Making Marking Matter Delivering effective and meaningful formative

Making Marking Matter Delivering effective and meaningful formative Cyprus, February 25 - March 1 2019 feedback Alex Warren, National Geographic Learning th st Bringing the world to the classroom and the classroom to life 3/19/2019 NGL. CENGAGE. COM/ELT A PART OF CENGAGE 1

Agenda Formative Assessment & Feedback What is effective & meaningful formative feedback? How to give effective & meaningful formative feedback Put it into Practice

Alternative or Authentic Assessment “Any method of finding out what a student knows or can do that is intended to show growth and inform instruction and is alternative to traditional forms of testing, namely multiple-choice tests. ”

Assessment for learning Assessment as learning NOT ONLY Assessment of Learning

Are you a Tiger Teacher OR a “Soft” Western (or maybe a bit of both) Teacher?

What is formative and what is its purpose?

“Feedback is the information given to the learner about his or her performance of a learning task… usually with the objective of improving this performance. ” Penny Ur, 1996

“In all aspects of life, feedback is the breakfast of champions. It lets you know how you are going while also telling you how you can improve…” The Australian Society of Evidence Based Teaching

Feedback should… > Stimulate students to improve their own learning > Motivate continued student engagement > Diagnose student strengths and weaknesses > Support students in developing their skills of self-assessment • > Provide a profile of what a student has learnt Black, P. and Wiliam, D. (1998)

“Research shows that feedback has DOUBLE the impact that regular teaching strategies have on student achievement. ” John Hattie, Visible Learning, 2009

What makes effective and meaningful feedback?

“Good formative assessment includes feedback that is non-evaluative, specific, timely, and related to the learning goals, and that provides opportunities for the student to revise and improve work products and deepen understandings. “ NCTE Assessment Task Force, Formative Assessment That Truly Informs Instruction

Affirmation /afəˈmeɪʃ(ə)n/ the action or process of affirming something Great job! Nice work Excellent! Well done

Respond to a guest who wants to organise a special event at your hotel. Explain what your hotel offers and remember to write about the cost person. Dir Mr. White Iam writing in response to your email First of all I would like to inform you our hotel venue can provides about 200 persons. Regarding the cost person is 20 Euros with an open bar Secondly if its rains we have contingency plan to move inside Thirdly we offer block of room if the guests want to stay right next to the hotel. Also baby cots are available Finally I would like to say to you we offer extra aminites like wifi acces, fax machines, fotocopiers and play room for childrens. I am looking forward to hearing from you Your sincerely What positive What advice comments could you Mr. Smith you offermake the student? about it?

Respond to a guest who wants to organise a special event at your hotel. Explain what your hotel offers and remember to write about the cost person. Dir Mr. White 19 Iam writing in response to your email First of all I would like to inform you our hotel venue can provides about 200 persons. Regarding the cost person is 20 Euros with an open bar Secondly if its rains we have contingency plan to move inside Thirdly we offer block of room if the guests want to stay right next to the hotel. Also baby cots are available Finally I would like to say to you we offer extra aminites like wifi acces, fax machines, fotocopiers and play room for childrens. I am looking forward to hearing from you Your sincerely What advice could you What positive comments could Mr. Smith offer the about student? you make it?

What should I give feedback on? How much should I correct? How should I correct?

What should I give feedback on? > Is the content interesting and/or appropriate to the task? > Is there a clear sense of audience (who the writer is writing to or for) and is this reflected in the language chosen? > Are the ideas well organised? Is there a sense of ‘flow’? > Does the writer use paragraphs and connectives well to help get their message across? > Does the writer use a good range of vocabulary in an appropriate and flexible way? > Can the writer structure sentences accurately, and with variety and flexibility?

On a scale of 1 -10 how far do you agree with the following statement? 1=totally disagree, 10=totally agree “Grammar correction has no place in writing courses and should be abandoned. ” John Truscott, 1996

“For students the sight of their work covered in red is demotivating and causes great anxiety. For teachers marking and correcting takes a huge amount of time. Both students and teachers deserve a break from this drudgery. ” Harmer, 2015

Direct or Indirect Feedback?

Uncoded feedback vs Coded feedback “Students are able to correct up to three quarters of their errors without further prodding, and the experience seems to help them avoid the same problems later. ” Hyland, 1990

Selective marking

Writing Assessment Criteria

Ladder of Feedback 4. Suggest Offer suggestions about how to improve the work, ideas that will help the learner think about the way forward. 3. Concerns Comment on your concerns about the work, areas that need attention, what’s missing, but it should be done in a nonthreatening way. 2. Value Comment on the strengths of the work to create a supportive environment, so this should stress the positive and interesting points. 1. Clarify. Before giving feedback, ask questions about any unclear points or missing ideas.

“It’s so unfair. I spend the whole evening marking papers and when I hand them back the students just put them in their folders without looking at them!” Tina, Germany

irected eflection mprovement ime Get D. I. R. T. y

www. trythisteaching. com

1. No grade 2. Delayed marking 3. Reflection box 4. Correction codes 5. Margin marking 6. Find & Fix 7. Error Correction Auction

Task 1 Identify and evaluate both the strengths and weaknesses of the text, making reference to the marking criteria. Task 2 Choose 2 areas of weakness relevant to the learner follow-up work. How would you help this learner in these areas of weakness?

