© Crown Copyright 2003 Subject Leader Development Meeting - Autumn 2006 Improving borderline pupils: using feedback to best effect
Mar 29, 2015
© Crown Copyright 2003
Subject Leader Development Meeting - Autumn 2006
Improving borderline pupils: using feedback to best effect
Secondary National Strategy ICT © Crown copyright 2005
The key factors in Assessment For Learning
1. Providing effective feedback to pupils
2. Actively involving pupils in their own learning
3. Adjusting teaching to take account of the results of assessment
4. Recognising the profound influence assessment has on the motivation and self esteem of pupils, (both of which are crucial to learning)
5. Enabling pupils to be able to assess themselves
6. Enabling pupils to understand how to improve
Secondary National Strategy ICT © Crown copyright 2005
The key factors in Assessment for Learning
Providing effective feedback to pupils
Actively involving pupils in their own learning
Adjusting teaching to take account of the results of assessment
Recognising the profound influence assessment has on the motivation and self esteem of pupils, (both of which are crucial to learning)
Enabling pupils to be able to assess themselves
Enabling pupils to understand how to improve
Secondary National Strategy ICT © Crown copyright 2005
Aspects of feedback
Giving oral feedback
Giving written feedback
Pupil response to feedback
Secondary National Strategy ICT © Crown copyright 2005
Part 1: Oral feedback
Powerful force for moving pupils on
The most regular and interactive form of feedback
Is both direct …. and indirect
Should be planned …. and spontaneous
Effects can be positive …. or negative
Secondary National Strategy ICT © Crown copyright 2005
Characteristics of feedback
positive negative
specific non-specific
You graph is not clear.
Think about your choice next time
You graph is much better.
That’s a really good effort
Your graph is very poor. There are no labels and the axes illegible.
Your graph is clear, but a
legend would help someone understand it.
Well done! Your graph is really clear. To improve it further you could adjust
the y-axis the scale
Secondary National Strategy ICT © Crown copyright 2005
What are affect of response types?
non-specific
specific
positivenegative
Secondary National Strategy ICT © Crown copyright 2005
Different purposes of feedback
To acknowledge what pupils have learnt
To Encourage them to reflect on and extend their learning still further
To encourage pupils to pose further questions to clarify or develop their own or each others thinking
To help pupils to make next steps
Secondary National Strategy ICT © Crown copyright 2005
Part 2: Written feedback
Needs to be planned, with quality time
Expectations are clear and shared with pupils in advance
Identifies what has been done well
Feedback clearly references the learning objectives
Comments are backed up by reasons
Helps pupils to recognise weaknesses and next steps
Most effective if prompt, with clear opportunity for pupils to respond formatively
Secondary National Strategy ICT © Crown copyright 2005
Ways of providing written feedback
Direct manual annotation
Scaffolded feedback against criteriae.g. questionnaire; pro-forma (free text? smilies? traffic lights)
ICT annotation techniques:
MS Word “track changes” or “comments”
Excel “comment boxes”
Call-outs
PowerPoint “notes” view
Post-it notes
“Swap seats”
Web-based (VW forum; blog; discussion board….)
Secondary National Strategy ICT © Crown copyright 2005
Part 3: Student use of feedback
Feedback is most effective when the pupil:
has time to respond to it
accepts it as formative and valuable (not judgemental, competitive or comparative with peers)
reflects upon it
identifies areas for improvement against criteria
plans and implements changes to be made
records and justifies the changes
Secondary National Strategy ICT © Crown copyright 2005
Evidence of use of feedback
Written reports
Audio report
Sequential versions of files
Print screens showing development
Annotation of work
MS Word “track changes” & “comments”
MS Excel “comment boxes”
Call-outs
Secondary National Strategy ICT © Crown copyright 2005
Student use of feedback
Feedback is most effective when the pupil:
has time to respond to it
accepts it as formative and valuable (not judgemental, competitive or comparative with peers)
reflects upon it
identifies areas for improvement against criteria
plans and implements changes to be made
records and justifies the changes
Secondary National Strategy ICT © Crown copyright 2005
The six key factors in Assessment for Learning
1. Providing effective feedback to pupils
2. Actively involving pupils in their own learning
3. Adjusting teaching to take account of the results of assessment
4. Recognising the profound influence assessment has on the motivation and self esteem of pupils, (both of which are crucial to learning)
5. Enabling pupils to be able to assess themselves
6. Enabling pupils to understand how to improve