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Marking, Feedback and Assessment Unit two: Giving & Receiving Feedback Presenter details and credentials DEVELOPING EXCELLENCE TOGETHER 1 Giving and using feedback DEVELOPING EXCELLENCE TOGETHER 2 Sharing ideas about what kinds of feedback work well DEVELOPING EXCELLENCE TOGETHER 3 Collect strategies from different subjects and ages of pupils. Say how you can apply other people’s ideas in your lessons. DEVELOPING EXCELLENCE TOGETHER 4 What can you do to help your pupils learn by looking critically at examples of work? DEVELOPING EXCELLENCE TOGETHER 5 What can you do to help your pupils learn to get what they’re doing right? DEVELOPING EXCELLENCE TOGETHER 6 What can you do to help your pupils learn by getting advice from different people? DEVELOPING EXCELLENCE TOGETHER 7 What can you do to help your pupils learn by having lots of feedback while they’re learning and practising? DEVELOPING EXCELLENCE TOGETHER 8 What can you do to help your pupils learn by having time and support to use their feedback? DEVELOPING EXCELLENCE TOGETHER 9 What can you do to help your pupils learn by seeing what they’re getting better at? DEVELOPING EXCELLENCE TOGETHER 10 Analysing feedback in action and prescribing for success DEVELOPING EXCELLENCE TOGETHER 11 Analysing feedback View the work of Woodbury Down Community Primary School, Hackney, London. What do the teachers and assistants do, and what do the pupils do, with good effect in terms of marking, feedback and assessment? The next slide gives a format. DEVELOPING EXCELLENCE TOGETHER 12 Analysing feedback Analyse feedback in lessons on the video, and make notes about actions. (ii) The pupils: The teachers and assistants: ……………………………… ……………………………… ……………………………… ……………………………… ……………………………… (i) ……………………………… DEVELOPING EXCELLENCE TOGETHER 13 Analysing feedback What do you do and what do your pupils do, when marking, feedback and assessment contribute well to teaching and learning? Look at Handout 2.1 for prompts. Prepare a statement. The next slide gives a format. DEVELOPING EXCELLENCE TOGETHER 14 Analysing feedback When marking, feedback and assessment are successful for us and for our pupils, (i) we: (ii) and our pupils: …………………………… ………………………………… …………………………… ………………………………… ……………………………. ………………………………… DEVELOPING EXCELLENCE TOGETHER 15 Activities for effective assessments How can you set up activities in lessons and for homework to include effective assessments? DEVELOPING EXCELLENCE TOGETHER 16 Activities for effective assessments Choose a sequence of activities your pupils are going to go through in the near future. Focus on the marking, feedback and assessment you want your pupils to benefit from. Handout 2.2 gives a format for you to record your planning. DEVELOPING EXCELLENCE TOGETHER 17 Activities for effective assessments Be ready to share reflections with the group. What will happen to help your pupils: look critically at examples of work? get what they’re doing right? get advice from different people? have lots of feedback while they’re learning and practising? have time and support to use their feedback? see what they’re getting better at? DEVELOPING EXCELLENCE TOGETHER 18 Activities for effective assessments As a whole group, share your reflections about: what currently helps you plan for productive feedback what else might help you. Record notes on your conclusions, to be used in a later training session. The next slide gives a format. DEVELOPING EXCELLENCE TOGETHER 19 Activities for effective assessments These things currently help us plan and use feedback effectively: …………………………………………………… …………………………………………………… These things could help us further: …………………………………………………… …………………………………………………… DEVELOPING EXCELLENCE TOGETHER 20 How can you and your pupils follow up on marking and feedback? DEVELOPING EXCELLENCE TOGETHER 21 Follow up on marking and feedback Use Handout 2.1 In twos or threes discuss your current preferred ways of enabling your pupils to act on their feedback, and strategies you would like to develop. Make notes for yourself. Share ideas as a whole group. The next slide gives a format. DEVELOPING EXCELLENCE TOGETHER 22 Follow up on marking and feedback Our current preferred methods for enabling our pupils to act on their feedback: …………………………………………………… …………………………………………………… Strategies we would like to try out as a way of enhancing our pupils’ learning: …………………………………………………… …………………………………………………… DEVELOPING EXCELLENCE TOGETHER 23 Follow up on marking and feedback Evaluation and looking ahead. What has gone well in this session? Are there any matters to follow up? DEVELOPING EXCELLENCE TOGETHER 24