
The regular (preferably independent) correction of mistakes students make along their learning path ( it is also helpful to see mistakes as a positive learning experience).
What is Mastery Learning?
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30. With a partner discuss these nine factors that influence student achievement
Place them in a diamond shape, in order of how great you think their positive influence is (on average)/Rank them in order
Think about why they have this effect
Diamond Nine Activity
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31. Influences on Student Learning John Hattie 1999-2009
Effect Size
Feedback
Teacher-Student Relationships 0.72
Mastery Learning
Challenge of Goals
Peer Tutoring
Expectations
Homework*
Aims & Policies of the School
Ability Grouping
Influences on Student Learning John Hattie
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32. There are many outcomes of schooling, such as attitudes, ‘belongingness’, respect, citizenship and the love of learning. This book focuses on achievement and that is a limitation of this review.
We need to be careful about drawing too definite a conclusion from an effect size without examining the study. For example, homework is shown to have an overall effect size of 0.29, which is low and well below the average of But when you look more closely, you find that primary students gain least from homework (d = 0.15) while secondary students have greater gains (d = 0.64).
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33. A key finding of the study is that the most powerful single influence that all teachers can adopt enhancing achievement is feedback.
This does NOT mean that we need to give children more and more feedback to raise their achievement!
What is needed is quality feedback and where that feedback has the greatest effect is when teachers receive more and better feedback about their teaching, thus feedback becomes a RECIPROCAL process (Hattie & Timperley, 2007).
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34. Hattie’s Model of Feedback
Hattie’s model of feedback concludes with feedback at four levels:
1. Task level – How well tasks are understood / performed.
This feedback may indicate whether the work is correct or incorrect and may include directions to more, different or correct information, such as “You need to include more about the Treaty of Versailles”.
Hattie’s Model of Feedback
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35. 2. Process level – The process needed to understand / perform tasks.
This feedback is more directly aimed at the processing of information, or learning processes needed for understanding and/or completing the task successfully
A teacher may say to the student: “ You need to edit this piece of writing by attending to the descriptor (a) in the mark scheme” – or for a younger age group “You need to use more powerful adjectives to help the reader understand how the person is feeling – use one of these or your own: devastating; appalling etc.”
USING ‘IMPACTIVE MARKING’ AFTER THE WORK HAS BEEN MARKED CAN REALLY MAKE A SIGNIFICANT DIFFERENCE.
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36. Self-regulation level – Self-monitoring, directing and regulating of actions.
This feedback helps the student to self-regulate, encouraging greater skill at self-evaluation, or confidence to engage further with the task without relying on the teacher for help. For example “You already know the key features of the opening of an argument. Check to see whether you have incorporated them in your first paragraph”.
Using a success criteria before students undertake the work can really help here.
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37. “Levels 2 & 3 can have major influences on self-efficacy, independent learning and self-beliefs about the student as a learner, to the extent that the student is encouraged or informed how to better and more effortlessly continue on task.”
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38. 4. Self Level – Personal evaluations and
4. Self Level – Personal evaluations and effect (usually positive) on the learner.
This feedback is personal in that it is directed at the “self”, which is too often unrelated to performance on the task, e.g. “You are a great student”, “Well done!”
Level 4 feedback is rarely effective and does not raise achievement. It draws attention to the self, which encourages students to avoid the risks involved in tackling a challenging assignment, so they minimize effort, having a high fear of failure (Dweck, 2000, Black & Wiliam, 1998).
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39. Two Key Ingredients Impactive Marking Success Criteria
Empower pupils to become more independent learners;
Improve feedback;
Help to focus feedback.
Impactive Marking
Pupils should follow up their teachers’ marking in order to:
Empower pupils to become more independent learners;
To ensure that the same mistakes will not reappear;
To reflect, respond and ACT upon how to improve.
Two Key Ingredients
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40. Positive/Negative – Specific/Non-specific
Negative Specific: “This piece of work could have been improved if you had tried to use more complex sentences refer again to the success criteria.” Negative Non-Specific: “Your written work is careless. Put more effort in.”
Positive Specific:
“Well done. You clearly have the denotations of the advert. To move up to C+ you now need to explain the connotations.”
Positive non-specific
“Excellent piece of work. Keep it up.”
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41. Written feedback is most effective when:
Teachers and pupils are clear about the learning objectives of a task and the criteria for success. As a result marking is tightly linked to the learning objective.
Teachers provide constructive suggestions about ways in which the pupil might improve his/her work.
Teachers are selective and specific in the aspects they choose to comment on.
