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OER4Schools/Formative feedback: Difference between revisions
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|intention={{ OER4SchoolsWSInfo/intention intro}} | |intention={{ OER4SchoolsWSInfo/intention intro}} | ||
* using an assessment inventory as a self-assessment measure | * 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 | * 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. | |||
}} | }} | ||
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* 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]] | ||
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}} | }} | ||
{{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. | {{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 and appreciate students’ responses | * 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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= Follow-up activities = | = Follow-up activities = | ||
{{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. | {{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|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: | {{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? | |||
{{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. | {{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. | ||
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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. | 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}} | ||
