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TA L3 assessment - STA level 5 recording

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>> Welcome to this um teaching assistant

level three session on assessment.

The aims of the session are to explain

the importance of providing feedback and

think about how you can do this

effectively within your role. Um that

covers um K1 and S16 of the criteria.

We'll also be looking at how you can

identify um the principles of target

setting and how setting targets can

support next steps in pupil's learning.

Um that is K4.

We'll be looking a little bit at the

learning assessment and feedback cycle

of K7

and identifying methods of formative

assessment and how these can be applied

for K8 and S11.

And finally, we'll be looking at methods

of observing, recording, and reporting

and how you can report on learners um

and their achievements in line with your

school's procedures for K9 and S10.

So, there's quite a breadth of um sort

of knowledge to be shared within this

session on assessment. So have a think

and just note down a baseline of your

confidence level with assessment at the

moment and keep that somewhere so you

can review your progress at the end of

The first thing to do is to actually

consider what is meant by assessment.

Um and essentially it's the process of

checking what a learner knows, what they

understand, and what they can do.

So it's a way for you as TAs as well as

teachers and anybody else working with

the child to plan next steps for

children to support them by giving them

feedback on their achievements and to

help them make progress. And generally

even though your roles might be slightly

varied um within that generally your

role will have an element of supporting

the teacher to assess progress of

pupils. That could be that you are

involved in sort of giving feedback. It

could also mean that you are um

observing um the pupils um and watching

what they can do and making notes on

that. And maybe you're collecting

evidence through perhaps taking

photographs of the pupil's um work. You

might be um sort of collecting evidence

from books um and sort of making notes

on that as well.

You might also be supporting pupils with

some of the tasks that they need to do

and possibly helping um to interpret the

assessment results so that you can work

with the teacher to plan what's going to

happen next for that pupil. So, it's

probably worth just taking a moment now,

just pause the recording and just note

down what elements of your role you feel

link into assessment. And I've just

given you some ideas if you wanted to um

rewind the video and just um pause it as

as a little test for you at the

beginning, you can just have a think

about what types of assessment you are

aware of. Um, so again, um, stop the

recording now and just note down what

comes to mind when you think of

assessment. Um, what sort of things do

you do within the classroom that would

come under the heading of assessment?

And do you know the the names of any

types of assessment that take place regularly?

So if you check um down your list, this

is not sort of exhaustive, but you might

have um some of these options covered.

Formative assessment. Well, these are

things like you know ongoing

assessments. So things that you do in

the moment all day every day. So your

formative assessments are your quizzes

that you do where you're asking children

questions. You might be having a

discussion with pupils um to tease out

what their knowledge is on an area. You

might even just be observing what

they're doing um to see whether or not

they are understanding the task that's

been set for them.

It can include um techniques like

putting your thumbs up, putting your

thumbs down um so the children can give

you that kind of acknowledgement of how

well they're doing. And it could be that

you are giving verbal feedback and

they're giving verbal feedback to you as

well in terms of how well they're doing

um and what they have perhaps stuck

with. And we will look a little bit

later at some formative assessment strategies.

strategies.

But essentially what formative

assessment is is it's this ongoing

monitoring. It's not something that you

just do once and forget about it. It

should be taking place all day in all

the lessons in all the activities that

you are um completing with children. You

should be formatively assessing them

because then you can adjust the activity

to make it easier, make it harder um and

support if necessary.

Another type of assessment is summative.

And as we've seen, formative assessment

is what you do on a daily ongoing basis.

Um, a summitative assessment is a bit

more final. It's a summary of learning

as it would suggest. So, this is like

maybe an exam. If you're in secondary

school, think about GCSE exams or Alevel

exams. They are summitative because they

measure progress at the end of um a key

stage. Um you've got SATs within key

stage two phonics screening checks in

year one. All of those big tests and big

assessments um come at the end of a

particular period of learning or the end

of a key stage.

