Here is a glossary before you start:
1. OECD = Organisation for Economic Co-operation and Development . Representatives of the 34 OECD member countries meet in specialised committees to advance ideas and review progress in specific policy areas, such as economics, trade, science, employment, education or financial markets.
2. Professor Emeritus Graham Nuthall 1935-2004
Graham Nuthall is credited with the longest series of studies of teaching and learning in the classroom that has ever been carried out and it has been recognised by the educational research community as one of the most significant. A pioneer in his field, his research focused on the intimate relationship amongst students and the teachers within the classroom, resulting in a deeper understanding of the significant and often very subtle classroom interactions which influence learning.
I had a quick look at this Sutton Trust page and couldn’t help but explore the quiz. I did well until the end where I was caught out by the rules of the game changing… I’ll leave you to find out for yourselves! However it did make me think and one thing I know what (from first hand experience of my son’s throw away comments that I lock into memory of course!) motivates our students to try hard, work hard, deliver and please their teacher if not themselves: is effective, good and fairly prompt feedback!
The answer to q 5 resonates with me the most. Which is it for you?
Sharon Davidson @sharondavidson1
With the constraint of limited time,I feel anxious about the need to complete multiple controlled assessments at the same time as desperation to finish the syllabus with time for revision before the first AS exams. To improve the chances of the latter, I often set my students the task of giving presentations on certain topics of the syllabus to their peers and asking them all to complete their own notes on these. This has worked well for years and with advances in technology, the students have delivered increasingly polished presentations and I have been impressed with their ability to speak well and present thorough material. However.. there is always room for improvement and with Google docs, the students are able to work collaboratively and can easily share their work. We can all comment on content and give feedback or challenge material. This format still works. even then….
So my latest development is to set the same task through asking the students to create a Tackk!
This way they can create a mini website with all materials easily accessed through one shared area with interactive features. I have just received the first back and it is impressive. The students could take this further and link a google form through a button at the end which would allow them to assess the learning of everyone in the class… so things can get better and better!!!
Here are my instructions
and here is the first one back
The format of the tackk takes about 15 minutes to master… it’s so easy and just look at these great results.
Sharon Davidson @sharondavidson1
Once again I had a great night at the teachmeet. I’m always amazed by the quality of ideas in the room. On Wednesday night I left feeling enthused and charged.
If anyone wants more information about my presentation or wants to discuss anything feel free to contact me via twitter @createach
My presentation was, once again, about assessment and giving students opportunities to reflect on and improve their work. (Is this a teacher obsession or is it simply assessment time?) Our 4W stickers were shamelessly stolen from a Primary model, and we have adapted them to suit our needs. Students are given time, and guidance to improve their work following a key assessment point. This also works very well for self and peer assessment too. Feel free to use and adapt.
Here is an example below:
Eggbuckland Community College
I profess to be no expert when it comes to marking, although I work with colleagues who excel at it and seemingly enjoy the process. After reading a number of blog posts and tweets this weekend, alongside an increasing number of late nights due to marking I am left wondering where the balance lies and who we are marking for.
A few weeks into term and I have already marked hundreds of pieces of work, remarked work and set time aside for marking scrutiny’s and there appears to be no sign of the treadmill stopping. I read a blog post this week, in which each teacher was being told to keep a record of their marking, including when worked had been marked again, presumably to allow for the students making changes or becoming involved in a dialogue. I wonder who this record is for, how will this benefit the student, will the marking not be evidenced through discussions with the students or even observations of lessons?
I have also experienced fervent parental engagement this week; parents rightly, have their own children uppermost in their thoughts and actions, but this doesn’t mean they are qualified or have enough understanding to make effective judgements. In fact, when parents start posting their children’s books on social media – perhaps we have to question if we are even marking for our students at all.
I see the value of marking and enjoy the creativity and effort students put in, however I feel there is a fine line between marking to assess or moving learning forward and ticking boxes in an admin driven evidence trail. I feel in some situations the second has taken the lead and I wonder how it can be reversed? This pressure is not coming from my school leadership, I am fortunate to work in a place where staff have complete autonomy and are given the professional space to make their own judgements. So perhaps it is coming from the students – well I am confident that whilst they like making progress and want to learn, they would be happy with less formal work to complete.
So I suppose the final thought is how do we ensure marking is sustainable and how do we ensure it’s for the benefit of our students and their learning journeys? Answers on a postcard please*.
Rachael Green @DHSBGeography
Finding Flubaroo has been a real gem to assist in making sure students know what they have achieved or need to improve on, Special thanks for this has to go to our Swedish guest teachers who visited our school recently as part of the Regio project http://devonregiosweden.wordpress.com/category/launch/. It was a light bulb moment when lots of ideas raced through my head as to the use of this new information.
Flubaroo in essence is an add-on or enhancement to a Google form. The beauty is, it marks the responses and collates all of the data automatically. You can then email students their responses all from one form. It also allows for the corrections to be sent and it keeps all of the results in a neat spreadsheet. So basically you can create your own self-marking assessments, tests or homework. Other benefits of this are, you have the functionality of running graphs or data on averages, you can overview the group or compare groups results.
I am fortunate that within GCSE business one element is a multi-choice exam worth 25%. I have adapted the form to create past papers and this now can be used to assess the class at points throughout the year or to set as a mock paper in exam conditions. It also means that students get instant feedback and therefore they know how to improve within seconds of sitting the test. I also imagine you think you will require computer rooms to do this. Well no, as long as a student has a device i.e. phone, laptop, tablet etc the form will work. As you can probably tell I love it and probably have not captured its true potential yet. I will update further as I find out more. If you would like to know how to set it up I have put together an instructions sheet. Enjoy Flubaroo!
To help please find the instructions below https://docs.google.com/document/d/1qOlK1VqMz6m4KXYRpgaityEmKLzE3z7AlNNohTQkkJg/edit?pli=1
Please let us know if you use it and how you find it?
Nicholas Berryman @BerrymanNick
Deputy Head of House Newton
Teacher of Business and Enterprise