Assessment Assessed – Stacy Brown

Assessment Assessed was Stacy’s MTL assignment from 2016-17

In a review completed by the Department of Education in 2016, it is suggested that the process of marking and assessing a pupil’s work has become somewhat of “a burden that simply must be addressed” (DFE 2016 p.3), for many teaching professionals. In addition, from my own experience of working on the frontline of education, it appears that assessment is becoming increasingly more of a focus for teachers, senior leaders and external bodies. Providing evidence to this claim, many publications offer theories and antidotes for the right and wrong way to assess and mark pupil work. For instance Birbalsingh (2016) offers a system of marking that claims to improve teachers’ work life balance and provide personalised feedback to each student in a system where they ‘don’t mark’ (Facer cited in Birbalsingh 2016 p.46). Pragmatic Education (2015) suggest that we should adopt a system that “maximises the responsibility pupils take for self-checking, correcting and editing”, minimising teacher input to assessments. Furthermore, one source claims simply that “written feedback doesn’t work” (Healey 2017 para 2), commenting on how the hours spent marking his pupils’ books were simply wasted when he realised that his pupils “read the comments, but did not act upon them” (Healey 2017 para 9).

These examples suggest that assessment and marking is a difficult question to answer. In addition, it becomes apparent that there is a shift towards pupil led systems and a reduction of the pressure placed upon teachers; however there appears to be a less than extensive representation of the views of one particular stakeholder, the pupils. This apparent lack of recognition for pupil voice encourages me to question, how much attention do we as professionals pay towards how assessment, and the continuous adaptation of it, impacts not only on teachers and institutions, but those at the heart of the issue. I question, to what extent are pupils aware of the continuous revolving door of changes happening around them? What are their views on assessment systems? What changes would they make if they could and do they have the capacity to contribute to the creation of an assessment system that works for all?

My argument, and the intention for this research, was to seek out some answers to these questions by gaining fresh insight into the viewpoints of both students and teachers, attempting to understand how the opinions of those delivering the assessment systems compare to those partaking in it. The desired outcome of this research was to provide classroom teachers and senior leadership within my school with an accurate picture of how students view assessment processes in order to revaluate the effectiveness of current and developing practices at a time when student outcomes are a particular focus. As an institution, this school is dedicated to improving the quality of assessment in order to provide meaningful, manageable and motivating. Within the school’s most recent improvement plan, there are explicit references to the shifting nature of education in response the needs of a changing economic and political landscape. A landscape which requires pupils to not only have a solid academic education but also to be fully rounded individuals able to think creatively, be self-reflective and work collaboratively (World Economic Forum 2017). Within my research I have sought to consider how using pupil viewpoints can seek to realign what students want and need from assessment with what the school provides. In summary, the research questions at the centre of my research were as follows:

 

What influence does assessment have on student/teacher engagement with their learning?

To what extent are pupils aware of changes surrounding marking and assessment and how does this affect them?

How would students like to be assessed and what is their understanding of how they are assessed and make progress?

Does the teachers’ understanding of how students learn from assessment match the opinions of the students being assessed?

The first step in answering these questions was to consider not only a range of recent literature on assessment but past literature also, and it appears that assessment, within an educational setting, is a topic that has been examined and re-examined repeatedly, both by teaching professionals and theorists alike. Starting from a theoretical point of view, three major schools of thought about the way children learn come from Piaget, Vygotsky and Skinner. The ideas of these theorists provide a platform to evaluate the various forms of assessment with a focus on learning processes. For instance, a behaviourist approach would be interested predominantly in “observable behaviours” (Bartlett and Burton 2009 p99). Potentially suggesting that assessment of learning can only occur when there are directly observable, tangible outcomes. On this point, it could be argued that early behaviourists, such as B.F Skinner, would have disregarded many modern assessment systems as they attempt to assess what we cannot see. Learning, according to behaviourism, is something a person does “in response to external stimuli” (Brooks, Abbott and Bills 2007 p46). If this is the case, it’s significant to consider how modern assessment practices help pupils learn i.e. what the stimuli they are responding to might be and to what kind of stimuli they respond most to. Skinner has argued that learning occurs most effectively when positive reinforcement and punishers are used to identify correct and incorrect behaviour. A question could be asked on whether a student can tell the difference between these during an assessment and whether, for some students, assessment is unintentionally acting as a ‘punisher’ as a result of negative experiences of assessment.

