Feedback and Next Step Marking in Mathematics. Aims of the Session To clarify the key principles of...
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Transcript of Feedback and Next Step Marking in Mathematics. Aims of the Session To clarify the key principles of...
Aims of the Session
• To clarify the key principles of effective feedback.
• To outline the features of next step marking in mathematics.
Assessment for Learning
Where anyone is trying to learn, feedback about their efforts has three elements – the desired goal, the evidence about their presentposition, and some understanding of a way to close the gap between the
two.
Assessment for Learning
Deciding:
• where learners are
• where they need to go
• how best to get there
Key Elements of AfL
• Providing effective feedback to children.
• Actively involving children 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 children, both of which are crucial to learning.
• Considering the need for children to be able to assess themselves and to understand how to improve.
Marking and Feedback
• Oral
• Written
“To be effective, feedback should cause thinking to take place.”
Shirley Clarke
Learners need information and guidance in order to plan the next steps in their learning.
Teachers should:- pinpoint the learner’s strengths and advise on how to
develop them;
- be clear and constructive about any weaknesses and how they might be addressed;
- provide opportunities for learners to improve upon their work.
Marking and Feedback
The purpose of returning marked work to pupils or of oral feedback is to enable pupils to improve their learning.
However, both teachers and pupils need to be clear about the assessment criteria that will inform marking and feedback.
For instance, if the learning objectives for the work to be marked were not concerned with presentation and neatness, teachers may consider whether comments about those things should be made, particularly if it is the only comment that is made.
Effective Feedback
Oral feedback is regular and interactive.
Oral feedback can be direct (targeted to individuals or groups) and indirect (others listen in and reflect on what is said).
Works in three directions:
- teacher to child
- child to teacher
- child to child
Successful Oral Feedback
Oral feedback should be:
• positive – recognising the children’s efforts and achievements to date
• developmental – offering specific, detailed advice to help children progress
Successful Oral Feedback
• Highlights success and improvement against the learning objective.
• Asks for small improvement.
• Quality marking - once or twice a week - not for every piece of work.
• Gives children time to act on it.
• Eventually develop shared marking:
– teacher and child
– child and partner - paired marking
– child marks own work.
Successful Written Feedback
A study by Ruth Butler (1988) analysed pupils’ work marked by one of the following strategies:- comments and actions for improvement- grades only- praise only- no feedback at all
The quality of work of those given only comments and actions for improvement improved substantially from lesson to lesson. Those given praise only, or grades only, did no better than the pupils who were given no feedback at all.
Effective Feedback
In marking pupils’ work, teachers can consider:
• how well the pupil has understood the task;
• what the pupil knows and does not know;
• what the pupil needs to do next to improve;
• how the pupil will be informed of this;
•how they can encourage pupils to review their work critically and constructively.
Improving Marking & Feedback
Outcome of piece of work
Correct Incorrect
Correct, with thorough
understanding
Correct, inefficient methods
Incorrect in part of
process
Lack of prior knowledge/
understanding
Identify next steps/
challenge
Model efficient method with
task set
Incorrect, inefficient methods
Highlight errors/model
efficient method with
task set
Identifyerror in processaddress
appropriately
Identify gap and address appropriately
Effective Feedback