The document discusses effective assessment practices based on research by John Hattie and Geoff Petty. It finds that self-reported grades and student expectations have the highest impact on learning. Feedback is also very important if it includes clarifying goals, positive reinforcement, and targets for improvement against explicit criteria. The document recommends strategies for effective feedback like peer and self-assessment, practice time, demonstrating meeting criteria, focusing on improvement over grades, group work, aligning formative and summative assessments, and using assessment pro-formas and learning loops. It provides criteria for differentiated assessments, feedback, and targets to support progress and literacy development.

1. Differentiation
Assessment
Questioning

2. Why Assessment?
• Research (John Hattie)
– 50,000 studies
– 240 million students
– 150 sources of impact on learning:
• No.10 – Feedback (0.75)
• No. 1 – self-reported grades / student expectations
(1.44)

3. Self-reported grades / student
expectations
• Students are able to accurately assess
their own work
• ‘Expectations of success may become a
barrier for some students as they may only
perform to whatever expectations they
already have of their ability.’ (Hattie)
• Lower expectations reinforce student
underachievement

4. Feedback
• Hattie has made clear that ‘feedback' includes:
– telling students what they have done well (positive
reinforcement), and
– what they need to do to improve (corrective work,
targets etc),
– but it also includes clarifying goals.
• This means that giving students assessment
criteria for example would be included in
‘feedback'.
• High quality feedback is always given against
explicit criteria. (e.g. differentiated learning
objectives)

5. Geoff Petty (Evidence-based teaching)
suggests following feedback strategies:
1.
2.
3.
4.
5.
6.
Peer and self assessment
Time for practice
Students to demonstrate where they have met the criteria
Stress improvement
Get students to depict progress graphically
Withhold grades – or use them to track improvement rather
than compare with other students
7. Group work / peer work
8. Establish a culture of AfL
9. Align formative and summative assessments (ensure criteria
is the same for both)
10. Use assessment pro-formas
11. Use learning loops (makes targets from previous
assessments assessments relevant for new tasks)

6. Differentiated Learning
Objectives
Learning activities
Assessment and feedback –
stage 1 (Peer, self, teacher)
Student response to
feedback
Assessment and feedback –
stage 2
Student response to stage 2
feedback

7. 1. Assessments give a clear indication of the levels or grades
appropriate to the test
2. MP assessments are appropriately differentiated for all groups
of learners and relate to the Assessment Ladder
3. Where appropriate marking indicates the level/grade of the
work assessed.
4. Targets/actions for improvement are appropriate to support
progress to the next level/grade and refer to the Assessment
Ladder
5. Targets/actions for improvement are linked to the Assessment
Ladder and support literacy development (writing and
communication) in line with the literacy policy
6. Learners receive written feedback from a variety of sources
including a) the teacher b) other students c) themselves

8. 1. Feedback is linked explicitly to success criteria for
the activity being assessed
2. Feedback includes positive comments (WWW)
that celebrate areas of success and progress
3. Written feedback makes reference to Assessment
Ladders and/or differentiated learning objectives
4. Feedback comments are specific & constructive &
indicate how the work can be improved (EBI)
5. Feedback on actions for improvement are clearly
linked to personal targets
6. Feedback challenges learners to think for
themselves & take up time is evident
7. Feedback is presented in appropriate language so
that students of all abilities can access it

9. Questioning
Teacher
understanding
of syllabus
Differentiation
Feedback
(AfL)
TuT
Effective
Assessment
Students
understand
how to
improve