Feedback Sheet

This is based on Exit Tickets with a couple of amendments. The idea is (every so often) to check student understanding of the Learning Outcome by assessing their response to a suitable question. In addition the student assesses whether they think that they have understood the learning outcome (It can be interesting and useful to see which students have clearly understood the learning outcome by their response, yet are unsure whether they have or not in the self assessment exercise. On the other hand there will be students who are confident that they have understood the learning outcome, yet this is not bourn out by their answer to the question).
I also included a section to gauge how many students were aware as to what the learning outcome was and another where they could evaluate how clearly the lesson was explained (Pressure situation!)
Obviously this could be amended according to individual preferences/requirements. Peter
Feedback Sheet.doc

Using Learning Outcomes and Success Criteria in revision

The following is an example of how Learning Outcomes and derived Success Criteria may be used to help students with revision.

The document is issued to students at the end of a topic. The first two columns of the table are the topic LOs and SC, the third column is for students to fill in as a topic summary. This could be done with or without notes, at the teacher’s discretion. There is the possibility to add a fourth column for students to “traffic-light” according to their knowledge and understanding.

• Student LOs and SC – S2 Chemistry, Acids and Alkalis

Note that Learning Outcomes begin “Know…”, “Understand…” or “Be able to…” according to knowledge, understanding and skills.

Traffic-light boxes

Paul Trickett has come up with an interesting idea using “traffic-light boxes“. Following an assessment, students were asked to put their answer script into one of the three different coloured boxes based on how they felt they had done – green for well,  orange for OK and red for poorly. This could be used as the first step in a student assessment evaluation process.

AiFL and Prelim analysis

The following resources may be useful to staff when analysing Prelims with students:

• Graphic Communication Int 2 Prelim feedback sheet
• AH Chemistry Prelim analysis
• H Maths Prelim analysis

With the Graphic Communication analysis sheet, students were given a copy of the paper to jog their memories about the questions asked but were asked to fill in the analysis sheet INDIVIDUALLY, BEFORE being given back their own marked exam scripts. Next, students were asked to discuss their analysis in small groups, identifying common areas of weakness, before a spokes person fed back to the rest of the class. Only after this process where students given back their marked papers.

With the Chemistry analysis sheet, students went back over the marked paper question by question, referring to the SQA content statements in order to identify which section of the course each question had come from. An individual analysis followed, with students asked to make more specific comments on their development needs for each section.

If you feel they are useful, please feel free to download copies of the above analysis sheets and adapt them  to suit your own subject/level. They can be very useful in helping to report to students and parents on strengths and development needs.

If you have similar resources which you would be happy to share with other staff, please upload these onto this site or forward them to B. Robertson.

*Update – thanks to Peter Adair for forwarding a Higher Maths Prelim analysis sheet (available above).

Assessment and Learning Pocketbook

3 copies of the Assessment and Learning Pocketbook are available via a sign in/out system from the CPD area of the staffroom.

Exit Tickets

Example 1

• Rip up some scrap bits of paper and number them.
• Give the paper to students and ask them to put their class on the back.
• Have the questions you want the students to answer on PowerPoint or the board. These should be based on your learning outcomes for the lesson.
• At the end of the lesson ask the students to answer the questions.
• As the students leave the classroom collect the ticket from each of them.
• You now have evidence on how your lesson went, whether the pupils achieved the learning outcomes or struggled. This can also be used for self evaluation purposes.
• You can now amend your next lesson prioritising what to review at the start.

 Example 2

• The same idea as example 1, not so much based on learning outcomes but more generally how the student felt the lesson went (a sheet of Exit Tickets is available here: Exit tickets)

AiFL: Criteria-based self and peer assessment

This area will be used to post resources relating to the use of criteria-based self and peer assessment in the classroom.

In the session 08-09, the AiFL working group offered CPD workshops for staff. The following PowerPoint comes from the third of these workshops:

AiFL presentation 3: Self and peer assessment

AiFL: Criteria-based feedback (strengths and development needs)

This area will be used to post resources relating to the use of criteria-based feedback (strengths and development needs)  in the classroom.

In the session 08-09, the AiFL working group offered CPD workshops for staff. The following PowerPoint comes from the second of these workshops:

AiFL Presentation 2: Criteria based feedback (strengths and development needs)

AiFL: Effective questioning workshop

Scott Steele lead the Learning and Teaching Committee’s workshop on Effective Questioning as a lunchtime session on Friday 5th March. 33 members of teaching staff attended this workshop.

The PowerPoint can be downloaded here: AiFL Effective Questioning

AiFL: Learning Outcomes and Success Criteria

This area will be used to post resources relating to the use of learning outcomes and derived success criteria in the classroom.

In the session 08-09, the AiFL working group offered CPD workshops for staff. The following PowerPoint comes from the first of these workshops:

AiFL Presentation 13.11.08