Sumitive assessments can also come at

the end of a term. You might have a

termly assessment where you are

assessing pupil's knowledge on

everything they've learned in that term.

um or the end of a unit of work or the

end of a course as well. So it's a

summary um which evaluates their overall

understanding and skills

and as we've seen sometimes summative

assessments can help us on a daily

basis. So whereas they are distinct in

the sense that one summarizes learning

and another is this ongoing um

assessment, we can use those final end

of term assessment results to consider

how we're going to plan the lessons

You might also complete things like

diagnostic assessments. Now these are

used at the start of a topic, the start

of a term, the beginning of any period

of learning to basically see what the

children can already do. So we want to

know what their prior knowledge is. You

know, are there any learning gaps, what

can they already do, and what do they

need to be able to do? Um so a

diagnostic um assessment can be quite

helpful so that you don't spend two or

three lessons going over things that the

children already know but you want to

move their learning forward.

And ipsative assessment is where learners

learners

you compare their current performance to

their past performance rather than to

each other. So this is where you might

have a tracker um and you might look at

what the child could do at the end of

the autumn term versus what they can do

now at the end of the spring term. So

you are comparing their performance um

within themselves to see how much

progress um they've made in in something

in an area

um rather than you know saying that they

are at the expected standard or greater

depth compared to everybody else.

And then the final type um that is

really quite helpful um is peer and self

assessment. So peer assessment where

pupils have the opportunity to evaluate

and assess a partner's work or their

friend's work. They get to have a look

and support them to improve. They also

gain ideas because if you read your

friend's work and they've put something

in that you've forgotten, then it can

help um the person doing the assessment

to improve their own work. And also it

can help the child to receive some

feedback that is kind of on their level

um non-judgmental and can be quite supportive

supportive

and self assessment where children are

able to think a bit more independently

and begin to develop that awareness of

what do they need to be able to do to

improve themselves.

You will be aware that with peer and

self assessment some training does need

to take place with pupils. So you can't

expect to just put something in front of

them and say I'd like you to self assess

it if they've had no training on self

assessment because they might say

they're brilliant at something when

you're thinking there's a lot of work to

be done. So it is a training um specific

need where pupils might have some work

on things like um the success criteria

for the lesson. Understanding what does

it actually mean? Um how do I know that

this has been included in my work? Can I

compare it to a really good model like a

waggle or what a good one looks like?

How far does my piece of work compare or

match with the worked example? Um, does

it look like this? Does it look like my

friends? Um, is what do I need to do to

improve myself? And these can be quite

difficult skills. Children are

inherently self-critical of themselves.

They often don't want to sort of say

that they are brilliant at something.

They might be a bit harsh and think

something's not as good as it is. Or you

can equally have children who think

everything's brilliant, their friend's

brilliant, and that's not really

developmental either. So,

So,

having suggested a few of those, it's

probably a good moment to stop the

recording again and kind of just reflect

on um your role in assessment and the

types of assessment from the list that

I've just read out that you are familiar

with within your school. And if there's

any that I have said that you're

thinking, I'm not entirely sure what

that means, then that's something you

can look up in your off the job time.

And observing is really good for that.

So observing other teachers, observing

other TAs, just having the opportunity

to go into other classrooms, working

with other groups of children to explain that.

So we looked at the learning assessment

and feedback cycle in the pedagogy um

session. Um and we looked at how when

learning takes place, you are then

assessing um what the pupils can do and

providing feedback to them. And if you

provide feedback, it should help them to

progress with their learning. And then

you can assess has that done the job? Do

they need to be moved on further? Do

they need support? Um, so we're going to

be looking now, we looked at how

children learn in the pedagogy session

and today we're kind of looking at how

assessment goes into feedback, that

So, we've discussed um formative and

summitative assessment already. Um what

I'm going to do is just pop up onto the

slides now um a series of um assessment examples.

examples.

And just as a little bit of a reflection

assessment task for yourselves, just

note down out of these which do you

think are examples of formative

assessment and which are examples of

summitative assessment?

