As the end of term 1 approaches I thought was timely to remind staff of our commitment as a school to formative assessment and in particular the work of Dylan Wiliam.
My initial proposal that all teaching staff select at least one strategy around formative assessment to put into their performance development plan seems to have had a successful start (based on the response to the initial blog post). The school has purchased Dylan Wiliam’s “Embedding Formative Assessment – a two year professional development program for schools”. I am currently working my way through this resource to see how we can use and adopt the processes in it at PBAS.
Click here to refer back to my initial proposal if you need to revisit this information or want to read through the comments made by staff.
I think it is also important to remember that this is not a sprint and that as as school we are looking for teachers to embed one or two strategies into their teaching during 2014 rather than trying five or six that all disappear in three months.
In the hope that the discussion continues I am asking that staff contribute to this blog post by updating where they are at with formative assessment, what have you been trialling and how is it going and what direction are you heading?
To get the ball rolling I would like to share my progress with my formative assessment focus, quality self and peer assessment, which to paraphrase Dylan Wiliam, “improves learning by up to twice the speed of students who do not engage in rigorous self and peer assessment”. I must admit I have a fair way to go to improve students knowledge of how to give quality feedback and then use that feedback to effectively move their learning forward. We have managed to discuss these issues though and through our athletics and badminton units students have had plenty of opportunity to provide feedback and use feedback to move their learning forward. I have included a video below that includes some student videos showing how they had to present their learning to me for assessment.
Peer and self assessment process:
Step 1 involved the discussion of ‘what is meaningful feedback?’
Step 2 required a peer to video a student performing a skill using an iPad and downloading it to their MacBook.
Step 3 involved me ensuring there was some consistant expectations about how the skills were to be performed. Use of You Tube, teacher modelling, peer modelling and written criteria helped achieve this.
Step 4 required peers to review the video taken at step 2 and provide feedback on how that skill could be improved. This was written down in their PE books using a proforma created by me that provided success criteria to guide the students.
Step 5 allowed students to select one piece of feedback provided by a peer. They spent a few lessons trying to improve this area of the skill. At this point I contributed feedback to assist students.
Step 6 required students to take a second video that would demonstrate their learning. Both videos were put side by side in iMovie with students adding text to acknowledge the feedback they were given and also explain where the improvement occurred.
My aim is to continue this process throughout 2014, refining the process and the students ability to provide and use feedback.
The Australian Curriculum HPE requires students to demonstrate the ability to provide feedback as well as use feedback to improve performance.