Marking, Feedback and Assessment
Improving Pupil Progress Through Effective Feedback
Published on 31. January 2013
Book
Mixed media product
138 pages
978-1-907927-20-1 (ISBN)
Description
When it comes to strategies that really have an impact on pupil achievement, feedback is highly rated - and cost effective. High quality feedback from teachers and peers helps pupils to progress. But what are the most successful forms of feedback? And does it have to entail hours of marking books?
More details
Series
Language
English
Place of publication
London
United Kingdom
Publishing group
Optimus Publishing
Target group
Professional and scholarly
Dimensions
Height: 310 mm
Width: 260 mm
Thickness: 30 mm
ISBN-13
978-1-907927-20-1 (9781907927201)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Person
John Blanchard is an experienced teacher, trainer and consultant in teaching and learning. His areas of particular expertise include assessment, creativity, action research and professional development. He teaches on initial teacher training, CPD and master's courses.
Content
Training session 1 - The whole school perspective This session provides an opportunity to stimulate discussion about how, when and why marking, feedback and assessment gets done in school and to what effect. Learning outcomes Participants have an agreed understanding of what's working well currently and where improvements could be made. Participants have explored issues around grading and assessment and considered what's appropriate for their context. Training session 2 - Giving and using feedback The purpose of this session is to address the issue of giving individual feedback and consider what kinds of marking and feedback are most meaningful for pupils. Learning outcomes Participants will have considered the role of spoken and written feedback and when they are most appropriate and effective. Participants will understand the importance of considering feedback when setting up activities and deciding how they will be assessed at the outset. Training session 3 - Peer and self-assessment The aim of this session is to explore peer and self-assessment strategies and how they can be used with greatest effect. Learning outcomes Participants will consider how best to engage pupils in giving feedback and what structures are needed to help pupils do this in a meaningful way. Participants will gather techniques and approaches to try out in the classroom. Training session 4 - Putting it into practice Having gathered ideas to put into practice, participants will consider the best way to trial these approaches and gauge their usefulness and impact. Learning outcomes Participants will have explored the use of action research techniques to support trialling and experimenting in the classroom. Participants will agree on strategies to trial and how they will share their experience and findings. Training session 5 - How are we doing and how do we know? Having trialled different approaches, this session provides the opportunity to share outcomes, review what's changed, agree on policies and plan next steps. Learning outcomes Participants will share their experiences and learn from the expertise others have developed. Participants will agree on further actions to ensure effective practice is embedded across the school. Participants will consider what needs to be communicated to stakeholders as a result of their findings (for example telling parents about changes to marking policies).