So, you should have um hopefully you've

you've paused the recording and had a

chance to do that, but you should have

noticed that things like marking the

writing and giving next steps. Um if

that's done in the moment in the lesson

and live marking has certainly become a

feature of many lessons now where

teachers and TAs will go around in real

time and mark the writing and tell the

pupil what they need to do. So they have

that immediate chance to address it. Um

and of course that gives you as the TA

um and it also gives teachers the under

the awareness of what they need to do

for the next lesson immediately. It

could be formative but it could also be

summative because if books are handed in

at the end or the work's been completed

and everyone's marking it at the end

then that is um sort of summitative.

It's the end of that piece of um work

isn't it? It could be um the end of a

unit of writing that's happened. So it

depends on the context really of that

writing. If it's the um a hot write um

if you do talk for writing and it's a

hotright so it comes at the end of a six

week block um or if it's um diagnostic

if it's a cold write and it's done at

the very beginning of a piece of writing

um or a unit of work or if it's just

general writing in the lessons.

Year six sats. These are um hopefully

you've worked out summitative. They come

at the end of key stage two. Mini

quizzes during a lesson would be formative.

formative.

Pupil progress data that's used in

parents evening reports. That would be

summitative because it's the data um

that's being used on the progress that's

taken place over a period of time.

Verbal feedback in a maths lesson that

would be um formative. It's happening in

the lesson um or a maths task. um a

final grade in a science practical

assessment that would be summitative

because it's a summit summary of their

achievements in that science experiment

as would the GCSE English exam and group

discussions that are monitored by the

teacher for understanding would be

formative. They're happening in the

moment and you're physically watching those.

So, here's some examples of formative

assessment strategies.

And just as a little sort of um moment

now, opportunity for you to pause,

have a look down this list, think about

which you've used, think about which

you're not sure of and that you might

want to spend the next few months

between sort of now and your EPA sort of

building into your activities.

and consider um if there's any that are

more relevant for your year group than

others. So, just spend a moment pausing

the recording and seeing if there's any

of these that you can build into your practice.

Now, what you've probably found from

that activity is that you might be

almost quite reliant on one particular

strategy. So things like um think pair

share or paired talking um traffic

lights using thumbs as we've seen in

primary schools. They're really quite

common um as is things like WWS and

EBIs. They are also very common in

primary schools. You might see if you

are more secondary based um things like

you know one minute summaries um or

asking people to explain or summarize to

others. There might be more observation

of what pupils can do depending on the

lesson. And there also might be a lot

more sort of self and peer assessment

taking place in secondary schools um

which is you know a lot more sort of

emphasis on that independence of

learning and identification of areas to

develop. So have a little think in terms

of um you know strategies for different

lessons. Mini whiteboards are good

across the board, but they do work

particularly well for maths because

you've got usually a very quick question

to ask and the pupil can just write the

the a digit down and hold the whiteboard

up. Not so good to be used when you want

to assess an opening paragraph to a

story because that can take quite a long

while to be writing all of that on a

mini whiteboard. Um, so sometimes some

strategies are more efficient than others.

So just before we move on from that

slide, just have a think about again, as

I've said, challenging yourself to use

some of these um during the next few weeks.

Oh, now if you were um completing this

session in real time, we would have a

Padlet activity to do, but that's

covered up because you can't do the

Padlet activity when we are not live. Um

so just think about how you observe

pupils, how you record um what they've

done and how you report on that. And

some of the ways in which that might be

achieved are things like you know making

notes um making sort of contemporaneous

notes of things that are happening at

the time reporting to parents um using

sort of data um parents evenings where

you might report on that as well. um

summaries of key um information and key

data. And you might record in um things

like online digital um software. There

might be online assessment trackers

where you input data and information. It

might be where you're recording on

post-it notes and you're putting that on

um in a pupil's book to show what you

assessed them as doing during that

lesson. And of course you can observe

them through um making notes through

photos through videos.

This is quite exhaustive um and it does

feature within the professional

discussion. So it is worth um pausing

now and taking some time to perhaps make

three columns and note down what you

already do for observing, recording and

reporting of assessment data and

information. Because when we talk about

data, we don't just mean numerical data.

We also mean sort of, you know,

observational data as well. Um make a

list of everything that you currently

do. Um and you could also spend some

time researching what other methods you

could include.

