Written Feedback With Levels
19/11/2013 – Julia Brunning Written Feedback with assessment.
Over the last week I have been trialing the Top Trumps feedback method suggested in Andy Griffiths’ ‘Engaging Learners’ book.
This was trailed with an x band year 9 class who are designing a house for a celebrity and were beginning the sketches stages following a series of design theory lessons. This was planned as part of a three lesson sequence (2 sketch designs and 1 final design lesson)
I chose to discus and agree the five assessment criteria with the students at the beginning and by asking them to write the the agreed criteria they knew what they were being assessed on. I then asked them to describe the task we were doing so that I could check their understanding of the outcome.
All students had written a comment and when circulating the class they showed a good understanding on expectations.
At the end of the lesson the student peer assessed each others work marking them out of 10. This was done in pencil and the lowest mark identified as a target to improve on their next design. At the beginning of the second lesson the students knew what they had to focus on to improve. The problem I found with this was that the students marked each other very highly, it is difficult to identify what a 10/10 criteria might look like and peers may feel pressure into giving a higher mark. I feel this may have worked better as a self assessment and a mark out of 10 based on their personal effort and ability for that criteria.
I then went on to add comment with regards to how the student met the criteria giving them a level and how they could improve their grade with specific instructions.
This was scheduled in for a MAD time in the following lesson allowing students to look at how they could improve their previous design and the expectations for their next.
I do think that a more detailed check list could be adopted and used a marking grid like this to compare the marks and would like to look at combining this.