Wk 11 - Questioning Techniques

Questioning Techniques 2010

Week 07 - Effective assessment using ILT

Effective Assessment

Week 08 - Reflection and evalution on ILT activity

Evaluation and Reflection

Wk 05 Ticking the boxes

Ticking the Right Boxes[1]

Medals, Missions and Goals

Sadler showed that empty 'praise' is not enough, information feedback about the quality of work is what is required to improve learning.

The Goal
The goal is the learning outcome your learners are aiming for including the characteristics of what constitutes 'quality work'. It is vital that all students understand what the goal is so they can work towards reaching it.

Medals
A medal is an cknowledgement of where the learner is now in relation to the goal. They can be given for how a learning activity was done successfully (the process) as well as what was done successfully (the product). Success here is measured in terms of how close to the goal is the product or process; is the learning moving in the correct direction?

The Mission
How will you close the gap between where the learner is now and the goal?

Feedback or Assessment for learning (ES 0.81)

This family of formative assessment strategies use the PAR model of teaching where the learner's constructs are improved towards clear learning goals through effective feedback.

P - presentation of information in a way that is inclusive and challenging
A - application of what was presented in the form of a product or a process, creating an opportunity for feedback
R - review; the act of creating a product or process gives feedback to the learner, teacher, and peers. Feedback is then used to improve learners' constructs through medals and a new mission towards a successful learning outcome (the goal).

Hattie - feedback has more impact on learning than any other general factor but it requires an activity and a product.

See Black and Wiliam 'Formative Assessment' (1998)

BlogPress

Location:B1256,Braintree,United Kingdom

Feedback and Formative Assessment

'Professor John Hattie found that Feedback has more effect on achievement than any other factor. Professors Paul Black and Dylan Wiliam of Kings College London spent four years studying and reviewing research into feedback which is closely linked to 'formative assessment'. They concluded in agreement with Professor Hattie that formative assessment has a huge effect on learning quality. It has been found to add the equivalent of two grades to students' achievement if done very well.'

Extract from Teaching Today, Geoff Petty


BlogPress

Location:College St,Winchester,United Kingdom