This document discusses feedback and assessment for learning, which has been shown to have an effect size of 0.81 based on a 1998 review. It outlines key principles of formative assessment including setting clear goals that students understand, providing feedback to help students recognize errors and close gaps between their current understanding and the learning goals, and using feedback and assessment to support a constructivist approach where students apply and extend their knowledge.
Original Description:
A mindmap showing aspects of 'Assessment for Learning'
This document discusses feedback and assessment for learning, which has been shown to have an effect size of 0.81 based on a 1998 review. It outlines key principles of formative assessment including setting clear goals that students understand, providing feedback to help students recognize errors and close gaps between their current understanding and the learning goals, and using feedback and assessment to support a constructivist approach where students apply and extend their knowledge.
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Attribution Non-Commercial (BY-NC)
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Download as DOC, PDF, TXT or read online from Scribd
This document discusses feedback and assessment for learning, which has been shown to have an effect size of 0.81 based on a 1998 review. It outlines key principles of formative assessment including setting clear goals that students understand, providing feedback to help students recognize errors and close gaps between their current understanding and the learning goals, and using feedback and assessment to support a constructivist approach where students apply and extend their knowledge.
Copyright:
Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOC, PDF, TXT or read online from Scribd
Effect size 0.81: based on the Black and Wiliam Review 1998
Know errors and
omissions . . . . to improve Ability is not constructs Orientated innate but Clear learned New Knowledge Constructivist Present Agreed Goal Setting Teaching Differentiated Make sure they PAR are understood Apply their Apply construct . . . . to create an The Review answer or a Misinterpretation product of goals/task Teaching/Learning Constructs are Striving in wrong Failure of Process reviewed direction intent To Self: Don’t know what the Own product work is To teacher/peer: Feedback Window on students Find faults construct Where you are now and fix (with the task) From teacher/peer: Medals Correct misconceptions Missions Goals How / what did you do well (in relation to the goal)? What is the nature of Positive, forward ‘good’ work? How to close What are you looking the gap aiming for? Targets Media Department – Chelmsford College Andy Pierce January 2010