Age 9-11: Y5/6 (4/5 Grade US) 2016 Feedback from Day 3

HERTS

Exit cards had reduced marking because misconceptions are identified and can then be addressed.

Visualiser stops to identify successes had built children’s confidence and enabled them to be self-reflective.

Children having 1-1 sessions with learning assistants had also saved on marking as responses are immediate and clear.

Peer feedback was highly structured, with errors spotted and ownership of individual progress encouraged.  Effective questioning led to improvements.

GLOUCESTER

The visualiser had been used for mini plenaries by all teachers during writing, asking for success criteria and how to improve.  Children recognise and understand the success criteria applied.  Seeing a good example helps scaffold improvement for all. The process as a class models peer marking.  Mistakes are shared and seen as opportunities to learn.  Showing examples of maths at the visualiser allows for analysis, so children can see which step has gone wrong.

Peer assessment was enhanced by children watching Austin’s Butterfly (Ron Berger) as this showed them the importance of specific and meaningful feedback.

Sometimes lower achievers switched off during peer assessment. Peer marking needed to be collaborative, not swapping work, with careful direction about what they are looking for and possibly improving.

Feedback of ‘has this challenged you?’ was important to help children aim for the learning/challenge zone.

Some teachers were marking children’s work during the lesson as they were walking around the class.  When misconceptions were spotted the whole class could be stopped.

Different levels of written feedback were helping children to progress.

ROSS, CALIFORNIA

Students had been given immediate feedback resulting in improved work.

Mid-lesson learning stops in writing were effective for more reflection as well as peer feedback.

One teacher had filmed class discussion and then analysed them for engagement and participation.  Students found it particularly valuable to watch the footage and analyse and give feedback to each other.

Peer editing of one push and one compliment involved checking in with the teacher in one class, so that the suggestions were specific and actionable.  Students are now receiving more specific feedback.

One teacher asked students who would like to come to the document camera to share their work.  The students gave guidance and improvement suggestions and the process gave all students more ideas for their own work.