2. BY THE END OF THE SESSION YOU
WILL BE ABLE TO:
Objective Red
Amber
Green
Start of
session
End of session Start of
session
End of session Start of
session
End of session
List and explain 3 features
of effective feedback
Identify the difference
between formal and
informal feedback
Construct a piece of
developmental feedback
(verbal or written)
3. TASK:
Each group will be given a slide.
Select the true statements on
your slide, and try to add some
examples of what you would
consider to be good practice for
each
4. The learner is at the heart of assessment
Good assessment:
Takes a long time
helps develop successful learners
recognises strengths and areas for development and
clearly identifies ways for learners to progress
Is thorough and tests everything the learner knows
is based around pupils’ needs and leads to improved
attainment and progress
The learner should always evaluate their performance
encourages pupils to take a central role in their own
assessment.
5. The learner is at the heart of assessment
Good assessment:
Takes a long time
helps develop successful learners
recognises strengths and areas for development and
clearly identifies ways for learners to progress
Is thorough and tests everything the learner knows
is based around pupils’ needs and leads to improved
attainment and progress
The learner should always evaluate their performance
encourages pupils to take a central role in their own
assessment.
6. ASSESSMENT NEEDS TO PROVIDE A
VIEW OF THE WHOLE LEARNER
Assessment needs to:
value and include a wide range of attitudes,
dispositions and skills, as well as achievement in
subjects
Should be a surprise as this tests them best
Be inclusive in language, images and examples given
draw on a broad range of evidence, including beyond
the school
Should be too hard to start off with, so they are
motivated to improve when they see how badly they
did
involve those that know the learner best – including
7. ASSESSMENT NEEDS TO PROVIDE A
VIEW OF THE WHOLE LEARNER
Assessment needs to:
value and include a wide range of attitudes,
dispositions and skills, as well as achievement in
subjects
Should be a surprise as this tests them best
Be inclusive in language, images and examples given
draw on a broad range of evidence, including beyond
the school
Should be too hard to start off with, so they are
motivated to improve when they see how badly they
did
involve those that know the learner best – including
8. ASSESSMENT IS INTEGRAL TO
TEACHING AND LEARNING
Embedding assessment in teaching and learning:
is essential in creating personalised learning
They should be taught everything they need to know for
the assessment in class
helps teachers to be flexible enough to recognise learning
as it happens
Learners should be assessed at least once every ten
minutes in a lesson
results in decisions and actions from both day-to-day
interactions with pupils and through taking a periodic
overview of progress.
9. ASSESSMENT IS INTEGRAL TO
TEACHING AND LEARNING
Embedding assessment in teaching and learning:
is essential in creating personalised learning
They should be taught everything they need to know for
the assessment in class
helps teachers to be flexible enough to recognise learning
as it happens
Learners should be assessed at least once every ten
minutes in a lesson
results in decisions and actions from both day-to-day
interactions with pupils and through taking a periodic
overview of progress.
10. ASSESSMENT INCLUDES RELIABLE JUDGEMENTS
ABOUT HOW LEARNERS ARE DOING RELATED,
WHERE APPROPRIATE, TO NATIONAL STANDARDS
Linking assessment to national standards is essential:
- for consistency within and across schools
- for tracking progress
- for evaluating impact.
Teachers should always allow their line manager or superior to write
assessments in case they get it wrong
Assessment systems should support teachers and give them
opportunities to develop their assessment expertise.
A newly qualified teacher is unable to make reliable assessment
decisions
11. ASSESSMENT INCLUDES RELIABLE JUDGEMENTS
ABOUT HOW LEARNERS ARE DOING RELATED,
WHERE APPROPRIATE, TO NATIONAL STANDARDS
Linking assessment to national standards is essential:
- for consistency within and across schools
- for tracking progress
- for evaluating impact.
Teachers should always allow their line manager or superior to write
assessments in case they get it wrong
Assessment systems should support teachers and give them
opportunities to develop their assessment expertise.
A newly qualified teacher is unable to make reliable assessment
decisions
13. IN GROUPS ANSWER THE
QUESTIONS BELOW:
What is the purpose of feedback?
How important is feedback?
How do you think your learners view
feedback and why?
When should you give feedback?
Should students give feedback on their
own / other student’s performance?
What is the best way to give feedback?
16. TYPE OF FEEDBACK
Title Description Evaluation
Informal
Formal
Direct to individual student (either in
written form or in
consultation)
Very time consuming
Repetitive for tutor if
whole class have made
similar mistake
By the time you see
them, it might be too
late
Indirect
Formative
Summative
18. CHARACTERISTICS OF FEEDBACK
Feedback should provide…
Evidence
of where
they are
now…
Details of
the desired
goal
Some understanding of
how to close the gap
20. HOW DID YOU DO?
Objective Red
Amber
Green
Start of
session
End of session Start of
session
End of session Start of
session
End of session
List and explain 3 features
of effective feedback
Identify the difference
between formal and
informal feedback
Construct a piece of
developmental feedback
(verbal or written)
