How to use Assessment for Learning in the Classroom: The Complete Guide (The 'How To...' Great Classroom Teaching Series Book 2) by Gershon Mike

Author:Gershon, Mike [Gershon, Mike]
Language: eng
Format: epub
Publisher: Mike Gershon
Published: 2012-12-31T16:00:00+00:00

Chapter Seven - Giving Feedback

Instead of giving students a mark or a grade, give three strengths and a target. The strengths should indicate good things the student has done and make it clear why these are deemed to be good things. The target should indicate one thing the student can do to improve their work. It should also explain why this will be an improvement and, if possible, include an example of what such an improvement will look like.

By giving three strengths you will be helping you students to accept your developmental comment. They will experience success and therefore feel motivated to take on board your target. Do not be tempted to give fewer strengths than this – keep the ratio high. Do not be tempted to give more targets – one thing is enough. When that has been mastered, then it will be time to move onto something else.

It is important that all your strengths and targets focus on the student’s learning, or things which are closely connected to this. That way, you are coaching them on how to get better. In addition, by explaining why the strengths represent good things and why the target will lead to an improvement, you will be opening up the assessment criteria for students and making them aware of what it is they are being judged against (and, therefore, what it is they are being asked to do and to learn).

This chapter is divided into two sections:

1) Example strengths. I have provided two hundred examples of strengths you might give to students. These are divided into ten general categories. They are all generic – none are subject-specific. You can lift them straight out of the book and use them when marking, or you can use them as the basis for developing your own strengths .

2) Example targets. As above, except with targets instead of strengths.

The aim of the chapter is to make the process of giving formative feedback as easy as possible. The examples and lists will save you time and help you on your way.

Strengths:

Skills of Argument

Issues of Content

Gaining Mastery

Thinking Deeper

Speaking and Listening

Precision and Accuracy

Language and Vocabulary

Developing Creativity

Working with Others

Reading and Writing

Targets:

Skills of Argument

Issues of Content

Gaining Mastery

Thinking Deepe r

Self-Assessment

Precision and Accuracy

Speaking and Listening

Language and Vocabulary

Developing Creativity

Skills of Analysis

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