So typically um they do sort of vary

across different settings too.

There might be formal observations of

children's behavior such as you know if

you've got a one-to-one pupil and you

need to observe them or maybe the

educational psychologist comes in and

observes and they might record that in a

certain way as well. But we're

constantly observing within the

classroom. We're observing group work

interactions. We're observing

discussions. We're observing activities.

We're observing how well the pupils

participate. Do they really understand

the material? And all of that helps us

to identify who needs the support here.

What do we need to do to challenge the

pupils to move them on? Um there might

be in terms of recording something like

a checklist um a success criteria rubric

um some sort of um check tick box um to

for different criteria

um and maybe sort of anecdotal records

as well. So a document where you are

recording their development over time,

making notes to spot patterns or trends.

There's also digital um software, as

we've said, digital software platforms

that enable um you to track assessment

data over time. So you might want to

speak to your mentors about um the

digital um software and reporting

systems that are in place in your

school. Um so that is probably um

something that you want to go off and do

a bit more of. Um but hopefully I've

given you some starters and some idea of

If you pause the recording now um and

just have a read through of this

scenario and see if you can answer the

three questions at the end. So you know

who understood the method, who can use

So what you could do and we need to

think about the limitations of each of

the methods as well. If you want to

identify who understood the scientific

method used, you could obviously do some

informal observations of the pupils.

That gives you that realtime sort of

insight into how engaged they were um

and also you know whether they were

involved in the group work. But the

limitations of that are that it could be

quite subjective and it is hard to

capture everything in an in an

observation. So you might miss something

that's quite critical within that.

Um, you know, another assessment method

that could be used particularly in terms

of vocabulary and seeing whether they

can use scientific terms accurately are

things like a checklist where you could

then um be ticking off, you know, here's

the key vocabulary. Are they able to

apply it?

But the limitations of that are that it

does need to be pre-planned. you know,

you you're going to need to think before

the lesson, what vocabulary

um could come up or do I want the

children to be able to apply? So, that

needs to be designed in advance. It's

not always very flexible. Um if you do

have this pre-planned checklist

um and again formative questioning, you

know, you can um ask children questions

which helps you to test their

understanding immediately. um for

question one, but um some students might

not be very confident. They might not

want to answer. Are you really getting a

true picture of their understanding

Summitative sort of um reports would

also show application of those

scientific terms. So if a child has to

do a write up in a science experiment or

any other lesson and you want them to

see if they understand the key terms

then they can you can see through the

written report summatively really have

they used those. Um but it might

disadvantage some pupils who do have

sort of lower um levels of English and

writing who might understand what the

terms mean and can explain verbally but

they just struggle to um get their ideas

Peer and self assessment is another way,

you know, of checking um whether

children have reflected very well on the

lesson and whether they've got that

ownership of the learning. But as we saw

earlier, you know, it's not always

accurate. You know, you want to please

your friend, you don't want to upset

them. Are you going to say everything's

brilliant? Are you going to be really

harsh? Is that reliable, accurate? Is it honest?

honest?

Um so those are just some some ideas.

You may have others. Um again think

about um observing um within your

schools because that will give you a

good idea of some of the assessment

Now we also need to think about target

setting. Target setting is where um

targets are set to support next steps in

a pupil's um learning. And a principle

is that it's evidence-based. So you

don't just set targets randomly plucked

out of the air, but you base those um

targets on something that you know the

child can't do and need to be able to do.

do.

So if we think back to that learning

assessment and feedback cycle, we should

be assessing what the pupil can do,

evaluating that, analyzing

just how well are they participating,

how well are they engaging, how well are

they progressing, then we can get some

evidence together to decide what target

is going to best support them and then

give them that feedback.

So if you are working with pupils on the

SCN register, they might have a medium

or long-term target. So some might be on

targets um for a year or at least for a

half term or a term. So it's important

to regularly review those targets to

make sure that they're fit for purpose.

Um we use data. We want to make sure

that children are involved in the target

setting process and the targets do need

to be challenging.

So that means that you need to have high

expectations of all pupils.

