ciea insight is a key support for ciea members. through insight you can tap into a range of...

CIEA Insight is a key support for CIEA members.

Through Insight you can tap into a range of materials in one place that can:

• help you develop your own knowledge and skills in specific areas of assessment• help you develop your team’s knowledge and skills • give you access to info that we hope you will find stimulating and informative.

Feeding Back after Assessment


C FEEDING BACK ON ASSESSMENT

Maintain standard s and evaluate performance

C1 C2 C3 C4 Determine grade/level thresholds

Evaluate performance

Provide feedback to learners and

centres

Provide feedback to assessment

teams

Ensure comparability in

standards

Evaluate and report on the

performance of the assessment

Provide reports for learners and

centres

Provide reports and give feedback

to assessment teams

Assist with marking reviews

as required

Assist in evaluating

performance of the assessment as

required

Provide/check reports for learners

and centres

Provide/check reports and give

feedback to assessors and

learners as appropriate

Provide/check reports for learners and centres

Summative


C

GIVING AND ACTING ON FEEDBACK (INFERENCE & ACTION)

Evaluate and use assessment information to improve learning

C1 C2 C3 C4 C5 C6 Evaluate

information on learners' progress

Evaluate the assessment and

scrutinise its validity

Make decisions on actions for each learner

Provide feedback and guidance

Take action within learning

process

Report on the impact of

assessment

Encourage teachers to use a

wide range of evidence on

learners' progress

Scrutinise and re-affirm the validity of assessment

processes

Monitor the impact of assessment on

learners

Ensure feedback and guidance are

provided to learners and their teachers across

the school

Provide resources to support actions and recognise the achievements of

learners

Use information to re-affirm

commitment to assessment to guide learning

Support teachers in collating and

evaluating evidence on

learners' progress

Scrutinise the validity of

assessments used within the

department

Support teachers in identifying

appropriate goals and actions for

learners

Provide feedback and guidance to

teachers and ensure feedback is

provided to learners across the

department

Ensure appropriate action is taken to

provide remediation or

support as required

Ensure that appropriate reports

are made to stakeholders

Use evidence to re-assess learners' needs and identify

areas for improvement

Evaluate the validity of the

assessments used and re-evaluate

plans for learning and assessment

Identify or refine goals and actions

for each learner for the next phase of

learning

Provide feedback and agree goals and actions with each learner for

the next phase of learning

Work with others to provide

remediation or support to learners

as required

Report on learner progress to parents and managers

Identify

appropriate goals and actions for

peers for the next phase of learning

Provide feedback to peers, suggesting goals and actions for the next phase of learning

Formative

Communicating the results of asessment


To Centres To Learners

Internal or External assessment

How results are determined and evaluated

Be prepared to give feedback - have procedures in place that allow this

Handling Data

Turning complex data into meaningful feedback

It can seem like there is too much data to analyse


Exam results National Curriculum Tests

Internal assessments

Progress tests End of year tests

Vocational assessments

There are powerful tools in standard software packages that will allow you to dig deeper into what data from assessments like these can mean

Identify appropriate and valid data, and methods for their provision, for evaluating learners’ progress and for informing and setting future learning goals.

Questions to ask:

• what is appropriate and valid data?• where does this come from?• how can data help to evaluate progress?• how can data be used to set future learning goals?


Guide learners in evaluating progress towards their current learning goals and in setting future learning goals

• Results of assessment - what do they point to?

• Use assessment results to set learning goals that are realistic and achievable

• Clear focus on key areas

• Do not produce a lengthy wish list

• Consider the positive effect on learners of a few clear goals

• Consider the negative effects of too many goals


Guide learners in evaluating progress towards their current learning goals and in setting future learning goals

You might find using a document like the one below can help to link assessment performance to future goals


Area for improvement

Specific improvement needed

Evidence of improvement being achieved


Apply appropriate techniques to communicate assessment results to learners, explaining how results were determined and evaluated.

Method of feedback Benefits Risks

Face to face Personal, engaging Time consuming - relies heavily on interpersonal skills

Brief comments on the assessment material itself

Direct - clear focus Likely to be in mark scheme style language

Written report Detailed - can indicate definite areas for improvement

Difficult to produce many such reports - might all end up saying the same things


Written Feedback

Remember the purpose of the feedback - to inform learners and others of progress and to suggest ways of improvement

Remember the audience - and the likely effect of feedback on the audience

Appropriate tone of voice is vital


Possible audiences for feedback

Learners

Parents

Fellow assessors

Managers

General public

National Press

Your feedback might well go out to a wider audience than you intended

Think of the impact on the audiences opposite of the kinds of comments you might make


Avoid telephone feedback

So much depends on tone of voice and eye contact when giving proper constructive feedback

The telephone can distort the meaning of what you are saying leading to misinterpretation

Keep feedback :

writtenor

face to face


Providing feedback to assessment teams

This can apply to external testing such as GCSE or A’ level examinations

It can apply equally well to assessment teams within a centre


Providing feedback to assessment teams

Be supportive!!!

Even if it is 10.00 at night

What seem little problems to a senior assessor can be real headaches for the less experienced

There are ways to break bad news


Providing feedback to assessment teams - Types of things to say

“Your marking of the short answers was generally in line with the Mark Scheme but …

“You are a little generous with the essay marking …”

“Yes I know. Question 4 is producing some unusual responses …”

“It is good that you are making comments but you need to remember to tie these closely to the mark scheme…”


Whilst the role of assessment remains very important in school, college and workplace education and training, we should all remember that assessment is not an end in itself.

Keep a sensible balance between teaching / training and the various forms of assessment.

The IEA hopes to engage members in wide ranging discussion about the nature and the future of assessment.

You can find out more about feeding back after assessment in the members’ area of the IEA website - www.ioea.org.uk

ciea insight is a key support for ciea members. through insight you can tap into a range of...

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