Summative Assessment vs Formative Assessment The table below
Summative Assessment vs. Formative Assessment The table below shows types of questions categorised under ‘Summative Assessment’ and ‘Formative Assessment’ but which column is which? Discuss with a partner which of these type of questions you find yourself asking the most. ‘How good am I at this? ’ ‘Is she going to get a B? ’ ‘Can he do simultaneous equations yet? ’ ‘How have I progressed? ’ ‘What difficulties is she still having? ’ ‘What help does he need at this stage? ’
Learning Focus : we are refining the way we feed back to learners in order to optimise their progress Success criteria: MUST through paired discussion, self-evaluate current practice (in regard to Af. L) SHOULD use appropriate questioning to understand any new ideas COULD personalise the examples to fit specific forthcoming opportunities
Summative Assessment Formative Assessment ‘How good am I at this? ’ ‘Is she going to get a B? ’ ‘Can he do simultaneous equations yet? ’ ‘How have I progressed? ’ ‘What difficulties is she still having? ’ ‘What help does he need at this stage? ’
QUESTION 2 - Comments and marks When marking homework, it is most effective to: A Always give written feedback next to your mark B To save time, only put the mark, but be precise and ensure that the pupils have the marking criteria handy C Just give a comment and no mark or grade
ANSWER: C “THE ONLY WRITTEN FEEDBACK THAT LEADS RELIABLY TO IMPROVEMENT IS WHERE YOU GIVE A COMMENT ONLY AND LEAVE OFF A MARK OR A GRADE. ” Black and Wiliam Inside the Black Box 2001
QUESTION 3 – Oral or written feedback A. Support your written comments with oral feedback as often as possible B. Pupils prefer oral feedback to written comments – save personal time writing comments and spend more time in the lesson giving feedback to the class C. In practice, oral feedback is often either arbitrary or betrays favouritism, therefore ensure your written comments are full and precise
ANSWER : B Quality, personal, oral feedback reinforces written comments – how do you make time for it within your classes? If you do, can you offer to model this to others?
QUESTION 4 – OPINIONS OR JUDGEMENTS Which of the following written comments would you recommend? A ‘I prefer the headings to be underlined. ’ B ‘You have not underlined your headings – you need to remember to do this’ C ‘It is correct to underline your headings. ’
ANSWER: A Use the personal pronoun (I) (keep comments positive and specific) It’s all about relationships!
QUESTION 5 – WATCH YOUR WORDS A learner is struggling with an activity in class. Which opening phrase would be the best encouragement to engage him in effective feedback dialogue? A ‘You’re not getting the hang of this, are you? ’ B ‘I understand you’ve always found this topic difficult. ’ C ‘This is difficult, isn’t it? ’
ANSWER C ‘This is difficult, isn’t it? ’ FOCUS ON THE TASK, NOT THE PERSON ‘LESS PRAISE, MORE ENCOURAGEMENT’
Learning Focus : we are refining the way we feed back to learners in order to optimise their progress Success criteria: MUST through paired discussion, self-evaluate current practice (in regard to Af. L) SHOULD use appropriate questioning to understand any new ideas COULD personalise the examples to fit specific forthcoming opportunities
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