Web viewI’ve been experimenting with ways of making progress so far visible, ... We give them...
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Baseline Bites: Helping students see their progress Damian Hayes 16/6/15 Aims: I’ve been experimenting with ways of making progress so far visible, and making it clear to students where their next steps should be. I’m also interested in seeing: whether it’s feasible for teachers to do their own study on what impact they have, whether it’s manageable in terms of time, whether it’s useful for others. Comments please! Method: S4 students are now being assessed regularly in preparation for exams. We give them the same x5 skills questions in each test. We want to see which skills questions they struggle with, and fix them. We had previously seen that knowledge was a weakness so we did an 8 lesson experiment with plenaries ‘what did you learn today’ that then created lesson starter quizzes based on what they had said. Students peer corrected their answers on their sheets and then self-logged their progress on a graph. Below you can see the revision lesson where students tried to create the questions for each of the quizzes based on the answers they had recorded. Results: Below are the test results. Excel allows students to see the questions they did worst on (white circles), and the ones they did best on (black circles). This shows that our focus on knowledge may have had a great impact on Q1 ‘describe’. Most of the class have that as their best question. I can easily see that the skill I need to re-teach is in Q3- ‘useful’- most students have that as their worst. We can discuss this as a class because everyone has a best and worst and no marks are shown (very easy to do in excel- thanks David W for the lesson!). Students reported that they were very keen to have this talk.
Transcript of Web viewI’ve been experimenting with ways of making progress so far visible, ... We give them...
Baseline Bites: Helping students see their progress Damian Hayes 16/6/15
Aims: I’ve been experimenting with ways of making progress so far visible, and making it clear to students
where their next steps should be. I’m also interested in seeing: whether it’s feasible for teachers to do their own study on what
impact they have, whether it’s manageable in terms of time, whether it’s useful for others. Comments please!
Method:S4 students are now being assessed regularly in preparation for exams. We give them the same x5 skills questions in each test. We want to see which skills questions they struggle with, and fix them.
We had previously seen that knowledge was a weakness so we did an 8 lesson experiment with plenaries ‘what did you learn today’ that then created lesson starter quizzes based on what they had said. Students peer corrected their answers on their sheets and then self-logged their progress on a graph. Below you can see the revision lesson where students tried to create the questions for each of the quizzes based on the answers they had recorded.
Results:Below are the test results. Excel allows students to see the questions they did worst on (white circles), and the ones they did best on (black circles).
This shows that our focus on knowledge may have had a great impact on Q1 ‘describe’. Most of the class have that as their best question.
I can easily see that the skill I need to re-teach is in Q3- ‘useful’- most students have that as their worst.
We can discuss this as a class because everyone has a best and worst and no marks are shown (very easy to do in excel- thanks David W for the lesson!). Students reported that they were very keen to have this talk.
I’ve also got the same information from the previous test, and that combined with their CAT predictions allows for very detailed conversations about what grade they should attempt, what skills they seem to be strong on, and which ones they need to work more on.
Students did their corrections in a different colour pen on their tests. These corrections show students improving.