Pupils are given time to act and respond to the feedback they are given.
Teacher follows up on this.
Written Feedback
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42. Consider Comment-only marking?
A national study demonstrated that learning gains were greater when offering comment-only marking.
Giving grades/levels can lead to demoralisation or complacency.
Pupils tend to notice the grade/level and not the marking and then waste time trying to interpret the meaning of the grade/level rather than thinking about how to improve their work.
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43. Get Feedback from students
Feedback is information provided by an agent (e.g., teacher, peer, book, parent, self/experience) regarding aspects of one’s performance or understanding.
“Feedback has the greatest effect when teachers receive more and better feedback about their teaching [from students], and then the ripple effect is high.” (Hattie and Temperley 2007)
Ask students to give you feedback on how a lesson is going – e.g. To write their views on a Post-It note at the end of the lesson.
Get Feedback from students
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44. Written Feedback - In Summary
Objectives:
To recognise the types of written feedback that best help pupils to improve
To link written feedback to specific features of the student’s target level/grade
Written Feedback - In Summary
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45. Written Feedback - In Summary
What needs to be in place so that effective written feedback can occur:
Students need to understand the lesson objectives
They need to understand the specific features of their target level/grade
They need to understand the success criteria for the assignment
The teacher needs to set up the EXPECTATION that pupils will respond to the teacher’s marking
The teacher will then follow up the pupil’s response.
Written Feedback - In Summary
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46. Oral Feedback ORAL FEEDBACK
Oral and written feedback are closely interrelated and provide opportunities for teachers to identify learners’ strengths and to give clear and constructive advice on areas which need improvement.
Oral feedback is, arguably, the most powerful form of feedback that a student can receive for moving pupils on as it is the most immediate and interactive form of feedback. It is both direct – targeted to individuals or groups, but also indirect – others listen and reflect on what has been said.
Oral Feedback
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47. Oral Feedback ORAL FEEDBACK can
Acknowledge what pupils have learned and encourage them to reflect on and extend their learning still further;
Recognise that pupils need time to reflect and then act upon their learning and the recommendations made;
Encourage pupils to pose further questions to clarify or further develop their own or each others’ thinking
Encourage pupils to make the next steps.
As is the case with written feedback, teachers’ comments should try to be positive – recognising pupils’ efforts and achievements to date, and developmental – offering specific ways forward.
Oral Feedback
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48. The following example of quality oral feedback is given in Good Assessment in Schools published by OFSTED.
“Over the 60 minutes of an art lesson, the teacher gave detailed feedback to each student. Occasionally, where the student declared the work to be finished, she pinned the painting on the wall and they looked at it together – in one case from the other side of the room – checking to see whether it had indeed reached a conclusive point or if more could be done. ‘Have you got the foreground right?’ ‘Those colours look a bit strong – is that what you want? Check against the success criteria’ ‘Perhaps you could have another look at your source material.’ (Giving an improvement suggestion.) …From the beginning of Year 7, students are encouraged to talk seriously about their work and this affects positively their attitude to the subject. ”
Oral Feedback
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49. Oral Feedback Difficulties
As suggested earlier, oral feedback is often the most powerful form of feedback any student can receive, but, generally, it is only practical subjects that can offer teachers and student continual opportunities for one-to- one oral dialogue during lessons (and even in these subjects it’s not always possible).
Clearly, oral feedback still takes place in other subjects, but usually from teacher to students in a whole class setting, occasionally with groups during a lesson, or at the end of a lesson or the beginning of the next.
At this point teachers might go through completed work, discuss and review any misconceptions and model success for the class as a whole but there may not be time for dialogue on an individual level.
Oral Feedback
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50. ‘Visible Learning’ – John Hattie
“The most powerful single influence enhancing achievement is feedback”
‘Visible Learning’ – John Hattie
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51. Expectations Mastery Learning * Homework Challenge of Goals
Feedback Aims & Policies of the School
Ability Grouping Peer Tutoring
Teacher-Student Relationships
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52. Assessment – Who For?
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53. Why Assess?
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54. How do we Assess?
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55. Assessment for Learning Peer and Self Assessment
Some templates:
Self Assessment Task
Where I met the Success Criteria:-
I achieved a Level ____ because I:
In order to achieve a Level ___ I need to:-
Peer Assessment Task
You did these really well: 1. 2.
You could have:
Next time you need to focus on:
SELF ASSESSMENT TASK
I am pleased with my essay because I …
Two improvements I have made are: …
Overall I would grade myself a level because I…
Assessment for Learning Peer and Self Assessment

56. ASTSA