Assessment methods & feedback 2013 2014


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Assessment methods & feedback 2013 2014

  1. 1. Assessment Methods & Feedback 2013 -2014
  2. 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. 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. 4. Individual • Research tasks • Jigsaw / group teaching • Peer assessment • Self assessment / reflection • Students to set own targets • C3B4E group
  5. 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. 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. 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. 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. 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. 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. 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. 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. 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. 14. Clear objectives Students self evaluate success of learning (1, 2, 3) Setting their own objectives for subject
  15. 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. 16. - Questioning Techniques HOTS - “LEARNING MAT” OPEN/ - Self Assessment CLOSED - Test ie Quiz
  17. 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. 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