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A-E GRADING

When should we grade?

  • Provide grades twice a year (end of semester)
  • Use language of 'working towards' rather than grades for tasks
  • use generic rubrics instead which are against achievement standards
  • dependent on task type and subject area

Feedback only challenged your thinking?

  • Kids still want a grade

Reasons?

  • Ongoing assessment and feedback
  • Encourage students to understand achievement standards
  • Parent expectations
  • It is what we are used to doing

NON-NEGOTIABLES

COLLABORATIVE LEARNING

STUDENT FREE DAY SESSIONS

Feedback only

  • Using feedback as a tool to improve and move to next standard, also understand skills and knowledge that is relevant across different assessment tasks.
  • No-
  • Depends on student
  • Not had enough time for students and parents to adapt
  • Kids are starting to take more notice of the rubrics

What is currently used?

  • PE & English- no task grades, only semester grade
  • Multimedia- only Daymap assessment submissions to keep track of all digital work.
  • English- must hit all standards at least once
  • Folders with checklists
  • Spreadsheets with assessment standards
  • Assessment is a folio of assessments against standards

FEEDBACK

GENERAL CAPABILITIES

How do you give feedback?

  • Written and verbal
  • Instantaneous or delayed
  • Content specific
  • timely
  • Continuous and ongoing
  • Peer feedback and marking
  • Self-mark work
  • Videos
  • Stickers/grading chart
  • Conversations
  • Rubrics
  • Drafting
  • Traffic lights

Language used?

  • accessible language that can relate to
  • clear instructions
  • use student names
  • ensure encouragement
  • positive comment
  • develop further
  • think outside the square at end of comment

What medium do you use?

  • Written, verbal and online (Daymap, videos)

How does this underpin your pedagogy?

  • Idea of holistic approach
  • Number of opportunities to hit each standard

When do you give feedback?

  • Often- discuss progress on tasks
  • Early so students can adjust
  • Aligned to task
  • Weekly book check with a sticker system
  • Lesson reflection
  • After draft- enables skill refinement and development
  • Enabling students to question

Standard feedback method?

  • Daymap records

Effective?

  • What they can improve on- clearly outlined
  • Student motivation
  • Consistency in language and format
  • Positive language
  • Allow time and space to absorb feedback
  • Feedback as soon as assessment is complete
  • Continual feedback
  • Drafting in class
  • Student friendly language

Are they used?

  • Not always explicitly, but implicitly
  • Some do very explicitly, whilst others cover them but do not discuss with students.

Language used?

  • Achievement standards
  • Folio
  • Continuous feedback
  • Daymap submissions only
  • Rubric language
  • School values

How could this be recorded?

  • Proforma (e.g. Design and Tech)

Which capabilities do you develop?

  • All to varying extents

Understanding of levels

  • Are not all aware that there are levels

Notes

  • What extent should they be in our LAP?
  • How explicit should we teach them?
  • What point do we provide feedback on them?

LEARNING AND ASSESSMENT PLANS

Do you have LAPs?

  • Yes in Design and Tech

DAYMAP

What rubrics are being used?

  • Semester long rubric
  • HPE discussed challenges of rubrics for 2 year subjects (Achievement standards)

OTHER

RUBRICS

All resources used in lessons are are put on Daymap

All task sheets and rubrics are attached to a task in 'tasks'

Looking for notes on students from other teachers

Use 'class note' feature to contact class.

Elements included?

  • Achievement standards clearly resported against
  • Capabilities in Tech
  • 'Not demonstrated' language when not using

Language used?

  • At standard, above or below (Tech)
  • Satisfactory, good, excellent, partial, minimal (Science)

Standard rubric across faculties?

  • No, achievement standards are different in different subjects
  • Generic layout would be fine

TASK DESIGN

Elements

  • Start with achievement standards
  • Does it provide opportunity for students to achieve an A?
  • Is it too scaffolded?
  • Open enough but not too open to give too much choice.

OTHER

Standard task sheets?

  • Might be problematic having it completely standardised.
  • Some aspects could be standardised.
  • What would it achieve?
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