Module 2: Written feedback - PGCE

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help the pupils bridge the gap between present performance and future targets. • Research shows that pupils and parents are frequently confused by effort and attainment grades. Grades encourage pupils to look for ways to get the best marks rather than find what they need to do to improve their learning. Effort grades are subjective and can engender feelings of injustice. • Pupils’ perception of what marks such as A+, C–, 5/10 mean is often different from what the teacher intended. This is because the mark scheme or criteria have not been sufficiently shared with the pupils. • Research on marking reported in Inside the black box: raising standards through classroom assessment (Black and Wiliam, 1998) indicates that giving marks to pupils can act as a disincentive. For example, pupils who receive 2/10 can be disillusioned and the mark can serve to reinforce their poor performance. Those pupils given 9/10 receive satisfaction but no incentive to keep improving. Task B (15 minutes) Ask participants to skim-read handout 4.2.3, Fiona’s work, in pairs. Tell them to note the structure – it includes: • the lesson objective; • differentiated pupil outcomes; • the work of one pupil (Fiona); • the teacher’s response. Handout 4.2.3 Task B Handout 4.2.3 Fiona’s work Handout 4.2.3 cont. The following example of work is from Fiona’s logbook. All pupils complete this type of logbook at the end of the week in Key Stage 3. Logbooks provide valuable information about what the pupils have learned. Some work is marked in detail as indicated below because these items have been identified as milestones in all pupils’ learning. The objectives are shared with pupils and the teacher uses the expected pupils’ outcomes to interact with pupils while they complete their logbooks. This can now be related to the yearly teaching objectives for Year 7. The lesson objectives are: To be able to use a simple particle model to explain: • why diffusion only occurs in liquids and gases; • what happens when air is heated in a can with a lid. (These are shared with pupils.) The expected pupils’ outcome is a way of showing how pupils of different ability may demonstrate their achievement. A Uses the correct terminology to describe the sequence of the process when: • two different gases diffuse; • air expands and pushes and releases the lid of the can. This is broadly related to level 4. B Explains using a simple particle model or using drawings: • how the particles in a gas are constantly moving, bumping into each other and the walls of the container. When two gases are brought together such as bromine and air, the particles’ continual movement allows them to gradually mix together. By the end, the particles of air and bromine have completely mixed. This process occurs independently of the density of each gas. Start to relate the process of diffusion to liquids. • how air expands when it is heated. The particles move faster and faster as the temperature increases. Finally, the number of collisions on the lid is too great and it is released. This shows aspects of the yearly teaching objectives for Year 7 and is broadly related to level 5. C Is confident in explaining all the outcomes broadly related to level 5. In addition can explain or use drawings to show: • why the structure of the solid prohibits the process of diffusion occurring; • how the increase in energy of the air particles is linked to the increase in the number of collisions between particles and the walls of the can. This increases the force on the walls of the can and its lid. Finally, the force is strong enough to release the lid. This shows aspects of the yearly teaching objectives for Year 7 and is broadly related to level 6. Say that it is important to highlight that not all of the pupils’ work is marked to this level of detail. The science department identifies key objectives in their scheme of work that represent milestones in pupils’ learning. These milestones are assessed and marked in detail shown in Fiona’s work on diffusion. Other ongoing work is acknowledged in different ways, clarified in the school’s assessment and feedback policy. After 5 minutes, ask for comments about the science teacher’s feedback. Show slide 4.2.6 to conclude, elaborating with the following points as necessary. 6 Whole-school development in assessment for learning | Presenter’s Notes © Crown copyright 2004
Slide 4.2.6 Make the following points. • The teacher’s comments are directly linked to the lesson objectives and the learning outcomes. Fiona is working broadly at level 5 and the teacher’s comments are encouraging her to develop the ideas associated with level 6. • The teacher provides positive feedback about how Fiona has exemplified her learning. (Give example from the handout 4.2.3.) • Through the use of questions, the teacher is encouraging Fiona to develop a greater depth of understanding. The teacher is therefore challenging Fiona to think rather than provide the correct answer. • The comments are written in an encouraging manner with an opportunity for discussion with the teacher. There is an opportunity in the logbooks for pupils to raise questions. This can be used as a starting point for discussion about developing ways of learning. • Work not responded to in detailed written feedback is responded to in a variety of other ways, e.g. through peer and self assessment, lighter touch marking and oral feedback to groups or individuals. • From Fiona’s marked work it is easy to check whether she has met the objectives. Planning the expected outcomes for pupils of differing abilities helps the teacher to challenge them during the lesson. It also saves time in setting the next steps in the pupils’ learning. In this case the teacher prefers to use questions to which Fiona is expected to respond. • Giving written feedback in this way is time-consuming and demanding for the teacher. In practice, selective but detailed marking of books makes effective use of teacher’s time. • Pupils need to be prepared to respond to the teacher’s marking. This is often easiest through comments phrased as questions. • The frequency of such detailed feedback needs to be explained in the whole-school policy which should clarify the different types of feedback and their expected use. 7 Unit 4, Module 2: Written feedback © Crown copyright 2004
Page 1 and 2: Unit 4 Module 2: Written feedback O
Page 3 and 4: Show slide 4.2.3. Slide 4.2.3 Expla
Page 5: Ask participants to work in pairs.
Page 9 and 10: Slide 4.2.8 Slide 4.2.9 Handout 4.2
Page 11 and 12: PowerPoint slides 11 Unit 4, Module
Page 13 and 14: Slide 4.2.1 Objectives • To recog
Page 15 and 16: Slide 4.2.3 Written feedback Factor
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Page 19 and 20: Slide 4.2.7 Analysing teacher comme
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Page 23 and 24: Handout 4.2.1 cont. Teacher comment
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Page 27 and 28: Handout 4.2.3 Task B The following
Page 29 and 30: Handout 4.2.3 cont. The teacher’s
Page 31 and 32: Handout 4.2.5 • In a department m

Module 2: Written feedback - PGCE

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