1) Feedback or assessment for learning has been shown to have a large effect size of 0.81 based on prior research. It focuses on identifying errors and misconceptions in order to improve learning. 2) The teaching/learning process is oriented around constructing new knowledge through goal setting and applying concepts in a differentiated manner. Feedback helps students apply their understanding to answer questions or create products. 3) Feedback involves reviewing student work to identify faults and close gaps, as well as focusing on what students did well and setting targets for improvement. It provides a window into students' understanding of concepts.

1. Feedback or Assessment for Learning
Effect size 0.81: based on the Black and Wiliam Review 1998
Know errors and
omissions . . . . to improve
Ability is not constructs Orientated
innate but
Clear learned New
Knowledge
Constructivist Present
Agreed Goal Setting Teaching Differentiated
Make sure they PAR
are understood Apply their
Apply construct . .
. . to create an
The Review answer or a
Misinterpretation product
of goals/task Teaching/Learning Constructs are
Striving in wrong Failure of Process reviewed
direction intent
To Self:
Don’t know what the Own product
work is To teacher/peer:
Feedback Window on students
Find faults construct
Where you are now and fix
(with the task) From teacher/peer:
Medals Correct misconceptions
Missions Goals
How / what did you do well
(in relation to the goal)? What is the nature of
Positive, forward ‘good’ work?
How to close
What are you
looking
the gap aiming for?
Targets
Media Department – Chelmsford College Andy Pierce January 2010

2. Feedback or Assessment for Learning
Explain the popularity of different genres
of TV programmes in terms of narrative structure
What do you
know about
narrative
structure?
Orientation
Nominate
individual to
answer from
each group
Buzz Groups
Factors
New Knowledge
Differentiated
Media Department – Chelmsford College Andy Pierce January 2010