Teachers
Teachers need assessment information:
To know students well
Teachers’ expectations about what their students are likely
to achieve is powerful. They need rich formative feedback from
classroom interactions with students. It is these interactions
that have the most impact on learning outcomes.
There is consistent evidence that achievement can be raised if
expectations focus on:
- educationally significant learning
- high but attainable standards.
To achieve this clarity, teachers need to develop shared understandings
about achievement, progress, and quality work.
Back to top
To provide appropriate feedback
Feedback should:
- focus on the qualities of students' work
- identify successes
- identify what they can do to improve
- explore understanding
- allow them to express their ideas.
Comparisons with other students should be avoided.
In this video clip British assessment expert Shirley Clarke discusses
feedback processes for students. These can be equally applied to
teachers.
You can access this clip as a progressive download video (PDV).
PDV provides high-quality viewing. If it doesn't begin playing
automatically, press the play button on the QuickTime player. Click
here for further information and plugins.
 |
Feedback is best if it is related to the learning intention
of the task rather than superficial features.
Please select your Internet connection
|
Transcript of this
interview
Back to top
To optimise the learning environment
One way to establish a supportive classroom environment is to
incorporate students' interests and use these to provide contexts
for learning. It is important to consider different learning styles,
and how to group students.
Research has highlighted the significance of authentic relationships
in student progress. Teachers can create a safe environment where
students can expect acceptance, respect and even warmth as of right.
Formative assessment is an effective part of this process. It
should be supported by a belief that all can achieve, and communicated
appropriately.
Back to top
To summarise student achievement at the beginning of the year
Teachers need succinct, good-quality information from the previous
teacher about what has been learnt. They should use recognised
assessment tools for diagnostic and or summative assessment.
The school should ensure that a standardised system is followed
for all its diagnostic procedures
Now that we have our systems sorted, I get an efficient
set of information about the class and individuals at the beginning
of the year that enables me to know where to begin teaching without
doing a whole heap of additional testing.
Jane Dundas, Coatesville School
To address school expectations
School expectations are based on whole
school goals for raising or sustaining students' achievement
standards.
Teachers need access to information that has been aggregated
for school review. This should indicate:
- standards of learning achieved
- patterns of learning
- the needs of individuals or groups.
Back to top
|
