Marking, Feedback and Assessment(TOP043)

Provider: Optimus Education
£249.00 (no VAT on this item)

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Description Marking, Feedback and Assessment: Improving pupil progress through effective feedback is a CPD resource pack to help implement a meaningful, consistent, effective approach to marking and feedback across the school.
Website

Optimus Education's website

http://www.optimus-education.com/shop/marking-feedback-and-assessment-improving-pupil-progress-th...
Categories Primary, Secondary, KS1, KS2, KS3, KS4, Teaching staff, Advanced Skills Teacher, Excellent Teacher, Main-scale (core) teacher, Newly Qualified Teacher, Non-practising teacher, Post-threshold Teacher, Pupil mentor, Supply / Peripatetic teacher, Trainnee (pre-QTS) teacher, Teacher trainer, Assessment, Personalised Learning, After-school meetings, Book, DVD / CD ROM, School closure day, Provides approaches for specific, accurate and clear feedback , Provides approaches for comparing what a learner is doing right now and wrong before , Provides approaches for a balance between support and challenge, Supports effective professional development for teachers, Ofsted
Learning outcomes for participants/users and, where relevant, pupils or students
Evidence underpinning this approach

In writing this course, author John Blanchard has drawn on his experience in working with schools on marking and feedback, as well as using expert research.

He has used:

1. Documentary evidence and testimony from both primary- and secondary-age schools, especially collected and commissioned for this training resource. Included are: descriptions of classroom activities and reflections; verbatim quotations; records of meetings; policy extracts; recommendations made by practitioners.

2. Research, including:

Butler R, 1988, Enhancing and Undermining Intrinsic Motivation, British Journal of Educational Psychology, 58: 1–14

Dweck CS, 2007, ‘The Perils and Promises of Praise’ Educational leadership, 65, no 2, 34–39

Handley K, Price, M, and Millar, J, 2011, ‘Beyond ‘doing time’: investigating the concept of student engagement with feedback’ Oxford Review of Education, 37, 4: 543–560

Hattie, J and Timperley, H, 2007,

‘The Power of Feedback’ REVIEW OF EDUCATIONAL RESEARCH, 77: 81,

published on behalf of the American Educational Research Association

The Sutton Trust, 2011, Toolkit of Strategies to Improve Learning, Durham: Centre for Evaluation and

Monitoring and Durham University – www.suttontrust.com/.../toolkit-of-strategies-to-improve-learning/

Wiliam, D, 2011, ‘Formative Assessment: Getting the Focus Right’

Educational Assessment, 11 (3 & 4), 283–289

John Blanchard, who has written this resource, provides independent consultancy, research, evaluation, coaching and mentoring for schools, local authorities and higher education institutions. He contributes to school-centred initial teacher training, accredited continuing professional development and master’s courses and is an Open University Level 2 course tutor.  Previously, John taught secondary English and modern foreign languages in Germany, London, Yorkshire, and Cambridgeshire. He became an advisory teacher, then an adviser, latterly responsible for assessment across all phases.

How users/participants can evaluate success

At the end of each training session, the training leader will find a list of suggested ways of evaluating the impact of the training on a sustained, ongoing basis. An evaluation form is also included in the pack.

At certain points in the training process, participants are encouraged to make statements about their values, intentions and actions. Later it is suggested they refer to those statements as a way of gauging progress and planning further efforts.

Follow-up activities and support

Each training session contains a list of 'what next?' activities. These could be things for the training leader to do to ensure the learning continues between sessions, or things for the participants to do. For example, participants are asked to trial strategies discussed in the sessions in their own classroom and share findings with colleagues. One of the sessions has a particular focus on action research and participants are asked to plan their own action research projects. Participants are encouraged to partner with colleagues in trialling strategies and observing impact on pupils.

Each session also includes 'what's changed?' suggestions for the training leader to use in gauging the impact of the training. These include informal discussions after sessions, talking to pupils, asking to visit lessons where strategies are being trialled, surveying pupils' work and reviewing pupil progress.

 

 

Details

Key benefits - the course will enable you to:

  • Agree strategy for developing consistent and effective marking, feedback and assessment across your school.
  • Identify what’s working and what’s not working and prioritise what to improve.
  • Understand types of feedback that work well and how to ask and answer good questions.
  • Work together in planning and trialling lessons, activities and homework.
  • Strengthen pupil motivation by helping pupils be clear about what they’re doing, what they’re getting better at, and what they can work on next.
  • Set up activities to include effective assessments and plan for using feedback in lessons.

The pack contains five training sessions. Sessions 1 and 5 are for senior and middle leaders; sessions 2, 3 and 4 are for teaching staff. Each training session lasts 90 minutes.

Training session 1 - What do you do well? What can you improve? How can you develop?

  • Agree purposes for marking, feedback and assessment.
  • Survey current strengths and weaknesses in marking, feedback and assessment.
  • Recommend focuses for development in marking, feedback and assessment.

Training session 2 - Giving and using feedback

  • Agree key features of successful feedback and use those to inform lesson planning.
  • Plan how to include effective feedback in an upcoming sequence of lesson activities.

Training session 3 - Peer and self assessment

  • Consider a range of ideas about self and peer assessing and questioning.
  • Help one another to plan lesson activities using those strategies.

Training session 4 - Developing your practice

  • Revise your definition of what you want marking, feedback and assessment to achieve.
  • Survey possibilities for action research and choose ways forward.
  • Decide how to inform others about what you learn.

Training session 5 - How are you doing - how do you know?

  • Review development of marking, feedback and assessment across the school.
  • Plan next steps to consolidate and continue the developments.
  • Decide how to share developments with stakeholders.
Associated Files File_icon Making_feedback_count.pdf