© Crown Copyright 2003

Subject Leader Development Meeting - Autumn 2006

Improving borderline pupils: using feedback to best effect

Secondary National Strategy ICT © Crown copyright 2005

The key factors in Assessment For Learning

1. Providing effective feedback to pupils

2. Actively involving pupils in their own learning

3. Adjusting teaching to take account of the results of assessment

4. Recognising the profound influence assessment has on the motivation and self esteem of pupils, (both of which are crucial to learning)

5. Enabling pupils to be able to assess themselves

6. Enabling pupils to understand how to improve

Secondary National Strategy ICT © Crown copyright 2005

The key factors in Assessment for Learning

Providing effective feedback to pupils

Actively involving pupils in their own learning

Adjusting teaching to take account of the results of assessment

Recognising the profound influence assessment has on the motivation and self esteem of pupils, (both of which are crucial to learning)

Enabling pupils to be able to assess themselves

Enabling pupils to understand how to improve

Secondary National Strategy ICT © Crown copyright 2005

Aspects of feedback

Giving oral feedback

Giving written feedback

Pupil response to feedback

Secondary National Strategy ICT © Crown copyright 2005

Part 1: Oral feedback

Powerful force for moving pupils on

The most regular and interactive form of feedback

Is both direct …. and indirect

Should be planned …. and spontaneous

Effects can be positive …. or negative

Secondary National Strategy ICT © Crown copyright 2005

Characteristics of feedback

positive negative

specific non-specific

You graph is not clear.

Think about your choice next time

You graph is much better.

That’s a really good effort

Your graph is very poor. There are no labels and the axes illegible.

Your graph is clear, but a

legend would help someone understand it.

Well done! Your graph is really clear. To improve it further you could adjust

the y-axis the scale

Secondary National Strategy ICT © Crown copyright 2005

What are affect of response types?

non-specific

specific

positivenegative

Secondary National Strategy ICT © Crown copyright 2005

Different purposes of feedback

To acknowledge what pupils have learnt

To Encourage them to reflect on and extend their learning still further

To encourage pupils to pose further questions to clarify or develop their own or each others thinking

To help pupils to make next steps

Secondary National Strategy ICT © Crown copyright 2005

Part 2: Written feedback

Needs to be planned, with quality time

Expectations are clear and shared with pupils in advance

Identifies what has been done well

Feedback clearly references the learning objectives

Comments are backed up by reasons

Helps pupils to recognise weaknesses and next steps

Most effective if prompt, with clear opportunity for pupils to respond formatively

Secondary National Strategy ICT © Crown copyright 2005

Ways of providing written feedback

Direct manual annotation

Scaffolded feedback against criteriae.g. questionnaire; pro-forma (free text? smilies? traffic lights)

ICT annotation techniques:

MS Word “track changes” or “comments”

Excel “comment boxes”

Call-outs

PowerPoint “notes” view

Post-it notes

“Swap seats”

Web-based (VW forum; blog; discussion board….)

Secondary National Strategy ICT © Crown copyright 2005

Part 3: Student use of feedback

Feedback is most effective when the pupil:

has time to respond to it

accepts it as formative and valuable (not judgemental, competitive or comparative with peers)

reflects upon it

identifies areas for improvement against criteria

plans and implements changes to be made

records and justifies the changes

Secondary National Strategy ICT © Crown copyright 2005

Evidence of use of feedback

Written reports

Audio report

Sequential versions of files

Print screens showing development

Annotation of work

MS Word “track changes” & “comments”

MS Excel “comment boxes”

Call-outs

Secondary National Strategy ICT © Crown copyright 2005

Student use of feedback

Feedback is most effective when the pupil:

has time to respond to it

accepts it as formative and valuable (not judgemental, competitive or comparative with peers)

reflects upon it

identifies areas for improvement against criteria

plans and implements changes to be made

records and justifies the changes

Secondary National Strategy ICT © Crown copyright 2005

The six key factors in Assessment for Learning

1. Providing effective feedback to pupils

2. Actively involving pupils in their own learning

3. Adjusting teaching to take account of the results of assessment

4. Recognising the profound influence assessment has on the motivation and self esteem of pupils, (both of which are crucial to learning)

5. Enabling pupils to be able to assess themselves

6. Enabling pupils to understand how to improve