Collect evidence of learning:
Should be tangible and related directly to the identified learning outcomes. Evidence enables clear identification of what the student has done that is being evaluated. In order to give feedback to the learner it needs to be identified clearly as an action that they did, so that they understand what the evaluation has been based on when they receive their feedback.
Evaluate the evidence:
Matching directly to the identified criteria for success (of a rubric or clearly expressed expectations).
Possibly not done by the teacher, but at least moderated by others who are evaluating their own learners against the same identified criteria. This ensures the assessment is 'fair' and enables the next stage of giving feedback and allowing the student to understand the outcome of the assessment.
Give feedback to the learner:
The whole point, right?! Enable the learner to understand the extent to which they met the identified criteria for success...this time! If the goal is to know the size of the 'gap' between where they are and where they want to be then this is where that happens. Feedback should be directly matched to the learning outcomes and be framed in a way that the learners are able to see the next step to improve their learning.
I like the term feed-forward, although I don't use it enough!
Record the outcome:
Keeping a record allows teachers and learners to see the progress that is being made.
This may be a comment by the teacher or by the learners themselves. Teachers and learners should both be able to go back to previous logs of this record, as the learning continues, in order to gauge progress and set targets.
This might also overlap with communicating if the record is shared e.g. conversations visible on Veracross.
In my current school summative assessment levels are recorded visibly online so students and parents can see them.
This is also possible for on-going or formative tasks in the form of the comment function outlined above. After students receive their feedback, I ask them to add their own comment to Veracross which allows a permanent record of their progress 'snapshots' in their own words. It helps them to focus on the evidence, rather than their emotional response to the assessment.
Communicate the outcome:
Although the learner has already received their feedback, this may be in a way that is still just between the student and teacher. Communicating this to parents/other teachers/counsellors allows all stakeholders to know the outcome of the assessment, and from this, gain an understanding of the 'gap' that may or may not still exist in terms of the criteria for success.
This is more than an autopsy style 'final report card grade'. The communication happens at the time of the assessment. Alerts can identify concerns during the process.
Continuous communication allows the assessment cycle to continue into the next task/assessment.
Should be tangible and related directly to the identified learning outcomes. Evidence enables clear identification of what the student has done that is being evaluated. In order to give feedback to the learner it needs to be identified clearly as an action that they did, so that they understand what the evaluation has been based on when they receive their feedback.
Evaluate the evidence:
Matching directly to the identified criteria for success (of a rubric or clearly expressed expectations).
Possibly not done by the teacher, but at least moderated by others who are evaluating their own learners against the same identified criteria. This ensures the assessment is 'fair' and enables the next stage of giving feedback and allowing the student to understand the outcome of the assessment.
Give feedback to the learner:
The whole point, right?! Enable the learner to understand the extent to which they met the identified criteria for success...this time! If the goal is to know the size of the 'gap' between where they are and where they want to be then this is where that happens. Feedback should be directly matched to the learning outcomes and be framed in a way that the learners are able to see the next step to improve their learning.
I like the term feed-forward, although I don't use it enough!
Record the outcome:
Keeping a record allows teachers and learners to see the progress that is being made.
This may be a comment by the teacher or by the learners themselves. Teachers and learners should both be able to go back to previous logs of this record, as the learning continues, in order to gauge progress and set targets.
This might also overlap with communicating if the record is shared e.g. conversations visible on Veracross.
In my current school summative assessment levels are recorded visibly online so students and parents can see them.
This is also possible for on-going or formative tasks in the form of the comment function outlined above. After students receive their feedback, I ask them to add their own comment to Veracross which allows a permanent record of their progress 'snapshots' in their own words. It helps them to focus on the evidence, rather than their emotional response to the assessment.
Communicate the outcome:
Although the learner has already received their feedback, this may be in a way that is still just between the student and teacher. Communicating this to parents/other teachers/counsellors allows all stakeholders to know the outcome of the assessment, and from this, gain an understanding of the 'gap' that may or may not still exist in terms of the criteria for success.
This is more than an autopsy style 'final report card grade'. The communication happens at the time of the assessment. Alerts can identify concerns during the process.
Continuous communication allows the assessment cycle to continue into the next task/assessment.