Assessment methods & feedback 2013 2014

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  • 1. Assessment Methods & Feedback 2013 -2014
  • 2. What else? Key questions Bounce the question What do you need to Know / Learn C3B4ME Works well for Products Coding websites databases Peer Questioning Peer communication The 4 B‟s Brain (Think about it) Buddy (Talk to a buddy) Book (Look it up in a book) Boss (Ask your teacher)
  • 3. Activating students as owners of their own learning 1. Portfolio of own work (creative area) personal 2. Set own goal + peer assess (short term goal) Set own targets Measure own targets 3. Curiosity – self development - ways of describing - terminology Organize folders 4. Organisational skills 5. Being responsible for own learning home study then peer assess - access resources in central location (blackboard)
  • 4. Individual • Research tasks • Jigsaw / group teaching • Peer assessment • Self assessment / reflection • Students to set own targets • C3B4E group
  • 5. * students to write questions Then to answer each others questions * mind maps end of session – highlighting key issues * reflective questions to be reviewed at start of each session * pose, pause, pounce – with tick list of all students who responded. * use of whiteboard / flip charts to answer reflective questions * consult peers before asking for help
  • 6. Students to produce the questions To assess the learning * The 3 ‘R’s Asking the students to gauge their understanding by repeating your instructions Learners to ask/answers their own questions Pause and reflect on the task carried out (Repetition, Re-cap, Re-iterating) Success criteria – Self-evaluate Peer evaluation
  • 7. Learners mark own work Self Assessment Peer assessment Self target setting Responsibility Verbal Written electronic feedback Learners mark each others work Peer target setting Based on individual Student/self reflection
  • 8. • Bounce questioning • Peer support – finished 1st helps others - nominate students to help others - consult peers before teacher • Quiz students • Share researched ideas in groups • Traffic lights to check understanding use green light students to explain to red/amber • Students create a quiz or one/two questions to make up a quiz or questionnaire • Peer assessment – of quiz eg come up with best possible answer • 4‟Bs Brain Use brain Buddy Ask buddy Book Look it up Boss Ask teacher 1st 2nd 3rd 4th option option option option
  • 9. 1. Written feedback – Clip (log book)/ feedback sheet for assignments) 2. Verbal feedback – on-going every session 3. Self reflection / peer assessment (motivates learners) 4. Round Robin / clock - learners explain/ activity / task they have completed 5. Clear tracking - outcome of course / unit - pass – merit –dis. target set 6. Knowing your learner – bespoke feedback to get best out of them 7. No grading for formative 8. SMART - TARGETS
  • 10. Feedback Giving specific targets to improve on at the end of an assessment, students then do these and the work is remarked Progress made Clinical diaries used to measure progress + set objectives to complete Builds over time Do it, check it, do it again Skills focus Use of supportive but yet challenging targets Appropriate to individuals (personal/social context) Refers to success criteria / examiner requirements Accurately marked Give „Golden Rules‟ or structures to use PEgEx/PEE
  • 11. •Terminology / spelling / referencing eg refer students to dictionary / peer / phone etc before giving answer to question •Students record own UMS scores and use to set and review targets •Using „exam board says‟ / „exam board means‟ students arrive at definition then highlighting where they meet criteria in class work / essays etc •Self / peer assessment – setting own targets / reviewing •Consensus sheets – thinking independently / collaboratively / peer assess and feedback •Reflective feedback sheets for assignments without grades (at first)
  • 12.  Individual tracking of L.O.s & ticking off as achieved  Video of practical assessments, students grade against criteria. Then group discuss decisions made  Students devise questions (must know answer) are randomly selected by classmates  When introducing new topics ask & record „what do you want to know?‟
  • 13. As a group - Prepare a tracker that identifies a current progress, progress needed, and achievement markers „Competition between learners‟ As an Individual setting targets in class putting the onus on the individual completing the work, to achieve this‟
  • 14. Clear objectives Students self evaluate success of learning (1, 2, 3) Setting their own objectives for subject
  • 15. Draw feedback from students – they evaluate how to move forward – tutor develops feedback Peer assessment. In pairs give each other feedback – tutor develops Video practical sessions for them to self – evaluate
  • 16. - Questioning Techniques HOTS - “LEARNING MAT” OPEN/ - Self Assessment CLOSED - Test ie Quiz
  • 17. • Activating students as resources • Buddy system (Peer support) • Peer assessment / feedback • Pairing / discussion (show and tell) • Students led session (L2 to L1 etc) (Facilitators) • Students Instructional demonstrations for use by peers
  • 18. Demonstrate – to each other Explain – answers to each other Expand – on answers Assess – peer Set questions – for each other Personal knowledge + experience 4 „B‟s – Brain, buddy, book – boss Targets – compare + review + access