ASTSA1. Nigel Gardener Deputy Headteacher Director - ASTSA All Saints Catholic School Dagenham...

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Nigel GardenerNigel GardenerDeputy HeadteacherDeputy HeadteacherDirector - ASTSADirector - ASTSA

All Saints Catholic SchoolDagenham

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Who Am I?Who Am I?

Name

One thing I like about teaching

One thing about teaching that frustrates me

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AssessmentAssessmentMarkingMarkingEffective FeedbackEffective Feedback

ASTSALeaders Are Learners & Learners Can Lead

Wednesday 15th April 2014

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Assessment, Marking & FeedbackAssessment, Marking & FeedbackASTSA 10

Assessment – Who For?Assessment – Who For?ASTSA 11

Why Assess?Why Assess?ASTSA 13

How do we Assess?How do we Assess?ASTSA 16

Assessment for LearningAssessment for LearningPeer and Self AssessmentPeer and Self Assessment

Some templates:SELF ASSESSMENT TASK

I am pleased with my essay because I …

Two improvements I have made are: …

Overall I would grade myself a level 3 4 5 6 7 because I…

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:

1.

2.

Next time you need to focus on:

1.

2.

The Importance of FeedbackThe Importance of FeedbackASTSA

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FeedbackFeedback

Introducing John Hattie: Visible Learning

A summary of John Hattie’s research

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What is Visible Learning?What is Visible Learning?

So what is the typical effect across

800+ meta-analysis

50,000 studies, and

200+ million students

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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).

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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.

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Influences on Achievement

.40.30

.15

0

.50

.60

.70

.80

.90

1.0REVERSEREVERSE

ZONE OFZONE OFDESIREDDESIREDEFFECTSEFFECTS

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Influences on student learningInfluences on student learning

Expectations Mastery Learning *

Homework Challenge of Goals Feedback Aims & Policies of the

School

Ability Grouping Peer Tutoring

Teacher-Student Relationships

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A B C DMastery Learning *

Ability Grouping

Aims & Policies of

the School Challenge of Goals

Expectations

Feedback

Homework

Peer Tutoring

Teacher-Student

Relationships X Other

X Other

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What is Mastery Learning?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).

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Diamond Nine Activity Diamond Nine Activity

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

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Influences on Student LearningInfluences on Student LearningJohn Hattie 1999-2009John Hattie 1999-2009

Effect Size

Feedback 0.73Teacher-Student Relationships 0.72Mastery Learning 0.58Challenge of Goals 0.56Peer Tutoring 0.55Expectations 0.43Homework* 0.29Aims & Policies of the School 0.24Ability Grouping 0.12

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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 0.40. 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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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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Hattie’s Model of FeedbackHattie’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”.

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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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3. 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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“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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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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Two Key IngredientsTwo Key Ingredients

Impactive MarkingPupils 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.

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Positive/Negative – Specific/Non-specificPositive/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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Written FeedbackWritten Feedback

Written feedback is most effective when:

1. 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.

2. Teachers provide constructive suggestions about ways in which the pupil might improve his/her work.

3. Teachers are selective and specific in the aspects they choose to comment on.

4. Pupils are given time to act and respond to the feedback they are given.

5. Teacher follows up on this.

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Consider Comment-only marking?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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Get Feedback from studentsGet 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.

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Written Feedback - In SummaryWritten Feedback - In Summary

Objectives:To recognise the types of written feedback that

best help pupils to improveTo link written feedback to specific features of the

student’s target level/grade

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Written Feedback - In SummaryWritten Feedback - In Summary

What needs to be in place so that effective written feedback can occur:

Students need to understand the lesson objectivesThey need to understand the specific features of their

target level/gradeThey need to understand the success criteria for the

assignmentThe teacher needs to set up the EXPECTATION that

pupils will respond to the teacher’s markingThe teacher will then follow up the pupil’s response.

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Oral FeedbackOral Feedback

ORAL FEEDBACKOral 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.

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ORAL FEEDBACK canAcknowledge 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.

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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. ”

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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.

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‘‘Visible Learning’ – John HattieVisible Learning’ – John Hattie

“The most powerful single influence

enhancing achievement is feedback”

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Expectations Mastery Learning *

Homework Challenge of Goals Feedback Aims & Policies of the

School

Ability Grouping Peer Tutoring

Teacher-Student Relationships

Assessment for LearningAssessment for LearningPeer and Self AssessmentPeer and Self Assessment

Some templates:SELF ASSESSMENT TASK

I am pleased with my essay because I …

Two improvements I have made are: …

Overall I would grade myself a level 3 4 5 6 7 because I…

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:

1.

2.

Next time you need to focus on:

1.

2.

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ASTSA1. Nigel Gardener Deputy Headteacher Director - ASTSA All Saints Catholic School Dagenham...

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