Another school of thought comes from theorists concerned with the process of cognitive development involved in learning. Jean Piaget provides his theory that children learn because of “an internal need to understand the world” (Capel, Leask and Turner 2009 p254), moving through a series of four stages in the development of their thinking. He comments however, that stage 4 (formal operational stage) whereby a person is able to “see that a real, actually experienced situation is only one of several possible situations” (Brooks, Abbott and Bills 2007 p49) arguably an important skill in being able to receive and process feedback, is not reached by all. Therefore raising questions about the extent to which a person can be fully capable of participating in certain formal assessment processes. Piaget’s theory theories do leave room for negotiation with regards to when and if a person enters each stage, as identified by Brooks, Abbot and Bills (2007). Their argument highlights a suggestion that the rigid nature of his four developmental stages doesn’t allow for variation and individual progression. Whereas in a modern educational setting it is rarely the case that all students are exactly where they are predicted to be at any given time and are even less likely to all progress at the rate which they are expected to. Supporting this point, Bartlett and Burton (2009) offer the cautionary advice that “the rigid application of Piaget’s theory could also place limits on achievement” (p114) by assuming a child cannot move beyond that which is expected of their age. This argument is an interesting factor to consider when exploring the level of flexibility provided by current assessment systems and the scope for which pupils are encouraged to develop at their own speed, be that quicker or slower than predicted, or whether externally imposed predications and targets are a constrictor in their development. Despite the limitations of Piaget’s theories, they do serve as a reminder that “a child’s reality of the world is not the same as that of an adult” (Piaget 2001 cited in Brooks, Abbott and Bills 2007 p.48) and therefore the way that a young person views assessment is very unlikely to be the same as a teaching adult does and a factor that ought to be considered when evaluating pupils’ views and adapting assessment processes.

A development of Piaget’s theories came from Russian psychologist Lev Vygotsky with his work on social constructivist theory. An important aspect of his work combined the value of cognitive development stages with the impact of social interaction and it’s likely that Vygotsky would be an advocate for modern systems of peer assessment. He believed that children do not develop in isolation, suggesting that it was a child’s “interaction with others through language that most strongly influenced the level of conceptual understanding they could reach” (Vygotsky 1978 cited in Brooks, Abott and Bills 2007 p49) and his work is possibly the spring board for many practices of group work and peer assessment. More specifically Vygotsky developed a concept referred to as the ‘zone of proximal development’, which refers to the process of learning from someone more knowledgeable than yourself. For Vygotksy, “it is cooperation that lies at the basis of learning” (Brooks, Abott and Bills 2007 p50) and therefore it could be argued that whilst considering this theory of learning, in order for any assessment method to be effective in promoting learning the student would need to be involved in the process.

