Have your cake and rate it: modelling feedback
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Throughout their degree programmes students will face continual assessment. Students who can engage with the feedback, positive or negative, have an insight into the expectations for the future and have a chance to reflect on their learning styles and habits. An activity was designed to be conducted with 60 non-standard mature learners and school leavers undertaking an interdisciplinary science foundation year in order to engage the students in the process of writing and receiving feedback as part of an induction activity week. Students were asked to choose criteria and assess a series of cakes made to a specific brief. In a light hearted, yet informative way, the activity allowed for relatable and obvious modelling of giving and receiving feedback, encompassed a plagiarism element, and demonstrated the need to appreciate priorities and weightings when completing a task. The approach could be readily adapted to other learning situations.
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The document discusses the new Ofsted school inspection framework and focuses on curriculum. It notes that successful schools overcome pressures to teach to tests by having well-planned, motivating curricula that correlate with high inspection grades and achievement. Learning outside the classroom contributes significantly to improvements in achievement, standards, motivation and personal development. Outstanding schools have a culture that encourages innovation and experimentation through a rich, personalized curriculum including substantial learning outside the classroom.
Assessment DO no.8, s.2015
The document discusses assessment in K-12 classrooms. It defines assessment as a joint process between teachers and learners that facilitates higher-order thinking skills. Assessment should be an integral part of teaching and learning. There are different types of classroom assessments, including observable and invisible assessments, as well as various assessment methods that teachers can use to evaluate what students know and can do. The document also discusses effective feedback, which should be specific, timely, and help students improve, versus ineffective feedback that is vague or infrequent. Classroom assessment results should be reported to students, parents, and other teachers.
Deborah oconnor engage, reflect and revise – melsig 2014
Staff at a healthcare education program were issued iPads to experiment with using them in teaching. Over two years, staff and students used iPads to record skills videos, provide assessment feedback, and conduct practical assessments using apps. Focus groups found that iPads facilitated engagement when used for video feedback and standardizing skills assessments. However, initial setup was time-consuming and student enthusiasm declined over time. To sustain iPad use, the program needs a clear purpose with added value to teaching and learning. Continuous support is also needed to help staff and students fully integrate technology.
Evaluating lessons
The document discusses evaluating lessons through reflection and provides guidance on effective evaluation practices. It defines evaluation as a purposeful, cyclical process of collecting, analyzing, and interpreting information to make educational decisions. Evaluation helps teachers understand what went well and what needs improvement by considering student learning, teaching processes, and outcomes. Key aspects to evaluate include lesson objectives and content, teaching strategies, student participation and skills application, and overall lesson effectiveness. Multiple sources can inform evaluation, including self-reflection, student and peer feedback, and assessment results. Ongoing evaluation is critical for continuous improvement and high-quality teaching.
Itslearning pupil premium webinar with Marc Rowland
Marc Rowland is Deputy Director of the National Education Trust and author of a new book called A Practical Guide to the Pupil Premium. Marc gives essential information and advice to help schools make the most of the Pupil Premium grant and improve outcomes for disadvantaged learners. The author visited more than 100 schools over two years and here he shares examples of innovation and excellence in their use of the additional funding.
Guidance and guides and healthy life growth
This document discusses effective careers education, information, advice and guidance (CEIAG) in schools. It outlines that CEIAG should include a planned curriculum, access to careers information, and personal guidance from qualified advisers. Effective CEIAG benefits students through increased opportunities, schools through student retention, employers through a skilled workforce, and society through economic prosperity. The document also provides examples of how schools can incorporate CEIAG through various activities and resources to support students from pre-GCSE through to employment or higher education.
Josh Round: How to 'gain a strength' in teaching?
This document discusses how to develop great teaching. It identifies key aspects of effective teaching such as content knowledge, quality instruction, classroom management, and teacher beliefs. It also outlines strategies for developing great teaching such as recruiting strong teachers, fostering a culture of continuous professional development, and providing supportive performance management. The document advises preparing teachers to showcase their best practices during inspections by engaging in self-assessment, understanding what inspectors look for, and emphasizing student interaction and transparent learning.
