Summative assessment is a dead duck. We all know this. Aside from a final examination, all of the assessment we do these days should be formative. It should enable the student to improve. Yet still we use written tests which give students a score, a grade or percentage. Now, of course a student can self-reflect on why they got the grade they did or the teacher can go through the test paper explaining errors but to do this on an individual, rather than whole-class basis is almost impossible. How then does a teacher give rich and detailed feedback to their students without it being a huge increase in workload? The answer is diagnostic testing, a technique which allows formative feedback to be generated from summative feedback.
Video production company Mediamerge has released a new range of primary lessons filmed in three very different schools to add to an expanding collection of observation training videos. One of these schools, Irchester Community Primary in Northamptonshire, received recognition from Ofsted as an “example of good practice in science teaching”.
As we March (ahem) into the spring, it is time to find sunshiny shortcuts and time-saving strategies, dear IMS-reader. The questions this month have been based around improvement and engagement. Please send in questions for next month via email@example.com for next months piece.
When it comes to learning, feedback is critical. So when it comes to one's writing, the principle is no different.
I have been teaching English for only six years but have struggled with this feedback process time and time again. I realise it is the most important part, and yet to do it effectively, I must commit literally hours to making sure I do it right. It's the proverbial thorn in my side.
Then when we went 1:1 with iPads in December of 2011, we discovered Notabilty. I played around with it and at first was impressed. I thought it to be a very versatile note-taking app. Then I discovered that it also has the ability to record audio along with the notes. And that's when the lightbulb exploded.
People who have read my #marginalgains blog posts will know I am going over old ground here – intentionally so – as I am looking to dig deeper towards the key marginal gains that have the biggest impact on learning. For me, formative oral feedback and questioning are the two key ‘hinge point marginal gains’ that make for great teaching and learning. My previous #marginalgains blog identified new teaching strategies for these two key area of pedagogy, but here I wanted to use this blog to reflect on what I view as the most high impact formative oral feedback strategies that I have been using in my everyday practice. I want to use my list as a reminder, each time I plan lessons, of the key strategies to use – as it is too easy to forget and slip into autopilot planning, forgetting even our most effective of strategies.
In the latest OFSTED guidance, they have clearly stated that lesson planning should not be inflexible, that teachers should react to the progress, or the lack thereof, of their students. This is heartening recognition of what we have known all along – and that is that teaching and learning are contingent activities. Learning is often problematic, changeable, non-linear, beset by a host of unique factors that cannot be exactly replicated (but with experience we can determine common patterns). We must therefore be constantly tracking the evidence of learning with as much precision and skill as we can. That is why effective teaching hinges absolutely on oral formative feedback and questioning on a lesson by lesson basis. It appears to me that the greatest benefit of experience that I observe in excellent teachers is the recognition of how and when to elicit feedback, with the nuanced understanding of what questions to ask, how and when. I have drawn upon this wealth of experience for my top ten – indeed it is my inept stumbling near the shoulders of giants that is responsible for the whole lot!