| Assessment for Learning
The term Assessment for Learning comes from the research of Paul Black and Dylan Wiliam, who published Inside the Black Box in 1998. (Ref 1) Their evidence showed that most assessment in school identifies what students can do (summative assessment), rather than what they might be able to do next (formative assessment), and is typically assessed by the teacher rather than by the students themselves.
Their approach, on the other hand, showed benefits including:
- Improved understanding and raised achievement
- Increased understanding of children and young people of their thinking and learning
- Engagement of children and young people in their own learning
- More autonomous and inter-dependent learning
- A learning environment in which the views of children and young people are valued
In addition to Black & Wiliam's work, there is substantial evidence that feedback, or assessment for learning, can play a significant role in the progress of learners. John Hattie, Professor of Education at the University of Auckland, examined more than 500,000 studies within education and found that:
The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops of feedback’ (Ref 2)
Furthermore, the researchers Richard Lysakowski and Herbert Walberg, reported in 1982 that:
The effect of feedback on learning … calculated from statistical data in 54 studies containing a combined sample of 14,689 students in approximately 700 classes … suggests average percentiles on learning outcomes of between 50% and 83% improvement... Furthermore, the strong effects appeared constant from elementary level through college, and across socioeconomic levels, races, private and public schools, and community types. (Ref 3)
Since reading the work of Black and Wiliam, teachers, trainers and consultants connected with Sustained Success have collaborated together to identify the best ways forward with respect to feedback. Together they have compiled a list of the Top 10 Feedback points, that we are only too happy to share with colleagues around the world during training days, keynote speeches or accredited courses.
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The Sustained Success Top 10 Feedback recommendations:
1 Refer to clear and specific goals
Identify goals at the beginning of the task by agreeing learning intentions, success criteria and/or previewing benchmark targets, then refer to these and not to other superficial features
2 Avoid reference to other students
Don’t tell students where they stand in relation to others. Norm-referenced feedback like this tells them nothing about their learning. Focus on progress made and potential future targets
3 Ensure your feedback and praise is credible
Give only credible feedback based on attitudes, skills and/or knowledge (refer to the ASK model) Avoid giving undeserved praise as this could undermine sincerity and credibility
4 Get the timing right
Ensure feedback is given promptly enough that they still care about it. Feedback given days or even weeks later has very little impact on student learning.
5 Teach students how to give feedback
Students can effectively monitor their own, and a partner’s, progress once they have been shown how. Use the ASK model partner feedback form as a starting point
6 Focus on quality not quantity
Identify targets related to the quality of work and refer specifically to these. Avoid giving praise for the quantity of work, unless this was an agreed target
7 Praise determination, resilience and hard work
Attitudes such as persistence, resilience, courage are arguably more accurate predictors of future success than facts and knowledge are, so spot them, praise them and encourage them
8 Refer to progress rather than ability
Praising ability or intelligence can lead to a fear of failure and personal fragility (Ref 4) so give feedback relative to the progress each student is making
9 When marking, do not give scores or grades
The giving of marks or grades has a negative effect on learning because students then ignore any supporting or subsequent comments (Black & Wiliam, 2002)
10 Indirect praise can sometimes be more effective
If you want students to improve, let them overhear the nice things you say about them to others (Ref 5) By doing so, you reduce the chance of them wondering if your praise is artificial
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If you want to understand the background to these suggestions, and have a toolkit of practical strategies for embedding them into your practice, then book a Sustained Success consultant now. We will provide you with inspirational and practical training, as well as materials to support all of these recommendations
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See also: Independent Learning PLTS P4C Teaching Thinking Carol Dweck conferences
References
(1) Black, P. and Wiliam, D., Inside the black box, King’s College, London, 1998
(2) Hattie, J., Influences on student learning, Inaugural Lecture: Professor of Education, University of Auckland, August, 1999
(3) Lysakowski, R. S. and Walberg, H J., Instructional Effects of Cues, Participation and Corrective Feedback: A Quantitative Synthesis, American Educational Research Journal, Winter 1982, Vol. 19, No. 4, Pp 559 – 578
(4) Dweck, C. S., Self-theories: their role in motivation, personality and development, Taylor & Francis, 2000
(5) Ginott, H. G., Between Parent and Child, Staples Publications, 1969 |