You need to um use the evidence that

you've gathered to set them a

challenging target. And that evidence,

as we've seen already, is gathered

through things like observations.

It's gathered through the ongoing

formative assessment that you complete.

Um, and it's also gathered through

talking to children, having discussions

with them, and involving them in their learning.

learning.

So, it's probably worth again having

another pause to think about how

involved you are in target setting and

what that looks like. You know, do you

work onetoone with a pupil and you have

targets that are set for that pupil to

achieve? Over what time frame are they

supposed to be achieved? Do you have any

input into the targets being set? How

does that come about? Does the pupil

have any input into the targets that are

set for them? So, just thinking about um

why it's important and how it helps the

So again, really depending on your um

school and your involvement with target

setting, um usually smart targets are a

good way to set targets.

So um your goals should be really really

clear and well defined. They should be

specific. So what we don't want are

wishy-washy targets where children,

staff, TAs, teachers aren't really sure

what it is that the child needs to do.

So it needs to be really clear language.

Um they also need to be um measurable.

Um so think about how are targets at

your school measured. Um so is it going

to be through a test at the end? um is

it through observation? Do you measure

those through um progress that's being

made in class um in other areas? But how

do you actually measure those and ensure

that the targets are attainable? So

relevant to the learner.

How do you ensure that the targets are

realistic? you know, how do you make

sure that a that a child is going to be

able to achieve those that target that

you've set because it's a reasonable one

for that child and also timebased. So,

you need to be setting time um deadlines

for the targets to be achieved um to see

whether or not they are um achievable

within that time frame. So smart targets

are how targets should be written and if

you think about how you could make this

target smart now at the moment it's not

and we'll look at why to develop

understanding of fractions.

Well fractions is huge um it's basically

a whole area of maths. So we can't say

that that target at the moment is

specific because what elements

specifically of fractions are we trying

to understand here? We need to break

that down so it's really clear what the

child needs to be able to do. So we

could have something along the lines of

you know to develop an understanding of

what half means or something like that

but it needs to be much more specific.

We also don't know how we're going to

measure that. You know, how is that

going to be meas measured? How do we

know? How do we measure understanding?

How are we going to know when a child

has understood something?

Is it achievable for them, realistic?

And what time frame are we giving them

to be able to do this?

So, just as a little exercise for

yourself, here's four little um targets

that are not smart and just practice

rewriting these targets so that they are

smart targets, very specific,

measurable, um achievable, and timebased.

Pause the recording and unpause when

Okay. And learning objectives. Now,

learning objectives are targets. Um

they're targets that we are expecting

children to achieve by the end of the

lesson. So if we go back and just look

at the the T of SMARTT timebased, you

know, a learning objective is we're

saying by the end of the lesson, this is

what you should have been able to do.

This is your target for the lesson. That

lesson might be 60 minutes. So you're

effectively saying in the next 60

minutes, this is what I expect you to

have been able to do. Um so a learning

objective is a target um for a learner

or it might be for a whole class. Now

those targets those learning objectives

should also be um very focused and

measurable so that everybody knows the

outcome. What are they expected to be

able to show by the end of the lesson?

And they should be very specific um so

that you as a TA can give feedback. So

you essentially did they achieve the

learning objective or not

to consider how involved are you in

learning objectives? Are these just

displayed on the board at the start of

the lesson and you find out about them

at the same time as the children? Do you

have a morning briefing or an

opportunity to discuss the upcoming

lessons for the day with the teacher? Do

you set the learning objectives for the

group of pupils that you're working

with? Do you break the learning

objectives down for the group of pupils

or pupil that you're working with? So,

you look at the overarching class

objective and then you tweak it a little

bit to make it achievable for the pupils

that you're working with.

um are you ever involved in the planning

phase? So consider your involvement.

Do you always know what they are? Um so

similarly, you know, in terms of your

involvement, do you know what the

objectives are for the lesson? Are you

always aware of what the children are

expected to be able to do by the end of

that lesson?

And if not, how can you find out what's

the process for communicating so that

you have a good idea? Is there a

shareepoint where you can access

planning? Is the planning left out for

you? Um do you have that opportunity to

And once you've worked through and

children have worked through the the

objectives and they've kind of um met

them or not at the end of the lesson, we

would be giving feedback.

