Syd Uni - Assessment lecture 2021
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The document discusses the importance of feedback in student assessment, emphasizing that effective feedback should promote critical thinking rather than simply assigning grades. It highlights the need for constructive comments that are specific, kind, and focused on improving student work, while also reducing the frequency of grading in early education. Additionally, it suggests that assessment should be viewed as a conversation rather than a mere numerical evaluation.
Syd Uni - Assessment lecture 2021
- 1. Engaging students in assessment Cameron Paterson 2021
- 6. The most powerful single modification that enhances achievement is feedback. (John Hattie) Image: Kenny Bengsston
- 7. Much of the feedback that students get has little or no effect on their learning. (Dylan Wiliam)
- 8. Teachers who spend time crafting helpful comments are wasting their time if they also give a mark. (Dylan Wiliam) Image: http://www.solution-tree.com/authors/dylan-wiliam.html
- 10. Students need some feedback about how they are doing in terms of marks, grades or levels, but I suggest this should be no more than once every two or three years in primary schools, maybe once a year in lower secondary , and perhaps once a term when before school-leaving or university- entrance exams. (Dylan Wiliam) Image: iStockphoto
- 11. NESA does not require a number to be used (in relation to assessment) until Year 12. Grading is an end of course judgement. School protocols squash the reality of what NESA requires out of sight. • Too much testing • Focus more on learning objectives and less on covering content
- 12. If I had to reduce all of the research on feedback into one simple overarching idea it would be this: feedback should cause thinking. (Dylan Wiliam)
- 13. George Sampson writing about marking in the 1920s
- 14. Suggest What about adding… Perhaps you could rework this in order to… Questions & Concerns I’m wondering if… What would happen if… Value I appreciate how you… This is really effective because… Clarify Tell me more about… What did you mean by… Ladder of Feedback
- 15. @Diff_central
- 16. Student Coaching Record Name:____________________ Date:__________ How’s History going? What’s your biggest challenge? What do you want to get better at? How can I help?
- 17. Engaging students in assessment Cameron Paterson
- 24. • KISH Critique • Be Kind • All comments should focus on the work not the person. • There should never be sarcasm or put downs. • The comments can be challenging but the recipient should feel that the feedback is about the work and how it can be better. • Be Specific • Comments should identify exactly what needs to be worked on (like a set of instructions) which we can take away and use or do. • Be Helpful • If the comments don’t benefit the work, don’t share it. • Every piece of feedback is there to help improve the work.
- 25. Kind I really like the way you……………….. Excellent ……………….. throughout The most successful thing about this was ……………….. I enjoyed reading this because ……………….. It was especially good when you ……………….. Specific In the first/second/third paragraph ……………….. I think ……………….. is quite difficult to understand/could be explained better/could include more detail etc. Your sentence/paragraph about ……………….. was ……………….. because……………….. Helpful Think about adding ……………….. Think about taking away……………….. Have you thought about………………..? To improve your………………..try……………….. Perhaps you could………………..
- 26. Feedback for ………………………………………………….. by …………………………………………………… T Tell them something you like about their work The best part of your work is… because… I really like this part of your work because… This is high quality work because… You put a lot of thought and effort into … I’m really impressed with…. because… A Ask them something about their work One thing that is not clear to me is…. What did you mean by… Why is … I am confused by… What do you mean in this part? I don’t understand how … connects to. I need to know more about… G Give them a suggestion for improvement One thing to improve on is… You need more/less… Because… I think your next steps should be… Your work will be higher quality if you… Perhaps you should add/remove/ replace To make your work better, I would suggest… TAG PEER FEEDBACK SHEET
- 27. Radical Revision What specifically do you feel good about in your draft? What specifically do you think you will need to work on? In pairs, read responses out loud and then read drafts out loud to each other. Then have a conversation based on the rubric. Image credit: Olita426
- 32. Qualitative forms of sharing evidence like student work, photos, and video are powerful ways to provide a more complete picture of student learning
- 33. Neatly record a provocative or insightful quote from a student in the speech bubble and the name of the student quoted
- 35. Reggio educators refer to documentation as “visible listening”
- 39. Name Year 3 2 1 Why? I could improve my results by….. My Report should say…… I have done the following really well in History this semester… 4 5 Student Self-Appraisal How would you rate your effort this semester?
- 40. Student Questionnaire – What do you think? What do you wish teachers knew about you as a learner? What are the things teachers do that let you know they respect and value you? What advice would you give teachers to bring out best in students?
- 41. Assessment is a conversation, not a number
- 45. A B C D/F Volume So loud I can’t hear myself think Loud enough that I can’t hear myself speak Loud-ish in some parts of the room but quiet in others So quiet I can hear the toilets flush Tempo Rapid: Hands are hurriedly smacked together Fast: Hands are quickly brought together Leisurely: Hands are hit together at an unhurried pace Slow: Fingers are slowly tapped together Dynamics Erupts suddenly, builds to a deafening crescendo that is sustained for a second or more, then fades slowly and reluctantly Builds up for a second, peaks, then fades No change in dynamics: Half-hearted throughout Begins with a silent pause, pitter-pats for a second, then fizzles Applause Rubric Credit: Heidi Goodrich Andrade, Harvard Project Zero
- 47. Teaching is fundamentally a creative act. The work we do with our students is our art, and there is no one who can tell us how to make that art. Tina Blythe
- 48. Free online conference in September