Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.
Transcript of AfL Feedback
Regular and Prompt Give them opportunities
to reflect & respond Lots of peer
self assessment Always give them visible
criteria for making an assessment Plan activities that address
the ‘how’ to improve AfL? Assessment for Learning is also called formative assessment
The focus of the feedback is qualitative
It focuses on the content and performance of a task
It can be both verbal or written, formal or non-formal
It can come from teachers or peers
It helps students understand where they are:
What they are doing well
What they need to improve
Next steps or how to improve
In many schools this is the most regular form of feedback Summative assessment focuses on outcomes
It is quantitative: grades or scores
It does not help a student to know what they are doing well or how to improve
In most schools it is done every six weeks “To be effective, feedback should cause thinking to take place.” Constructive S
N what they did well what they didn't what they need to do to improve Specific Only give written feedback linked to learning objectives or success criteria This way pupils don't get confused as to what you are assessing
There is a thread from the planning to the feedback Manageable No more than 2 improvement points Regular and prompt Give pupils regular verbal and written feedback and they are more motivated If pupils have handed in homework, prompt feedback will make them see their work is valued Comments vs Grades C- Which of these types of feedback is proven to be the most effective in moving pupils forward? Grades only
Comments and grades together
Comments only Comments only! When given grades only, many pupils feel either happy or deflated but don't ask how to improve When given grades and comments, many pupils don't read the comments Comments only means they have to focus on the feedback Improvement with mainly comment only feedback is 30%+ Give grades every 4-6 weeks and comments only at other times Pupils don't read long feedback so don't do it. Keep it short and to the point Example Strengths: You identified a number of reasons why William won
You developed some of your points by providing relevant examples
You explained how Williams trick worked very well indeed Linked to learning objective Explains why or how it was good Example Weaknesses:
You need to use correct historical words to describe things accurately (see word list) You need to vary your sentences, by using -ed or -ing words at the beginning
(Frustrated by his lack of progress, William decided to...) Example to illustrate what you mean Example Next Steps: Rewrite the first line of your essay as a single sentence. Use a suitable connective to link the points Directed Improvement Time If students are to respond to your feedback, you have to give them directed time to do it as they may need to discuss it with you. This can be at the start the next lesson from 5 to 15 minutes.
You can then check if they have self corrected or improved their work.
You are also available for them to ask any questions Give them a task Good feedback leads to dialogue
about the learning Next Steps: pose a question Posing a question forces pupils to respond Well done, Fiona – you really have a good idea about how the particles got more energy when we heated the can. But, why did this blow the lid off? Let’s see if you can fill in the gaps along the way … .
What happened to the movement of the air particles as you heated the air?
Why do faster moving particles put more force on the lid of the can?
(There are two reasons. Can you get them both? – a credit if you can!)
If you are unsure about these questions, come and see me and we can talk about it. Example Self and Peer assessment Give pupils a success criteria Let them mark the work using criteria Ask them to highlight good bits/ weak bits Give them a self and peer assessment grid Everyone can comment Pass pupil work on to a peer who gives feedback based on criteria Then another pupil Then pupil whose
work it is Finally teacher Opportunity for students to be questioned on their progress Students can be given opportunity to explain their progress or understanding of their level through effective teacher questioning
'How have you made progress this lesson?'
'What have you learnt today?'
'What level are you working at and how do you know?' Chance for peer assessment through questioning when doing paired work Use effective questioning directed at peers, in order to explain the progress made by their partner. How has your partner made progress in today's lesson?'
'What has your partner done to improve their level today?'
'What are the strengths of your partners work?' Always have evidence of grading criteria when asking students to feedback on progress When asking students to explain progress of their peer/partner ask them to use the grading criteria when justifying their answer.
Use leveled examples that students can use for a comparison. Give opportunity for students to address their own needs and requirements for improvement. Ask the student what they feel will benefit them in order to help them improve their weaknesses.
Give students a response box next to feedback that will allow them to put in any ideas that can help to support them.
Allow the students thinking time so they can address their needs rather than being given suggestions. Verbal Feedback Example 'You identified .... as your area for improvement, what can you do to improve it?'
'What will help you to get better at that?'
'If we make that improvement, what will it allow you to do?' Starter activities that address the next steps of students.
Use the self assessment of students and their identified needs to have a focused starter.
Use these to identify/justify the progress being made in your lessons early on, students explain how they have built on their weaknesses 'Last week we identified these were our weaknesses, how can we address them in this task'
By doing this starter, what have we started to improve that we struggled with last week?' Teacher - 'Can you tell me what level your partner is working at and why?'
Student - 'I think James is a level 5c because he has explained his work with examples however to get a grade 6 he needs to describe improvements that could be made and he has not done this. Ask students to show who has made progress or show understanding of their levels. Teacher stops the class for two minute discussion, the grading criteria is available for all students on the board along with prior assessment levels. 'Put your hand up if you have improved your level today?'
'Put your hand up if you are working at a level 6?'
'Why do you think you are working at a level 6?'
'What can you do now to start working towards a level 7?' Review what you do Look in the resources sections of this module Use the checklist to review your own work Print the effective feedback grid to help you Ensure aims/assessment criteria are available for students when doing questioning on progress. What have we been working on today?
What grade are you working at today?
How do you know you have achieved a merit?
What can you do to start working towards a Distinction?