And there's some scenarios I'm putting

up here for you. And what I would like

you to do is have a read through these

scenarios, pause the recording, and

think about why feedback is important in

each of these scenarios and when you'd

give it. And um when you're ready and

you've made notes on that, unpause and

we'll go through some possible responses.

So, you might have seen in scenario one

that Lucy confuses the the letters and

considered that feedback's really

important because you don't want this

misconception to be ingrained in her

learning because that's going to hold

her back ultimately. It's very hard to

undo a learned behavior, something

that's already in embedded in place. So

you need to be giving feedback

consistently in scenario one and gently

during the activities to gently remind

Lucy about the confusion, but address it

every single time it happens. So there

should be immediate correction every

time you notice the letters have been reversed

reversed

and reinforce the correct pronunciation

as well.

You might want to use um some visual

aids to help um you know I've seen bed

for example um to show the way you know

in a picture of a bed to show the B and

the D um or some pneumonic devices as

well to help Lucy remember. But just

give her lots of celebrations every time

she writes the letters correctly. Lots

of positive reinforcement as well. But

immediate feedback essential.

Now, feedback's important in the second

scenario because we want Jack to develop

attention to detail and improve

accuracy. So, you'd need to give

feedback to Jack quite promptly after

he's completed his worksheet. You'd need

to focus on the errors and mistakes that

he's made. And you would need to talk

about some strategies of how are you

going to stop this from happening in the future.

future.

And again, similarly to scenario one,

you'd be giving positive reinforcement

um for correct answers and encourage

Jack to um celebrate his successes in

there and learn from his mistakes. So,

what you'd want is this ongoing cycle of

feedback and reflection so that he can

become more proficient with that activity.

activity.

And in the third situation, feedback's

important so that Tom's spelling and

punctuation skills are improved and in

turn his confidence um supporting his

growth as a writer. Um so feedback

should be given promptly um as soon as

Tom's handed in his creative writing and

praising his effort. So we need a bit

more gentle pointing out of specific

errors in spelling and punctuation. some

constructive feedback about how to

improve, so how he could practice his

spelling words, maybe support him with

punctuation guides as well, but

encouraging Tom to revise his work um

and offer him this sort of continued

development across there. Now, this

slide ties in very much with K1 to

explain, you know, how you provide

feedback to support progress in

learning. So the visual aids, the

promptness, the immediacy, constructed

suggestions, gentle support, lots of

praise, all of that that we've just

discussed in there comes under that one.

Now the education endowment foundation

um there is a link on there is is really

good researchbased organization

that um has explored over time the ways

in which feedback is more likely to move

learning forward. Now what they found is

that feedback that is focused on a task,

so how to get the task better is more

likely to move the learning forward. And

we've got two examples on there. So in

maths, if pupils need to perhaps order

objects from highest and from lightest

to heaviest, the teacher might say,

"You're nearly there. Two of them are

the wrong way round. why don't you have

another go and see um if you still agree

or still think that this is the case and

that's a good way of basically helping

them and supporting them with the task.

It's not saying you're wrong, it's

saying let's try and get the task right.

So taskbased is definitely um a positive

feedback that targets the underlying

processes in a task. So those processes

that can be applied across lots of

different lessons within that subject is

also more likely to move the learning

forward. So here in the key stage two

example, um if pupils are doing a

history lesson and the teacher notices

that there's not enough historical

terminology being used, then the comment

might be you need to be using historical

terminology in history lessons. Um so I

want you to use a specialist term when

you make a point. So what that um

student can then do is remember that in

future history lessons

um subject specific vocabulary is

important to include. It's not just

relevant to that task. This is for the

whole subject. And there's a key stage

three example that you can read um as well.

And then another strategy that helps

move learning forward are

self-regulation strategies essentially

um promoting independence and helping

the learner's ability to plan and

monitor their own learning. So you know

this is where you would signpost

children to work in walls or perhaps

flick back through your book and look at

how we did something similar a few weeks

ago. use what you did in that lesson to

help you with this one. So, you're not

giving them the answers if they need it.

