How do we use assessment to improve the quality of our pupils’ work? This is one of those questions that is often at the forefront of teachers’ minds. There can be nothing more discouraging than spending a lesson going through in detail how to complete a piece of work well, only for our students to hand in assignments that fall short of the standard we had hoped for. Sometimes it can seem that our pupils are simply ignoring our advice. It can be very exasperating for us, as teachers, and I have no doubt that it can be similarly exasperating for our pupils, many of whom no doubt believed that they had submitted a high quality piece of work.
So what is the answer to this quandary?
I’ve been thinking about assessment for some time, and have tried in recent weeks to develop new and improved mechanisms for providing meaningful feedback to my pupils. I’ve produced “assessment tracking sheets” for my pupils, have overhauled the system of marks that I use, and tried to further develop my use of self- and peer-assessment. I’ve felt that this has all been a move in the right direction, and have had useful conversations with my pupils as a consequence (even if there is still a tendency amongst some to regard peer-assessment as an excuse for me not to mark their books)!
I still did not feel, however, that I was getting close to my goal of using assessment to significantly bolster pupil performance. Sticking a mark scheme in front of a pupil and asking them to mark their neighbour’s work produced somewhat erratic results, and also ate up a great deal of lesson time. Whilst the school’s senior management believed such an exercise was a tremendous example of “Assessment for Learning,” in my view it was fundamentally flawed, since whilst some pupils found it a useful exercise, I was not convinced that it was leading to a great deal of learning.
I was particularly inspired last week, however, by a blog post I read by Miles MacFarlane. In this post he summed up the assessment philosophy in his own school in the statement:
Efficacious learners honestly reflect, self-evaluate, and assess their own work against criteria they understand. They are independent and reflect meaningfully on both their content mastery and their skills as learners.
One particular element of the assessment cycle at Miles’ school particularly caught my attention. Miles says that before completing a task, students and their teachers
Explore the characteristics of exemplary models of the product they are creating. These characteristics form the criteria by which they will assess their own work.
Throughout an activity, students consult the criteria to see whether their product meets the requirements. They are also encouraged to add value by going beyond the criteria. Before submitting their completed work, students self-assess against the criteria and reflect on their learning processes and strategies. Teachers respond to student assessments providing feedback on both the product and their learning strategies.
Spurred on by this post, I have created a self-assessment proforma for essay writing that I am trialling with one class at the moment. This proforma provides a checklist of the key elements of an outstanding essay, broken down into the key components, (introduction, main body, conclusion and general points.) This checklist is intended to reinforce what is required of a good essay in a simple, straightforward way that can be easily understood by my pupils. The intention is that once they have finished writing their essay, they tick the box indicating that they have included each of these elements in their essay. If pupils are able to tick all the boxes, then they should be reasonably confident that their work is of a high standard. If they are unable to, then they are advised to edit and amend their work so that they are able to complete the checklist more fully.
Also on the self-assessment proforma is a copy of the mark scheme issued by the examination board for essay work. Pupils are asked to read through this scheme and to grade their essay accordingly, before commenting on why they have given their essay this mark, and what they would do differently next time in order to produce an even better essay.
This is the first time I have used this particular proforma, and I have yet to see how well my pupils are able to use it. I am looking forward, however, to marking their essays and reviewing their self-assessment. If it works then I am confident that it will lead to a much greater understanding amongst my pupils about what makes a good essay, and enable them to dramatically improve the quality of their own work. If this, or a similar tool, is used regularly, then hopefully I will see a sustained improvement in the quality of all of my pupils’ work.
Have you developed any assessment tools that have enabled you to promote and develop the learning of your pupils? Please do share them below!