1. The document discusses various assessment methods and feedback strategies that activate students as owners of their own learning including self-assessment, peer assessment, setting personal goals and targets. 2. Students are encouraged to take responsibility for their learning through activities like peer questioning, keeping portfolios of work, and developing organizational skills. 3. Feedback methods aim to provide specific targets for students to improve and are designed to build skills over time through reflection and repetition.

1. Assessment Methods
&
Feedback
2013 -2014

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. 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. Individual
•
Research tasks
•
Jigsaw / group teaching
•
Peer assessment
•
Self assessment / reflection
•
Students to set own targets
•
C3B4E
group

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. 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. 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. •
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

10. 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

11. 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

12. •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)

13.  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?‟

14. 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‟

15. Clear objectives
Students self evaluate
success of learning
(1, 2, 3)
Setting their own objectives for
subject

16. 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

17. - Questioning Techniques
HOTS
- “LEARNING MAT”
OPEN/
- Self Assessment
CLOSED
- Test ie Quiz

18. • 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

19. 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