Outcome based education
This document discusses outcome-based education (OBE). It defines OBE as organizing education around clearly defined goals and outcomes that students should achieve. The key principles of OBE are clarity of focus, designing curriculum down from outcomes, and high expectations. The process of OBE involves defining learning outcomes and aligning curriculum, teaching methods, and assessments to achieve these outcomes. Benefits include promoting high expectations and preparing students, while drawbacks include potential conflicts with traditional college admissions.
Strategy Sessions: Set up for success with formative assessments
Assessment is an integral part of the teaching and learning process. Students tend to work harder when grading is involved, which can consequently cause anxiety and stress. However, assessment should not only be about the grade awarded but also about providing feedback which aims to identify strengths and areas of improvement.
Assessment can refer to the measurement of students’ learning when addressing a task (summative assessment). It can also evaluate understanding during instruction for the purpose of learning (formative assessment). Although both types of assessment differ in their meaning and purpose, formative assessment enhances learning and better prepares students for summative assessment.
In this recording, Kari Qasem looks at how to best incorporate formative assessments in teaching. She also highlights the benefits of this type of assessment in helping students achieve learning goals and in assisting teachers with post-marking feedback.
AHDS Conference November 2014 - Keynote; Graeme Logan
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Flipped Learning CTD
The document provides an introduction to flipped classroom learning. It defines flipped classroom as rearranging how time is spent in and out of class to shift ownership of learning from educators to students. Typically, lectures are viewed as homework outside of class through videos and in-class time is used for homework, projects, discussions and problem-solving. This allows educators to focus on higher-level application of concepts and address students' questions individually. The document outlines concerns with traditional models and benefits of flipped learning, including allowing self-paced learning and just-in-time teaching. It provides tips for implementation, including starting small, frequent assessment, and addressing student resistance to the change in responsibilities.
MSEA: Assessment for ALL Learners
This document discusses formative and summative assessments and how to ensure they address the needs of all learners. It provides an overview of the differences between formative and summative assessments, as well as strategies for ongoing, formative assessment including identifying learning goals, gathering evidence of understanding, adjusting instruction, and providing feedback. The document emphasizes that the goal of assessment should be to obtain useful information about student achievement and address the needs of each student.
K to 12
The K to 12 program in the Philippines aims to reform basic education with the goals of improving quality, decongesting curriculum, and better preparing students for the 21st century. It extends kindergarten and high school each by two years. The new K to 12 curriculum focuses on developing holistic learners with strong foundations in core subjects, 21st century skills, and character values. Assessment emphasizes understanding over rote memorization and focuses on formative feedback to guide student learning. The goal is for graduates to be globally competitive and equipped for higher education or the modern workforce.
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- 1. Have your cake and rate it: modelling feedback and assessment Felix Janeway ViCE/PHEC 2014 Lifelong Learning Centre
- 2. What is a Lifelong Learning Centre? Mature and school leavers Widening participation backgrounds Mixture of academic and life skills Mixture of academic, technological and practical abilities
- 3. Aims – Assessing and giving feedback To assess! Increase the quality of future work To reflect on their methods of learning Red-flag any other concerns
- 4. Task 1 “Make a chocolate cake to welcome our new students” What qualities would you want to see in this cake?
- 5. Task 2 “Make a chocolate cake to welcome our new students” Assign weightings to each of your criteria – which are the most important?
- 6. Task 3 “Make a chocolate cake to welcome our new students” Give each cake a mark out of 100% and give feedback
- 7. The Cakes 7
- 8. Work Quality Spread 8
- 9. Work Quality Spread 9
- 12. What is a failure? 12
- 13. What is a failure? 13
- 14. Benefits • Even the least confident student had input • Students did not feel ‘tested’ • Element of ‘giving’ from the instructors • Light-hearted and fun
- 15. Limits • Not all students like cake • Not all students can marry the analogies to the real world assessment • Time cost
- 16. Measurements of Success • 94% ‘Useful’ or ‘Very Useful’ Rating “The cake [activity] was fun, didn’t take up too much time and had a clear point to it” “I am a hands on learner and from the cake activity with Felix I remember what the aim was.”
- 17. Measurements of Success • Springboard for comfortable discussion throughout year • More honest discussions about feedback • Student appreciation of workload
- 18. Have your cake and rate it: modelling feedback and assessment Ellen Avery Katy Dobson Linda Forbes Felix Janeway ViCE/PHEC 2014 Lifelong Learning Centre Stephen Maw Sheryl Meskin Emma Pittard