You are signposting them to ways in

which they can help themselves. Use the

word mats, use the dictionaries, use the

Now, conversely, there is some feedback

that is less likely to move learning

forward, and that is when feedback is

personal, suggesting that that person is

either brilliant at something because

they've got this innate ability to do

something or not so good at it because

them as a person um does not, you know,

lacks that ability innately. It's

normally quite general feedback and it

doesn't give you any sort of um specific

detail of how to improve and progress.

So comments like you're a gifted

historian, superb effort as always, that

might be the case, but this student has

no idea of what they've actually done

well and what they need to do further.

How can they develop themselves?

And the key stage four example, it's

poor work and I expect better from a

student of your standard. Um is again

quite personal, quite demotivating,

quite sort of patronizing as well.

It should be emphasized that this is

feedback that is less likely to move

learning forward. It doesn't mean that

it can't. And very often, and you'll get

to know the children and what how they

respond to feedback, but sometimes

children do need a bit of this as well.

And you might be sitting there thinking

a pupil that you work with needs to be

told, "Great work. This is brilliant.

You're excellent." Um, but that perhaps

should come alongside some more of the

let's see how we can improve this, let's

see how we can get that better. But this

on its own is not going to progress learning.

So based on that, think about these

comments. Um, pause the recording and

see if you can identify ways that they

So to summarize really on on effective

feedback, we know that feedback should

be specific and clear. We want targets

to be specific and clear and we also

want feedback to be specific and clear

so the child knows what is it that they

need to continue to work on or improve.

We also need the feedback to be well

timed. So if it needs to be given

immediately, then give it immediately.

If it's a misconception that the child

is has developed, you don't want to let

them carry on for 60 minutes of a lesson

doing something wrong and then address

it at the end. You need to nip that in

the bud immediately and you need to give

them the feedback at the right time for them.

them.

The feedback should be linked to the

learning intention or objective and the

success criteria. So if the success

criteria is to be able to use capital

letters at the beginning of sentences,

then your feedback needs to be on how

successfully they've used capital

letters at the beginning of sentences

and not about their use of really

powerful adjectives because the two

don't marry up. You could of course tell

them that that is something that was

really great but the moving forward

feedback should link to what they were

expected to be able to do.

The feedback should be focused on the

task and not the learner. So when the

focus is on that sort of quality of work

um then the student can see exactly what

they need to do to improve further. Some

schools have waggles like what a good

one looks like and wobbles what a bad

one looks like. um modeled examples,

shared writing, the I do, we do, you do.

All of these will help the child to see

how their work compares with this

modeled exemplar and then they can see

how they can progress towards that

feedback should give prompts to move the

learning forward. Um and it offers a

strategy, not a solution. So signposting

to lots of different things that can

help the child rather than telling them

how to do it.

An effective feedback challenges pupils.

It is it's achievable but it does need

them to actually act upon something. If

it doesn't encourage students to think

and act on their work, it will be unsuccessful.

What you can do now just as a bit of a

sort of um assessment for yourself is

see how well you can answer these um

questions. And if there's any um

questions that you feel that you need to

brush up on, you can rewind this

recording and see if you can explore

those questions in a little bit more detail.

If you make a note now of your

confidence score for your for this

assessment area, appreciate there's

probably a bit more that you need to

work on and you've hopefully made a note

of things to go and explore further.

That's great. Um, but generally, um,

hopefully you've you've improved your

score from the beginning. um make a note

of it and keep it somewhere safe so that

you can notify your tutor at your review.

In terms of next steps, um there should

be the assessment learning check to

complete um which you can discuss with

your tutor.

Start collecting any documents that are

relevant to the assessment theme. Um so

think about um any assessment documents,

any um notes that you might make, any

tracking documents, any assessment

checklists. Start collecting those together.

together.

And for distinction, think about all the

different types of assessment that are

used in school that we looked at at the

beginning of this session and consider

the advantages and limitations of each

of those and reflect on how target

setting can support pupil progress. Um,

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