3. To modify our planning to allow more time within
mathematics lessons in order to provide students
with constructive feedback regarding pre and post
testing.
To modify our assessment strategies to include pre
assessment models that incorporate modes of
feedback, for example, Rubrics.
To construct various post assessment models that
have included feedback which is student friendly
and easy to interpret.
4. Firstly we asked the children to independently
complete a brainstorm about feedback.
5. Many students found this incredibly difficult. Most students wrote
nothing at all, or unrelated drawings and words.
From this it was obvious that each time we gave the students
feedback individually or as a class we would need to explicitly
state that we were giving or asking for feedback.
We also noticed early on that many children viewed things such
as goal setting interviews and progress interviews as negative
feedback, where they might get into trouble.
6. Next the students were given a pre-assessment for the
mathematics topic of ‘TIME’.
The assessment included a rubric with the VELS progression
points written in student friend language and progressive faces as
picture cues for success. These were later changed to traffic
lights to hopefully remove any negative feelings associated with
sad faces.
Recognises that a Read the time to Recognise the Draws a clock face Tell the time to the
clock tells the time o’clock difference between to match a 24 hr time nearest minute
Recalls the numbers an analogue clock tells the time to half Can calculate the
on a clock face and a digital clock past length of time that
has past.
7. Once the rubric was completed by the teacher small
meetings were held with clusters of students to assist
them in setting personal goals based on the feedback
given in the assessment tool.
This same assessment was then used for post
assessment and results were compared.
8.
9.
10.
11.
12. We did not get around to achieving the goal of students seeking
feedback at an appropriate time as student’s understanding of
feedback was lower than we had anticipated. We used this
opportunity instead to broaden their knowledge of feedback.
13. Teachers will be more skilled at using
assessment tools to give feedback to
students.
Teachers will use their knowledge gained
from student assessments to provide students
with more strategically designed learning
opportunities.
Teachers will provide all students with
constructive feedback using a range of
models and tools
14. This research project has enabled us to...
Review our pre/post assessment procedures
Research and explore assessment tools used in junior primary
Identify how our students interpret feedback
Develop our students’ understanding of feedback and begin to break down negative
connotations of feedback
Identify that we need to explicitly teach our students what feedback is and how to use it,
as the students had less of an understanding than perhaps we were expecting.
Identify that some students come to school with negative preconceptions about feedback
Our future goals include...
Further developing the students’ understanding of feedback
To further explore early primary assessment so tools that can be used to provide students
with clear feedback
Developing students’ ability to independently set goals based on feedback received
Develop students’ ability to monitor personal goals, (Learning goals on little flash cards or
poster that the students can refer to rather than in their learning portfolios)
