Opportunities both planned and unexpected. The unexpected can be very rich for feedback. John Hattie promotes timely and authentic feedback in an environment of trust. The student in the photo above has demonstrated an understanding of equivalent fractions using ice-blocks. This would be recorded on a student list as achieved with a tick. A dot means that the student needs further opportunities. Several dots indicating several opportunities given can demonstrate that the child has not reached the maturity to understand the concept especially if it is spatial. John Hattie cites that second/third chance programs have an effect of 0.50 on learning. This is where parents are notified and asked to assist with activities that support that development at home, although John Hattie ranks the effect of homework on learning (0.29). However, Hatties ranks parental involvement at 51(0.49).
Formalised assessment such as PAT-R, PAT M, SA Spelling Test, PROBE, Benchmarking, NAPLAN give numerical data.
Peer assessment is very powerful especially when used in conjunction with the teacher as an assessment partner. The child feeds back first and the teacher can support responses of the peer assessor during their feedback. John Hattie ranks feedback as number ten in its influence on learning (0.75) and peer influences (0.53).
Sharing assessment tasks with families is especially exciting when they are published (unlisted) on youtube. Children are able to share, celebrate and reflect on their learning in a more realistic 3D sense with their family and friends. Assessing tasks published to youtube gives the teacher time to make more informed assessment decisions with the added opportunity to reflect on videos outside of classroom hours.
John Hattie ranks self reported grades/students expectations as the number one influence on learning (1.44) Reporting formally to parents is twice yearly on a five point scale system. I have parent/child/teacher interviews and this gives the child accountability for their learning. The children in my class understand A-E and every opportunity is given to them to observe what an A would look like when first explaining the task. At this stage our school reports in: well above / above / at expected / below / well below. It is a very good idea to call parents up for an interview well before the report cards are issued for children with below and well below scores, even when it has been a pattern over many years for the child to receive these grades. It is very important to report truthfully about a child in every aspect of the report as this can be to the detriment of the following year's teacher.
Posting tasks on the students Weebly prior to learning taking place gives children and their family opportunity to discuss or pre-teach concepts. This is especially powerful for children with anxiety. It also gives parents and insight to the otherwise closed classroom.
Formalised assessment such as PAT-R, PAT M, SA Spelling Test, PROBE, Benchmarking, NAPLAN give numerical data.
Peer assessment is very powerful especially when used in conjunction with the teacher as an assessment partner. The child feeds back first and the teacher can support responses of the peer assessor during their feedback. John Hattie ranks feedback as number ten in its influence on learning (0.75) and peer influences (0.53).
Sharing assessment tasks with families is especially exciting when they are published (unlisted) on youtube. Children are able to share, celebrate and reflect on their learning in a more realistic 3D sense with their family and friends. Assessing tasks published to youtube gives the teacher time to make more informed assessment decisions with the added opportunity to reflect on videos outside of classroom hours.
John Hattie ranks self reported grades/students expectations as the number one influence on learning (1.44) Reporting formally to parents is twice yearly on a five point scale system. I have parent/child/teacher interviews and this gives the child accountability for their learning. The children in my class understand A-E and every opportunity is given to them to observe what an A would look like when first explaining the task. At this stage our school reports in: well above / above / at expected / below / well below. It is a very good idea to call parents up for an interview well before the report cards are issued for children with below and well below scores, even when it has been a pattern over many years for the child to receive these grades. It is very important to report truthfully about a child in every aspect of the report as this can be to the detriment of the following year's teacher.
Posting tasks on the students Weebly prior to learning taking place gives children and their family opportunity to discuss or pre-teach concepts. This is especially powerful for children with anxiety. It also gives parents and insight to the otherwise closed classroom.