Level 2 parts project presentation 2012 final copy

Rachel Harrison Tanya Zonneveldt

Joyce Lynch Hollie Zachariassen

To modify our planning to allow more time within mathematics lessons in order to provide students with constructive feedback regarding pre and post testing.

To construct various post assessment models that

have included feedback which is student friendly

and easy to interpret.

To modify our assessment strategies to include pre

assessment models that incorporate modes of

feedback, for example, Rubrics.

Firstly we asked the children to independently

complete a brainstorm about feedback.

Many students found this incredibly difficult. Most students wrote

nothing at all, or unrelated drawings and words.

From this it was obvious that each time we gave the students

feedback individually or as a class we would need to explicitly

state that we were giving or asking for feedback.

We also noticed early on that many children viewed things such

as goal setting interviews and progress interviews as negative

feedback, where they might get into trouble.

Next the students were given a pre-assessment for the

mathematics topic of ‘TIME’.

The assessment included a rubric with the VELS progression

points written in student friend language and progressive faces as

picture cues for success. These were later changed to traffic

lights to hopefully remove any negative feelings associated with

sad faces.

Recognises that a

clock tells the time

Recalls the numbers

on a clock face

Read the time to

o’clock

Recognise the

difference between

an analogue clock

and a digital clock

Draws a clock face

to match a 24 hr time

tells the time to half

past

Tell the time to the

nearest minute

Can calculate the

length of time that

has past.

Once the rubric was completed by the teacher small meetings were held with clusters of students to assist them in setting personal goals based on the feedback

given in the assessment tool.

This same assessment was then used for post assessment and results were compared.

We did not get around to achieving the goal of students seeking feedback at an appropriate time as student’s understanding of feedback was lower than we had anticipated. We used this opportunity instead to broaden their knowledge of feedback.

Teachers will be more skilled at using

assessment tools to give feedback to

students.

Teachers will use their knowledge gained

from student assessments to provide students

with more strategically designed learning

opportunities.

Teachers will provide all students with

constructive feedback using a range of

models and tools

This research project has enabled us to...

Review our pre/post assessment procedures

Research and explore assessment tools used in junior primary

Identify how our students interpret feedback

Develop our students’ understanding of feedback and begin to break down negative

connotations of feedback

Identify that we need to explicitly teach our students what feedback is and how to use it,

as the students had less of an understanding than perhaps we were expecting.

Identify that some students come to school with negative preconceptions about feedback

Our future goals include...

Further developing the students’ understanding of feedback

To further explore early primary assessment so tools that can be used to provide students

with clear feedback

Developing students’ ability to independently set goals based on feedback received

Develop students’ ability to monitor personal goals, (Learning goals on little flash cards or

poster that the students can refer to rather than in their learning portfolios)