10. 10
School Reports – The What! and How Well?
Consider:
What students have had the opportunity to learn spelt out in
syllabuses and school teaching / learning programs
How well students have achieved the learning
The A – E grade scale describes how well students achieve.
http://www.curriculumsupport.education.nsw.gov.au/consistent_teacher/reporting.htm
13. 13
Conclusion:
Rethink what we need to report on to parents!
Simplify our jobs – 4 weeks of hell!
How did we end up with the complexity of school reports?
Conclusion: Outcomes and Indicators of learning!
Instead: Report on Syllabus units or topics!
14. 14
Types of Assessment
Formative: What does a student know before a unit?
Summative: What did the student learn after?
Performance: PROGRESSIVE ASSESSMENT!!
Feedback is BOTH formative and Summative!
Where does feedback fit in?
15. 1) Feedback and making Learning Visible
15
John Hattie and Learning
16. 16
Feedback is Transformational
It can inform a teacher how they are going!
Requires Change Management
• Communication with stakeholders
• Address emotional issues – fear, uncertainty
• Create ownership
• It is part of Quality Teaching
It is a journey! It is the Path of Most Resistance!
It is a struggle, hard work and takes time!
18. 18
What is quality feedback?
SET-GO Model
What I Saw was... (specific, descriptive)
Teacher prompts if necessary with:
What Else did you see?
What did you Think, learner? (encourage learner to problem solve for themselves)
Teacher then facilitates in problem-solving
Let's clarify what Goal we would like to achieve.
Any Offers of how we could achieve this?
http://www.ucl.ac.uk/medicalschool/teaching-portal/teaching-skills/teaching-resources/giving-feedback
BOOST Model
Balanced. Include both good and bad points
Observed. Only give examples of what you have seen the learner see and
do, don't bring in your preconceptions or previous experience
Objective or Owned. Make sure your feedback is factual and based on
actions, not any prior emotional response you may have to the person
Specific. Always use specific examples to illustrate a comment. Exactly why or
how was the action done well or badly? Avoid broad statements
Timely. Feedback should be given as close to the event as possible to ensure
accuracy and effectiveness
Around 14 years ago Standards based ed was seen to be unfair Each school had to give A- E grades or marks irrespective of the actual cohortSpecialist student say in music had to get a C when their performance mu=ight have been outstanding
Around 14 years ago Standards based ed was seen to be unfair Each school had to give A- E grades or marks irrespective of the actual cohortSpecialist student say in music had to get a C when their performance mu=ight have been outstandingNow 3 to 5 assessment and careful definitions of how to succedsi specifiedSometimes called performance assessmentStandards based common over a state More accurate Fairer and consistent
Curriculum: is what is taught by a schoolSyllabus: is content of a subjectUnits are content areas of a SubjectOutcomes are statements of learningIndicators breakdown an outcome for chunks of learning
Around 14 years ago Standards based ed was seen to be unfair Each school had to give A- E grades or marks irrespective of the actual cohortSpecialist student say in music had to get a C when their performance mu=ight have been outstanding
