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TA L3 assessment - STA level 5 recording | Best Practice Network | YouTubeToText
YouTube Transcript: TA L3 assessment - STA level 5 recording
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Video Transcript
>> 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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