Providing Feedback

1. Assessment FOR Learning /
Formative Assessment
Staff Meeting – 8th March 2017
‘Aim High’
Respectful, Responsible, Safe

2. What is purpose of
‘feedback’ and how are
we currently doig it in our
classrooms?
What does feedback
marking look like in our
school?

3. Formative Assessment – What we’ve looked at so far?
1. Growth Mindset – Creating a culture in our classrooms where our
students:
 Are encouraged to explore their own thinking
 ‘Think outside the box’
 Not look for just one answer / solution
 Challenge their own thinking and that of others
 Take risks in their learning
2. Sharing the ‘Learning Objective’:
 Doesn’t always have to be at the very start of the lesson – consider
‘the HOOK’
 Make it very specific
 Take it from the Rubrics (Reading and Writing) and the Units (Maths)

4. Formative Assessment – What we’ve looked at so far?
3. Developing the ‘Success Criteria’:
 Involve the students
 Link it to the ‘Learning Objective’
 Try not to have more than 3
 Re-enforce to the students that this is how they will know if they’ve
achieved the
 ‘Learning Objective’
All of the above stages need to be in place for every lesson and
are a very important part of effective ‘Formative Assessment’.
Without each of the above stages: Feedback; Self-Assessment;
and Peer Assessment will NOT be effective

5. So, what do we need to see from this point on?
1. Lessons need to focus on developing a culture of ‘Growth Mindsets’.
2. Every lesson MUST have a very specific ‘Learning Objective’ – think
about your ‘HOOK’.
3. Every lesson must have ‘Success Criteria’ – try to involve the students in
coming up with these as much as possible.
4. ‘Feedback’ sessions should be included in all lessons – not just at the end
of the lesson. Teachers should model this process and also try to include
opportunities for students to self-assess and provide peer-feedback.

6. Possible Problems To Be Aware Of
1. Sharing the ‘Learning Objective’ and developing the ‘Success Criteria’
needs to be pacey – don’t allow this process to take too long (5 to 10
minutes at the very most).
2. The ‘HOOK’ is an important part of the klesson as it engages the
students and will often give context and purpose to the lesson.
However, again, consider how long is spent on the ‘HOOK’ as we need to
get to the teaching and learning as quickly as we can.

7. What do we expect to see in students books / work?
STUDENTS’ Responsibility
Year 3 to Year 6 (and more able Year 2):
• Date – Top left hand side of the pierce of work (dd/mm/yy)
• Learning Objective (L.O.) – On the line below the date (try to use ‘child
friendly language’ and keep it as short as possible)
• Title (if the work requires one) – Miss a line below the L.O. and then write the
title in the middle of the line
Note: All of the above should be underlined in pencil and using a ruler.
• Student’s piece of work – If there’s no title, miss a line below the L.O. and
then the student starts their work. If there’s a title, the student misses a line
below the title and then starts their work.
• If they make any mistakes, they should put a line through the mistake (with a
pencil and a ruler) and then carry on with their work.
• Once they’ve completed their work, each student is expected to place a ‘face’
in the margin next to the L.O. – very simple way of getting them to self-
assess.
All Students Will Need To Be Trained In All Of This – Consistency, High
Expectations and Good Modelling Of Practice

8. What do we expect to see in students books / work?
TEACHERS’ Responsibility (All Those That Mark Students Work)
• Every piece of work should be ‘marked’:
 Ticks and crosses are useful for simple ‘Yes’ / ‘No’ questions e.g.
spellings, maths sums, some comprehension work
 ‘2 Stars and a Wish’ should be used where appropriate - where more
guidance is needed to help the learner improve the quality of their
work e.g. writing, problem solving, science
 Marking comments MUST link to the Learning Objective
• When marking students work, teachers must remember that they are
modelling their expectations re handwriting, neatness, presentation e.g.
write on the lines below the piece of work, use neat handwriting, no
spelling mistakes
• Students MUST be given opportunities to apply the ‘feedback’ / ‘marking
comments’ that they’ve received.

9. What do we expect to see in students books / work?
TEACHERS’ Responsibility (All Those That Mark Students Work) - Continued
Where students are unable to read written comments (age / ability), teachers
will need to provide verbal feedback and should place VF on the piece of work
and if appropriate, a positive comment.
However, when using the VF code, please be aware that:
• Whilst the VF code might be relevant for all students at some point, it is
not manageable to do this for all students on all occasions. Also VF is
only effective where students are given the opportunity to act on the VF
straight away.
• We should still be able to see progress in the student’s next piece of
work.
• The students should still be self-assesing with the ‘faces’ next to the
Learning Objective.