Total Teaching
(Feedback and
assessment )
Paul Gibson
Ofsted Report 2014
The quality of teaching, learning and assessment
 Excellent
Outstanding
support provided by tutors,
 Written feedback to students is outstanding.
 Students know exactly what they need to do to
improve.
 Assessment techniques [for] students ensure that
they have a highly individualised learning plan with
challenging targets.
 Assessment processes stretch and challenge
students to ensure they progress and achieve well.
Overview of the session

To look at assessment in general and to look at how Northern
College presented its assessment methods to Ofsted.

Assessment v Evaluation
A jigsaw activity to help make it a bit clearer
Tutor Feedback – does it matter?
What Northern College do. i.e. I.L.Ps, Modelling, Exemplar
Validity and Reliability (time)
Criterion versus norm-referenced assessment(time)
AS, FOR, OF (time)






This session will give you a starting point – the full day on 14 July
will look into assessment in more depth.
Before we begin, as an educator:
When
do you assess?
Why
do you assess?
How
do you assess?
What is Assessment?
It gives the tutor an opportunity to provide feedback
on students knowledge, skills, attitudes, and work for
the purpose of achieving learning outcomes. It
should, at its heart, be a measurement of what
learning has taken place based on a criteria.
(check what the students' have learnt).
What is Evaluation?
- Put simply it’s the students judging the quality of our
performance or the course they are on. Or us as
educators reviewing the impact we have had.
Assessment styles quiz
 Put
the jigsaw together!
 Hattie
and the ‘affect size’.
 The formative feedback process
Better [written] feedback from tutors improves
learning for all students but in particular those (socalled) low attainers (Black and Wiliam, 1998).
The process:





Effective planning
Modelling or ‘exemplar’
Share the criteria
Be sensitive and constructive on how students
can improve (or what to keep)
Develop students self-assessment and
reflection skills
Ipsative
 Individual
learning plan - Sheet No.1
 Helps learners think about what they want to get
out of the course (sometimes they aren’t asked).
 Initial assessment.
 Shaped the course based on ‘outcomes’.
 Plan for differentiation.
 Bit like a train journey.
 Feeds
into a tutorial (sheet 2)
Formative
Learning diary’s – sheet 3
 Encourage
review of the day
 Consolidates the learning outcomes
 Develops reflection
 Evaluation from tutor and students
 Opportunity for formative feedback of
work and class based contribution.
Modelling
 Workplace
review of health and safety
concerns – sheet 4.
 How
to do the activity!
 Improve skills.
 Chance to ask questions.
Multiply the number of ticks in the box by one
hundred and divide by the number of members
who took part in the survey
For example:
10 members took part in the survey and 7 of them
ticked the asbestos box would be calculated like
this
7 x 100 / 10 = 70%
Top 5 by percentage
1. Stress 80%
2. = Asbestos 70%
2. = Noise 70%
4. Dust 50%
5. Working alone 40%
Learning Outcome – Summarise workplace hazards
Exemplar
 My
work from previous course – Sheet 5
 Clearer
picture
 An understanding of peer review
 Chance to ‘pick fault’
Summative
Students work
 Red and Blue pen – sheet 6
 Assessment Criteria from level 2 based on
learning outcomes.
Session Plan
 Brings
everything together.
 Helps you develop this and the upcoming
sessions.
 Great area for review.
 Heart of differentiation planning.
 Ofsted and observations.
The context of assessment
There
Their
There
Their
There
Their
There
Their
There
Their
There
Their
There
Their
There
Their
However…..
 She
is over … their X
 I want to go over….
 They
own ….. own computer
 They wanted to see…..dog
What am I assessing? – Students work.
 When
am I assessing? (before, on day 2/4/36)
 What method should I use? (ipsative, peer)
 How should I assess? (quiz, essay, activities)
Am I sure this method will effectively assess learners’
learning?
How will I use the information from this assessment
to inform what I do next?
How will the students know what I think?
Validity
 Is making sure you get the right
assessment, matching the assessment task
to what the students have been doing.
Reliability
 Is getting the assessment right. Taking a
consistent approach to the assessment,
the judgements made and feedback
given. Do students understand the criteria
by which their work is to be marked?
At the end, as an educator:
When
do you assess?
Why
do you assess?
How
do you assess?
Criterion versus Normreferenced assessment
Criterion referenced assessment is something like a
driving test. There are a set of skills and knowledge you
must demonstrate to pass, but how well you do
compared with others doesn’t matter. There is no grade
awarded.
Norm referenced assessment is something like a
swimming race. It’s judged on speed and how swimmers
are ranked against each other at the end of this
particular race, rather than how well each person can
do front crawl. You might be a bad swimmer, but still
come first if everyone is worse than you!
Assessment AS learning
Where learners become active in their own learning,
through ipsative and peer assessment, goal setting,
reflexion, reviewing and monitoring their own
progress. The person who is most active in this form of
assessment is THE LEARNER
Assessment FOR learning
Includes initial, diagnostic and formative assessment.
checking what your students already know, giving
clear feedback to help them improve, tailoring your
approach to differentiate between their needs and
abilities, modelling good practice. The person who is
most active in this form of assessment is THE TEACHER.
Assessment OF learning
Includes summative, norm and criterion referenced
assessment.
It involves finding out what your learners have
learned, what knowledge or skills they have
developed as a result of your session or course. It
generally happens towards the end of a programme
of study.
The person who is most active in this form of
assessment is THE TEACHER.
Reference list
Avis, J., Fisher, R., & Thompson, R. (2015!!). Teaching in lifelong
learning (2nd ed). Maidenhead: Open University Press.
Black, P., & Wiliam, D. (1998). Inside the black box. Raising standards
through classroom assessment. London: king’s College.
Exeter University (2012) Aspects of academic practice. Retrieved
from
http://as.exeter.ac.uk/support/staffdevelopment/aspectsofacademi
cpractice/
Geoff petty (2013). Improve your teaching and that of your. Retrieved
from teamhttp://geoffpetty.com/
Manitoba Education (2013). Rethinking Classroom Assessment with
Purpose in Mind. Retrieved from
http://www.edu.gov.mb.ca/k12/assess/wncp/