Tag - feedback

Find it and fix it!

A great strategy to address identified misconceptions (from an assessment or piece of work) Use the find it and fix it matrix to present pupils with subtle misconceptions that have arisen. Get them to identify the misconceptions and correct the errors as part of intervening to improve understanding. Find it and fix it paper 1

Assess-o-meter

A strategy aimed to help children get better at planning their responses to a question. They use the template to consider all the possible responses to a question before weighing up the relative significance of each point. They then draw an arrow on the gauge to reflect which point they felt was the strongest to …

Quick wins to ACT on feedback

Please read this post for 6 quick wins that can be implemented immediately to ensure feedback has impact on pupils in a time efficient manner! Quickwins

WRAP time

A strategy to afford children the time to respond to feedback and respond at the start of lessons. Also enabling the teacher to provide personalised verbal feedback. Children both respond to feedback and progress with the challenge at their own pace. This ensures a purposeful start to the lesson. WALT and date Respond to marking And Progress …

Whole class feedback

This strategy is based on the principle that giving feedback as a collective is empowering for pupils to receive and respond to immediately. (whilst reducing teacher workload!) The teacher takes a selection of books from each ability group and reads through. Using a crib sheet, feedback for the class is recorded. Individuals are celebrated and some …

Self and peer assessment

Teachers should train pupils in the art of self/peer assessment by using effective vehicles to equip pupils to take responsibility for assessing their own or each other’s work meaningfully. Strategies such as checklists, self marking answers, improving mistakes, success criteria can ensure the feedback is both useful and accurate. Self_peer assessment

Watch me, help me, show me

A way of introducing new learning in 3 simple phases whilst also assessing pupil learning diagnostically (using mini whiteboards) prior to commencing the independent task to deepen understanding. Stage 1 – Watch me: Teacher models the new learning by demonstrating the process whilst facilitating pupil involvement. Stage 2 – Help me: Teacher models again the …

Assessment for learning: the rationale

Assessment for learning is a powerful learning and teaching tool that generates information (feedback) that can be used to both modify teaching and therefore enhance pupil progress. It should be used diagnostically to guide teaching and support that follows, as well as medium term planning. Click below to consider further research/rationale behind the principle. ACT_input

Target tokens

Students pose a target after having self/peer assessed their work at the end of the lesson. (These could be recorded on padlet) At the start of the next students select relevant target token to focus on, take one and place it next to them whilst working to focus their efforts on addressing that particular aspect. Teacher/peer feedback conversations …