In addition to having an understanding of the theoretical viewpoint on learning and assessment, it is important to recognise current conversations that are being had on how best to approach assessment in a modern context. Collating current opinions into two arguments (how/what assessment should be and for who/why we have assessment) it’s clear that there are divided opinions. For instance, one source argues that at present “marking has a very low ratio of impact-to-effort, and a very high opportunity cost” (Pragmatic Education 2015) suggesting that traditional methods of marking and assessment create high levels of work for minimal results. In response to this, the source proposes a more student led approach to feedback and therefore “minimises laborious, slow, reactive written comments” (Pragmatic Education 2015). This method of assessment, despite its claims to place ownership on the student and therefore potentially increase motivation or improve reflective thinking, could also be challenged due to its estrangement of teachers in the assessment process. For instance, from a social constructivist viewpoint, by removing the collaboration between the teacher and the student, or student and student, any social interaction is removed and the child in placed in a state of isolation. In contrast, Healey (2017) proposes that a key to his success are “five-10 minute tutorials with individual students, which culminate in the student summarising the conversation and writing down what they need to do next” (Healey 2017), offering both individual feedback and personal reflection. A criticism however of some of these proposals for assessment is that there is a potential exclusion of practical, interactive lessons from a logistical point of view. For instance, Pinkett (2016) talks about a note-taking method whereby students are given one to one feedback as well as general feedback, however the feedback is given “once I’ve started the students off on an extended writing task (18 minutes minimum)” (Pinkett 2016 no page). This possibly favours those lessons where pupils are sat at a desk and raises a question of how this quality/style of assessment in a practical lesson could be achieved. In addition, it’s unclear how this process would be delivered with very weak pupils or pupils will little independence. It appears to be a desirable method but not necessarily a realistic solution for all.

In response to the question, ‘who is assessment for?’ Pinkett (2016) makes his view very clear. The source claims that teachers spend up to twenty hours a week on marking and yet regard it as the second most unnecessary and unproductive task they complete. Supporting his view, Pragmatic Education (2015) maintain that “to monitor marking as evidence to hold teachers accountable for pupil progress is an illusion- comforting for managers, but unhelpful for teachers and pupils” (para 6). From these sources it seems clear that, for some, the actions involved in assessment methods at present don’t provide any significant value for the teachers or pupils and are in need of a shift in focus. DeLuca and Johnson (2017) raise another interesting argument about what and who assessment is for. They refer to the issue of accountability within the teaching world, suggesting that “accountability has become the prevailing watchword” (DeLuca and Johnson 2017 p121), i.e. that in fact what is becoming even more important than pupil outcomes, is who is responsible for those outcomes. They go on to discuss that despite a focus on teachers’ performance, generally teachers maintain “low levels of assessment knowledge and skills” (DeLuca and Johnson 2017 p121), in particular newly qualified teachers. This comment introduces a possibility that in fact some educators themselves lack an adequate understanding of how assessment aids pupil learning; an inadequacy that could have stemmed from frequent changes to assessment processes as a result of changes in the education field, yet none the less presents a cause for discussion.

After consolidating the literature and moving on to choose a methodology for my research I began by considering the kind of information I wanted and came to the conclusion that I needed a mixture of personal experiences and opinions, combined with factual variables. Bell (2010) points out that “qualitative researchers are concerned to understand individual perceptions of the world” (Bell 2010 p6). Whereas “quantitative researchers collects facts and study the relationship of one set of facts to another’ (Bell 2010 p6). In summary, as Moore (2000) insists ‘quantitative research aims to show you what is happening. Qualitative research, on the other hand, sets out to tell you why it is happening’ (Moore 2000:121). With this in mind I was keen to make use of both quantitative and qualitative data, as I wanted to seek out personal opinions from students and staff in an informal way with the addition of comparing specific variables to one another. I decided that one method of data collection that would provide the flexibility to collect both these types of information was a survey. In addition, the time commitment for collecting responses from a survey aligned with the time constraints of this project whilst maintaining the quality of the data. In addition, this form of data collection minimised the time pupils had to be taken out of lessons and therefore limited disruption to the school day. In practice however, it became apparent that although the actual participation in completing the survey was swift and efficient. The collection of consent forms from students and parents added an unexpected delay to the process, meaning that the amount of time students could spend on completing the survey was reduced and this could potentially have a negative impact on the reliability of my data.

