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{{OER4S}}
{{OER4S
 
|title={{Get session title}}
= Review of Classwork and Homework activities =
|session=4.3
 
}}
{{activity|Whole group discussion}}
{{OER4SchoolsWSInfo
 
|intention={{ OER4SchoolsWSInfo/intention intro}}  
* Did you type your responses to the '''My Assessment Inventory''' on the Word document and save it in your files area on the desktop? Discuss if there were any issues as this activity will be repeated again this week.
* using an assessment inventory as a self-assessment measure
* Share the new points that you have found from reading of your group’s pages from the document ‘AfL-Guidance for KS1-2-2007’. Elaborate these points with examples from your understanding that has been shaped by your teaching experience. Also share examples given in the document.
* two types of feedback ('''summative feedback and formative feedback''') and their use in AfL
* how to give formative feedback
|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


{{ednote|text=
|ict=In this session you will continue consolidating the ICT skills
Highlight to the teachers that in the document it is explicitly mentioned that Learning Objectives and Success Criteria should be negotiated with the pupils. This will happen gradually when students get used to hearing the Learning Objectives and Success Criteria in every lesson and working to achieve them. Teachers should assess when their students are ready for the negotiation and then introduce it.
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.
}}
}}


* Which Learning Objectives and Success Criteria did you form during the week? Did you face any issues in forming them (e.g. too wide/ too narrow, language child-friendly or not)? Share some examples with your peers.
= {{name for review of follow up}} =
* Did you try to share the Learning Objectives and Success Criteria with your students? How did you do it? (e.g. writing on the board, telling orally, displaying on a chart)
* Did you remind students about these objectives during the lesson? What were your students’ responses to these? (Remember we do not expect immediate improvement in learning but awareness of the objectives at this time should also be helpful in some ways. Share these experiences, if there were any.)
* Did you try one or more activities adapted for AfL in your classroom?
** Which activity(ies) did you try and for which topic?
** Did you find it useful for assessing students’ learning?
** What steps did you take to follow up on what you learned from the assessment (e.g. revising the topic or increasing the challenge)?
 
= Objectives for this session =


* Learning to use inventory as a self-assessment measure
{{review of follow up}}
* Understanding the two types of feedback - summative and formative
* Learning to give formative feedback
* Learning sequencing as an ICT activity for AfL


= Activity One: My assessment inventory =
= My assessment inventory =


{{ednote|text=  
{{ednote|text=  
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}}
}}


{{activity|Individual work}} Update the assessment inventory that you started last week [[File:My assessment inventory.doc]]. 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.
{{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.


= Activity Two: Video watching =
=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 is 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.
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|name=Judith_division_demo+scoring.m4v}}


{{activity|Whole group discussion}} Suggested questions for reflection:
{{: video/Judith_division_group_talk.m4v }}
 
{{: 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?
* What do you notice in Helen’s discussion about the drawing when she was talking to the whole class?  
* What do you notice in Helen’s discussion about the drawing when she was talking to the whole class?  
* Do you think Helen’s feedback to the boy was fair? Why?
* Do you think Helen’s feedback to the boy was fair? Why?
* Helen’s feedback was not quantitative but qualitative. Do you think this was more helpful or less helpful than the quantitative feedback? Why?
* Helen’s feedback was not quantitative but qualitative. Do you think this was more helpful or less helpful than the quantitative feedback? Why?


'''Shirley Clarke video on feedback''' (YouTube): Watch from 0:00 to 4:37  
'''Shirley Clarke video on feedback''': Watch from 0:00 to 4:37  
{{video|src=D7XpUqNnKtI|name=Formative Assessment in Schools.mp4}}  
 
{{: Video/Formative Assessment in Schools.mp4 }}


* '''(Optional extra question, skip if there is less time)''' Imagine this situation: Helen was assessing the boy’s drawing at home i.e. when the child was not physically present near her. Would she still be able to give qualitative feedback? What would it look like?
* '''(Optional extra question, skip if there is less time)''' Imagine this situation: Helen was assessing the boy’s drawing at home i.e. when the child was not physically present near her. Would she still be able to give qualitative feedback? What would it look like?


{{video|name=Teacher’s TV video: Secondary improvement marking.wmv}}
Now watch the following video showing a different form of feedback.
 
{{: 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  =
= Activity Three: Understanding summative and formative feedback  =


{{ednote|text=
{{ednote|text=
Remind participants about Activity Two from last session (Unit 4 Session 2): Read Question 3 again for the benefit of the participants. It was:
Remind participants about the second Activity from last session (Unit 4 Session 2): Read Question 3 again for the benefit of the participants. It was:
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 open Activity Three from the current session’s printouts.
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 oral feedback on this work.
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|Whole group discussion}} Questions for reflection:
{{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|Individual task}} Read the following:
{{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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}}
}}


= Activity Four: Giving formative feedback  =
= 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 discussion}} Brainstorm as a class:
{{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. 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  


{{ednote|text=
{{ednote|text=
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}}
}}


= Activity Five: Sequencing - Use of ICT for AfL =
{{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}} =
 
{{Activity for connecting with overarching goals}}
 
= Follow-up activities =
{{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.
:
 
:''Your success criteria for all Formative Feedback homework below are:
::
::* identifying evidence where the student performed well and appreciating that performance
::* identifying evidence where the student could improve and giving practical tips for improving
::* suggesting a higher target for high achieving students
::''
 
{{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?
 
{{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.
 


{{activity|Pair work}} Some pictures related to the life cycle of a butterfly are downloaded on the netbooks. With a same grade buddy, use Slideshare to arrange and present them in the right sequence.


{{activity|Whole class}} Brainstorm some topics that you can assess using the activity ‘sequencing’. Then discuss:
{{setting of follow up}}
* How many pupils should work together on this activity in the class for appropriate AfL?
* Is it feasible to carry out this activity in the class? Why?
* What steps can be taken to make this activity more feasible?
* What can be the formative feedback if
# a student is quickly able to sequence accurately
# a student is partially accurate in sequencing, and
# a student gets them all wrong? 


= Homework =
{{activity summary}}


* 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.
{{OER4S_NextSession}}
* 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.
* 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?
* 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, click 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.
* Download pictures for a topic that involves sequencing (you would have identified some of these during activity five) onto the netbooks. You can find open resources (Creative Commons licensed) at http://www.flickr.com/search/advanced/. Carry out the activity in your class:
** Ask groups of pupils to arrange the pictures in the right sequence using Slideshare.
** Then they can use a mini blackboard to record – or ideally, each group can open a new file in Open Office to write  a few words, for example if they were describing a life cycle, they can write/type at least one word to describe each picture.
** Give formative feedback too.
** Record your experience on the dictaphone.
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