Dear Mrs Orwell. I am writting to you because I am interested in yours Holiday Agency advertisement that I read yesterday in the newspaper. There are some things that I would know about Manor Farm because in the advertisement are not enough clear. At first, I would know about the better date to go. We want to go about two weeks and we preferring to go in June or early September. I say that because third week of September my daughter begins the school. Another thing linked with childrens is the television. Has Manor Farm a television and Wifi? The television is a good enterteinement for my daughter and her friend. At second, I read carefully the advertisement and it says that there are fascinating historic places so I would know if they are near of the farm or if we need a car. I would know what this historic places are too. Final, I ask you about the price of this fantastic holidays and if already booked, are anything similar? I’m look forward to receive you answer. Thank you, Martha

Strengths Purpose & Task Achievement Appropriacy Organisation Attempts more complex sentences Lexis – good spelling Grammar – tenses, dep. preps, articles Key Areas for Improvement Modalised request expressions Sequencing devices Weaknesses Modalised request expressions – I would like to ask/know… could you tell me Sequencing devices Range of vocabulary – adjectives of description, synonyms Suggested Follow-up work

“Here he comes!” shrieked Carla, peering anxiously through the sunlit blinds. “And he’s got a parcel!” she said. She open the door and she ran to her father. When Carla went close to him tried to peeped in the box. “I want to be careful with the box. Don’t touch this” said her father. As soon as Carla heard these words she ask him “Why father? What have inside the box? ” and he don’t answer the her questions. Approximately for two days all everything was great. During the next night Carla heard a stranger and strong sound which came from the box. Slow, step by steo went in the parcel and she saw that the parcel was broken. Immedialy shouted her father come very fast, father woke up. Her father don’t heard the voices to his daughter. But unfortunately Carla couldn’t go upstairs because, finally she learned what have inside the parcel. It was a snake! Which had poison and she was so much afraid. Not know what does she do. Again and again yelled. “Can you hear me father? Please come!” suddenly her father heard and in hurry up he comes and he sees the snake out from the box and Carla to very cry. Father tryed to take the snake and managed put back in the parcel.

Strengths Weaknesses Key Areas for Improvement Suggested Follow-up work

7 “Feedback for Things to Remember About Learning” Sept 2012, Educational Feedback Leadership If students know the classroom is 3 The feedback students 1 Feedback is 2 a safe place to make mistakes, they not advice, praise or evaluation. Feedback is information about how we are doing in our efforts to reach a goal. Grant Wiggins are likely to use feedback for learning. Dylan William 4 give teachers can be more powerful than the feedback teachers give students. Cris Tovani When we give a grade as part of our feedback, students routinely read only as far as the grade. Peter Johnston 5 Effective feedback 6 Most of the feedback that students receive about their occurs during learning, while there is still time to classroom work is from other students – and much of that act on it. Jan Chappuis feedback is wrong. John Hattie 7 Students need to know their learning target – the specific skill they’re supposed to learn – or else “feedback” is just telling them what to do. Susan Brookhart

“Feedback is information that you give to your students that helps them close the gap between where they are now with their work, and where they could be. ” The Australian Society of Evidence Based Teaching

References A Typology of Corrective Feedback Types, Ellis, 2009, ELT Journal The Practice of English Language Teaching, Harmer, 2015 Providing Productive Feedback, Hyland, 1990, ELT Journal An evaluation of the approaches to feedback in ELT, Filer, Feedback Revolution: What gets in the way? , Lee, 2011 Teaching & Learning in The language Classroom, Hedge, 2000 Learning Teaching, Scrivener, 2011 An A-Z of ELT, Thornbury, 2006 www. teachingenglish. org. uk/blogs/maria-theologidou/4 -ways-give-meaningfulfeedback-0 https: //elt-resourceful. com/2013/02/06/responding-to-students-writing/ https: //elt-resourceful. com/2016/11/14/effective-and-efficient-techniques-for-giving -feedback-on-writing/ www. edutopia. org/blog/providing-feedback-as-formative-assessment-troy-hicks www 2. ncte. org/statement/formative-assessment/

Meaningful and effective feedback: … is understandable … is individualised … is valid and contextualised … is more than just a grade - is balanced - is forward looking … timely … lowers emotional barriers

Comprehensive error feedback is “not only exhausting for teachers, but can also be very frustrating for students. ” Lee, 2005

Correct & DIRECT

Manor Farm, Little Marwell, Cornwall Sleeps 4 -6. Part of an attractive 300 -year-old farmhouse not far from sandy beaches and a pine forest. Fascinating historic places within easy reach. Marvellous centre for family holiday in a country setting. ? ? How? - Need for late June or early September Price? TV/DVD player/Wi. Fi? Sheets and towels? If already booked, anything similar?

“Feedback that students receive should be tailored to their personal learning needs. ” Kozlova, 2010

“Positive feedback should be meaningful and authentic… without suppressing learning opportunities. ” Wong & Waring, 2009

“Simply being told about mistakes from your teacher is insufficient, as learners need to see for themselves what has gone wrong. ” Johnson, 1988