The survey took the form of two separate questionnaires given to both teachers and students (see appendix 3 & 4). Each questionnaire had ten questions based on the key research questions. The two questionnaires featured nearly identical questions for both staff and students, done for the purpose of direct comparison between pupil and teacher responses. The initial questionnaire design had predominantly multiple choice or one sentence answers. As in addition to questionnaires, I intended to complete informal focus groups with the same sample groups of students and staff. The rationale behind this was to help triangulate my findings and provide a platform for all students to express their opinions, even students who may not be able to articulate themselves in written form in the questionnaires. However, in practice, the implications of completing research in a high pressure, fast moving school environment caused disruption for my research, with the outcome being that pupils could only be out of lesson on one occasion, as to avoid significant disruption to their learning. As a result of this I decided, rather than to ask pupils to come back after school, which I felt would potentially reduce the commitment pupils could give to the task, I decided to adapt my questionnaire to include a mixture of multiple choice questions but also open ended questions to allow for participants to respond in more depth. As a question of accessibility was also a factor, I considered the complexity of vocabulary and sentence structure when preparing the questions to be completed and also reinforced to pupils that spelling and grammar would not be judged and that there would be no right or wrong answer. I took steps to minimise ambiguity in the wording of questions and promote the validity of responses. For instance, pupils were provided the questionnaires electronically, to provide a more inclusive set up for pupils who struggle to write fluently. During the pupil session, I also read aloud each question, clarifying the meaning of words and sentences. A possible risk with this action however was that by explaining the meaning of questions, I could have unintentionally provided students with a supposed ‘correct’ answer for some questions, which would make my data less reliable. To target this, I ensured that I did not provide any examples of answers but instead rephrased the questions where needed to provide clarity.

The questionnaires were given to a representative sample of teachers and students. In order to ensure the sample was an accurate representation of my population of interest I took steps to match the dynamics of my sample to that of the population of interest by finding out the specific characteristics of my school and chose participants specifically to match those of the school as a whole. For instance, I made a record of specific characteristics such as the percentage of pupils with special learning needs, eligible for free school meals and different ethnic backgrounds. In addition I attempted to match the proportions of staff of specific ages and genders and the average length of time at the school. I intended for this sample to provide the research with the greatest breadth of responses and therefore increase the strength of my findings by ensuring the accuracy of the data in representing the needs of this particular school. In relation to the ethics and potential risks of my research, I familiarised myself with BERA Ethical Guidelines (2011) and acted in accordance with the Data Protection Act (1988). For instance, participants were fully informed about the aims of the investigation and consent has been obtained from all involved. Anonymity has been retained as no participants have been named, specific responses have been identified using a coding system known only to me and all data has been stored on a password protected USB at all times. In addition, in accordance with the Data Protection Act, I shall destroy all data once my analysis has taken place and have committed to presenting findings accurately and without personal bias. In drawing conclusions I have been aware that the reliability of my data may be influenced by a series of factors. For instance, being in a school setting participants may have been distracted by other tasks, social dynamics, or a fear of peer judgement. In addition, given the scale of my research I have committed to avoiding broad generalised conclusions based on limited evidence and instead sought to capture an accurate picture of what is happening at this school, at this time, with the particular group of students/teachers from whom I have collected the data. Finally, as the research occurred in my place of work I have considered the possible implications for myself as a researcher. As a result I commenced my research only with full consent from the head teacher and parents, reassured teachers that all aspects of data collection will be anonymised and reinforced that all comments will be analysed without bias or presumption. Colleagues were also made aware that they had the right to opt out of any questions they were not happy to answer.

On completion of my data collection and an analysis of findings, a range of significant themes and conclusions have been identified. In order to analyse the findings in more detail, the most relevant data has been collated into areas of focus which correlate to the original research questions. The first theme to emerge is in response to the question ‘who is assessment for?’ When reviewing answers from both pupils and students for this question, a range of responses can be seen and it is appears that there is clear mismatch between student and teacher views on the form and purpose of current assessment processes within this institution.

