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OER4Schools/Formative feedback: Difference between revisions
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{{OER4SchoolsWSInfo | {{OER4SchoolsWSInfo | ||
|intention={{ OER4SchoolsWSInfo/intention intro}} | |intention={{ OER4SchoolsWSInfo/intention intro}} | ||
* | * using an assessment inventory as a self-assessment measure | ||
* | * two types of feedback ('''summative feedback and formative feedback''') and their use in AfL | ||
* | * how to give formative feedback | ||
|success criteria={{ OER4SchoolsWSInfo/criteria intro}} | |success criteria={{ OER4SchoolsWSInfo/criteria intro}} | ||
* keep a record of the assessment methods that you have used on your assessment inventory | |||
* watch videos of formative and summative feedback in action and draw out the salient points | |||
* read about the differences between summative and formative feedback | |||
* role play giving and receiving formative feedback | |||
|ict= | |ict=In this session you will continue consolidating the ICT skills | ||
you have learnt so far, and apply them in the classroom. You will be | |||
able to apply AfL techniques in conjunction with ICT classroom use as | |||
well. | |||
}} | }} | ||
= {{name for review of follow up}} = | = {{name for review of follow up}} = | ||
| Line 24: | Line 25: | ||
{{review of follow up}} | {{review of follow up}} | ||
= | = My assessment inventory = | ||
{{ednote|text= | {{ednote|text= | ||
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}} | }} | ||
{{activity|Individual work}} Update the assessment inventory | {{activity|Individual work| updating assessment inventory.|5}} Update the assessment inventory {{File|My assessment inventory.doc}} that you started at the beginning of Unit 4. Add the date in the third row and describe your current understanding of assessment by identifying different kinds or elements of assessment. Then record the assessment measures that you have used. Please take care that you mention only the measures that you '''have used''' yourself and not the measures that you know of but have not tried. | ||
= | =Examples of different types of feedback = | ||
You have seen a short video clip of this same lesson before when you discussed mixed pace group work. During the lesson portrayed in these 2 video clips, Judith assigned groups to work on maths problems together. She invited students to share how they worked out the problems. Then she invited group secretaries to report the answers of their group. Finally, she assessed each group’s learning by involving all students in the whole-class assessment. | You have seen a short video clip of this same lesson before when you discussed mixed pace group work. During the lesson portrayed in these 2 video clips, Judith assigned groups to work on maths problems together. She invited students to share how they worked out the problems. Then she invited group secretaries to report the answers of their group. Finally, she assessed each group’s learning by involving all students in the whole-class assessment. | ||
In today’s session the first short clip (group working on maths problem: duration | In today’s session the first short clip (group working on maths problem: duration 36 secs.) and the first part of the second clip (one girl shows her group’s working) will help to familiarise you with the context. Then watch the final part of the second video from the perspective of assessment (Judith goes through the groups’ answers: clip duration is 2.36). Discuss the episode afterwards using the stimulus questions below. | ||
'''Video sequence:''' | '''Video sequence:''' | ||
{{: video/Judith_division_group_talk.m4v }} | {{: video/Judith_division_group_talk.m4v }} | ||
{{activity| | {{: video/Judith_division_demo_and_scoring.m4v }} | ||
{{activity|otr|: Video clips involving students in assessing their own learning.|10}} Suggested questions for reflection: | |||
* Judith involved all students in assessing the learning of their own group. Share any personal experiences when you have involved students in assessing their own learning as a group. | * Judith involved all students in assessing the learning of their own group. Share any personal experiences when you have involved students in assessing their own learning as a group. | ||
** What was your topic? | ** What was your topic? | ||
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* Can you think of other ways of giving feedback (besides giving marks) to students and involving them, so that they can be aware of their own learning? | * Can you think of other ways of giving feedback (besides giving marks) to students and involving them, so that they can be aware of their own learning? | ||
{{activity|Whole group discussion}} Reflect on these questions as you watch the following video, then discuss them: | {{activity|Whole group discussion| on formative assessment video.|10}} Reflect on these questions as you watch the following video, then discuss them: | ||
* From Shirley Clarke’s brief description at the beginning, what do you think was the most significant point related to feedback? | * From Shirley Clarke’s brief description at the beginning, what do you think was the most significant point related to feedback? | ||
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{{: Video/Secondary improvement marking.mp4 }} | {{: Video/Secondary improvement marking.mp4 }} | ||
{{activity|Whole group discussion}} Suggested questions for reflection: | {{activity|Whole group discussion| on giving written feedback.|10}} Suggested questions for reflection: | ||
* How was feedback in this video clip different from the clip of Helen? | * How was feedback in this video clip different from the clip of Helen? | ||
* What are the advantages of giving written feedback to students? | * What are the advantages of giving written feedback to students? | ||
* Do you think giving written feedback is possible in your context? What could be the issues? Discuss ways to solve these issues with your peers. | * Do you think giving written feedback is possible in your context? What could be the issues? Discuss ways to solve these issues with your peers. | ||
= | = Understanding summative and formative feedback = | ||
{{ednote|text= | {{ednote|text= | ||
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For the activity of drawing and labelling parts of the body, your success criteria are that your picture should show: (1) at least three parts of the body that are sense organs and (2) at least three parts of the body that have joints. | For the activity of drawing and labelling parts of the body, your success criteria are that your picture should show: (1) at least three parts of the body that are sense organs and (2) at least three parts of the body that have joints. | ||
