Feedback or Assessment for Learning

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