Making Feedback Count

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Making Feedback Count

• Closing the Gap

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Overview of value for money
Promising
May be worth it
10
Effect Size (months gain)
Notworth it
0
0
1000
Cost per pupil
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Dylan Wiliam "What works? is never the right
question. It should be, what works where?And for
whom? Teaching is complicated" Key features of
Assessment Framework - 1 in 6 feedback -
Written feedback - Oral feedback - Whole class
oral feedback - Self-assessment - Peer
assessment
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Planning for progression

• Starting point - what can they already do. Set
  initial targets for progress.
• Mini-milestone - what can they do with extra
  knowledge and skills? Formative assessment.
• End of unit - redraft mini, measure progress and
  provide summative feedback

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Formative assessment

• Written Feedback
• take the form of an enabling comment
• highlight what has been done well in terms of
  achieving the learning objectives
• point out ways in which to improve and to access
  the next level or grade
• Providing a clear written target that relates
  specifically to the assessment criteria
• Using specific, accurate and clear comments (eg.
  "It was good because you..." rather than just
  "correct", or "to improve you should..." rather
  than comments about presentation of work or
  levels of effort)
• Using a diagnostic grid, marking successes and
  areas for improvement against grade or level
  criteria for students to work out where they
  currently are, and what steps to take next
• Reviewing how much progress has been made on
  targets set by the students or their peers (eg.
  "I can see that you focused on improving X as it
  is much better than last time's Y...")

1. Diagnostic grids (levels/grades and criteria)
2. WWW/EBI or 2 stars and 1 wish
3. Posing questions that they have to answer
4. Strategies to include the students and reduce
   workload!

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Improving written feedback
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Diagnostic grids
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DIRTDirected Improvement and Reflection Time

1. A questionnaire to explore areas to improve on,
   effort levels, how will I revise?
2. Answer the questions that you have posed
3. Redraft a section to make the suggested
   improvements
4. Create differentiated lessons for different
   groups of learners
5. Double mark their progress

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AfL - informing your teaching

1. Seating plans
2. Home and away groups
3. Differentiated lessons

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Double marking
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Peer marking
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Oral Feedback
can be used to provide the same information as
written feedback engages learners in a
coaching-style dialogue framed around identifying
options and best ways forward can result from
learners reflection on their learning should
be recorded by students in exercise books or on
their work as appropriate, to provide evidence of
feedback given
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Market place

1. Bright ideas sheets
2. Sign up for follow up from me on a specific area

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Useful links
A great post by Tom Sherrington, with useful
strategies to close the marking gap
http//headguruteacher.com/2012/06/17/264/ Useful
OFSTED case study http//www.ofsted.gov.uk/resou
rces/good-practice-resource-making-marking-matter
The original research about AFL that is still
required reading for teachers Inside the Black
Box, by Black and Wiliam https//www.measuredpr
ogress.org/documents/10157/15653/InsideBlackBox.pd
f