Ask the participants to | Ask the participants to turn to the third Activity ('Understanding summative and formative feedback') from the current session’s printouts. | ||
}} | }} | ||
Look at the example below. Two teachers - Teacher A and Teacher B have given | Look at the example below. Two teachers - Teacher A and Teacher B have given feedback on this work. | ||
[[Image:4.3 teacher feedback on drawing.png|600px]] | [[Image:4.3 teacher feedback on drawing.png|600px]] | ||
{{activity| | {{activity|wcd|: on the quality of feedback given.|10}} Questions for reflection: | ||
* What are some differences between the feedback given by Teacher A and Teacher B? | * What are some differences between the feedback given by Teacher A and Teacher B? | ||
* How would the feedback differ if it was given in the whole class (oral) or to the individual student (oral or written)? | * How would the feedback differ if it was given in the whole class (oral) or to the individual student (oral or written)? | ||
{{activity| | {{activity|ia|: Reading about the differences between summative and formative assessment.|10}} Read the following: | ||
Some common characteristics and differences between summative and formative feedback are: | Some common characteristics and differences between summative and formative feedback are: | ||
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}} | }} | ||
= | = Giving formative feedback = | ||
Read the Science question below and the responses from two students. | Read the Science question below and the responses from two students. | ||
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|} | |} | ||
{{activity|Whole group | {{activity|wcd|: Whole group brainstorm on what feedback to give the students.|5}} As a group, brainstorm: | ||
* What will be my feedback to Mary? Why? | * What will be my feedback to Mary? Why? | ||
* What will be my feedback to Mulenga? Why? | * What will be my feedback to Mulenga? Why? | ||
{{activity|Role play| teacher-student feedback in pairs.|5}} Break into pairs, assign roles (teacher, Mary/Mulenga), and do a role play for 5 minutes. The person playing the teacher gives the feedback (based on the brainstorm you have just done), and the other participant (playing first Mary and then Mulenga) responds to the teachers comments or keeps a note of how the feedback makes them feel. Then swap roles and role play again. | |||
{{ednote|text= | {{ednote|text= | ||
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It is expected that participants’ feedback will evolve during the brainstorm. This will happen if you reinforce the points below through modelling them yourself. | It is expected that participants’ feedback will evolve during the brainstorm. This will happen if you reinforce the points below through modelling them yourself. | ||
}} | }} | ||
{{ednote|text= | |||
Limit the time to 5 minutes. | |||
}} | |||
{{activity|wgd|: Whole group discussion on teacher-student role plays.|5}} Come back together as a group. Discuss the role plays. Was is easier to give feedback to Mary or Mulenga? How did you feel when you were receiving feedback? Make a note of any particular points that you could use in the future when giving feedback to students. | |||
While giving formative feedback (individually or in whole class): | While giving formative feedback (individually or in whole class): | ||
* always '''begin with what is good''' about students’ work or which success criteria have been met | * always '''begin with what is good''' about students’ work or which success criteria have been met and appreciate students’ responses | ||
* ask students to '''reflect on which criteria was/were not met''' before you tell them. | * ask students to '''reflect on which criteria was/were not met''' before you tell them. | ||
* ask students '''what they could do next time''' / could have done this time to meet the success criteria | * ask students '''what they could do next time'''/could have done this time to meet the success criteria | ||
* '''suggest some points''' on which students could act '''immediately''' / in near future | * '''suggest some points''' on which students could act '''immediately'''/in near future | ||
* for high achievers suggest some points that can be achieved beyond the success criteria | * for high achievers suggest some points that can be achieved beyond the success criteria | ||
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}} | }} | ||
{{Related resources|text= | |||
This '''Zedupad''' resource ''Fred the Fly learns about Malaria'' (see link below) is an informative interactive resource with multiple choice questions on malaria prevention and a drag and drop activity at the end that could be used as part of a formative assessment. If you decide to use the resource, remember to plan in advance of the lesson what the success criteria will be and how you are going to provide feedback to the students. | |||
[[Image: malaria1.jpg|200px]] | |||
http://www.zedupad.com/zambian_school_lessons.php | |||
}} | |||
= {{Name for ICT practice with dtgw}} = | |||
{{:OER4Schools/ICT/include}} | |||
= {{Name for connecting with overarching goals}} = | = {{Name for connecting with overarching goals}} = | ||
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{{activity|Agreeing follow up activities|5}} | {{activity|Agreeing follow up activities|5}} | ||
{{fup|A}} Update the electronic version of “my assessment inventory”. Open your file from your ‘files area’ on your desktop. Fill it in and save it again. Remember to bring the paper inventory to every session and make an entry in the electronic inventory every week. | |||
: | : | ||
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::'' | ::'' | ||
{{fup|B}} For any topic that you are teaching this week, display the learning objective and success criteria. Then randomly choose a student’s work and assess it with the whole class with reference to the success criteria. You can watch Helen’s video clip again as an example for this homework. Record your experience on the dictaphone. | |||
{{fup|C}} For a topic that you teach this week, give oral formative feedback to two students who (a) perform well and (b) struggle in the lesson. Record answers to the following questions on the dictaphone: | |||
* What feedback did you give to each student? | |||
* Why did you give that feedback? | |||
* What difference did your feedback make to your students’ learning? | |||
If possible, | |||
{{fup|D}} Give written feedback to a few students in your class this week. Record your observations of the experience and students’ learning on the dictaphone. | |||
If possible, take pictures of the written work and your feedback with a digital camera. Upload it onto the server. Otherwise, bring the samples of your written feedback in the next workshop session. | |||
{{setting of follow up}} | {{setting of follow up}} | ||
