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Rachel Harrison Tanya ZonneveldtJoyce Lynch Hollie Zachariassen
To modify our planning to allow more time withinmathematics lessons in order to provide studentswith constructive feedback regarding pre and posttesting.To modify our assessment strategies to include preassessment models that incorporate modes offeedback, for example, Rubrics.To construct various post assessment models thathave included feedback which is student friendlyand easy to interpret.
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 Read the time to Recognise the Draws a clock face Tell the time to theclock tells the time o’clock difference between to match a 24 hr time nearest minuteRecalls the numbers an analogue clock tells the time to half Can calculate theon a clock face and a digital clock past length of time that has past.
Once the rubric was completed by the teacher smallmeetings were held with clusters of students to assistthem 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 seekingfeedback at an appropriate time as student’s understanding offeedback was lower than we had anticipated. We used thisopportunity 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 feedbackOur 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)