 Picture1

Table 1- Student Responses to Q4 Q4 ‘Who is assessment for?’

Picture2

Table 1.1- Teacher Responses to Q4 ‘Who is assessment for?’

As illustrated above it is clear that pupils and teachers have contradicting views on for whom assessment should, and is, completed. In particular, it is significant to highlight that 100% of teachers choose students and teachers as a primary stakeholder for assessment; however, one teacher commented that “Above is who it is officially for. What is important is what happens to the assessment data. Ofsted and league tables currently create a culture of fear and an unreasonable level of accountability”. This comment supports the literature from DeLuca and Johnson (2017) who argue that education is an age of high stakes and accountability and possibly also raises questions about the integrity of my data. For instance, it could be possible, that teachers have answered in a way that they believe they should, as opposed to how they truly feel. Despite the responses being anonymous this comment suggests that there may be an expectation to see students as being at the heart of assessment, even if in practice this is not the case, out of fear of reprisal. Although on the other hand, looking at the relationship between participant characteristics and their responses, it emerges that all participants stating Ofsted and school league tables as a stakeholder of assessment have been at the academy for over ten years. Those at the academy for a shorter period opted for the students and teachers as the main motivation behind assessment. The reasons for this are uncertain but the results could suggest that those new to the profession have a more idealistic view of assessment practices, whereby those who have been in the profession longer have a tainted view of assessment due to regular pressure from external agencies and senior leadership.

In contrast to the teacher responses, table 1 shows that only 75% of students in the survey believed that assessment is done for their benefit, with a significant number opting for teachers as the only stakeholder. For instance, four students didn’t select students as an option for this question. Out of those four, three of them were white British males in year nine. This could provoke a discussion about how male students in this school are responding to their assessments. As a school, in 2017, the number of boys achieving 5 A*-C or equivalent including English and maths was 3% higher than the female students. Therefore it could be argued, in this case, that despite a percentage of boys not seeing their selves at the receiving end of assessment, still achieve higher than their female counterparts. Looking at the other responses of one particular student, named 9M5, it seems that he believes assessment is purely a means of testing where a student is in relation to others and to prepare for exams. His response to question three, “[the purpose of assessment is] to see how well students are doing at school”, suggests that his opinion on assessment is purely to measure success for the benefit of the teacher and the school. Nowhere does he refer to how he can benefit personally from assessment, which again questions the value that students place on assessment but doesn’t necessarily invalidate the impact of it.

In comparison to this, a different four students chose ‘student’ as their only answer to this question. Interestingly, out of those four, three students are identified as pupils who have been eligible for free school meals over the last three years (FSM). This raises a question about how pupils from different economic backgrounds respond to assessment in different ways. Examining the responses to this question from all participants, comparisons can be drawn between those pupils eligible for free school meals and those not.

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Table 2- FSM participant responses to ‘Who is assessment for?’

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Table 2.1- Non-FSM participant responses to ‘Who is assessment for?’

 

As seen above, responses from FSM pupils display a higher proportion selecting students as the main stakeholder of assessment, whereas Non-FSM participants selected teachers most frequently. In addition, FSM participants showed more awareness of external bodies such as Ofsted but less often choose parents as an option. As a school, this institution currently has a percentage of 37.3 pupils who are recorded as FSM. With this in mind, these results are a significant area of focus. For instance, if these results are representative of the school as a whole then it could be argued that 37.3% of pupils see that students are a key factor in the assessment systems, whereas on the whole non-FSM pupils (62.7%) do not place themselves at the centre of the assessment system. Viewing this through a social constructivist lens, it could suggest that current assessment systems are unlikely to be successful as there is little evidence of student involvement. Instead there appears to be a far more isolated approach. However, contradicting these findings, as a school in 2017, 65% of students not identified as FSM achieved 5 A*-C including English and Maths, compared to 43% of students identified as FSM, a gap of 22%. Therefore indicating a possibility that perhaps theories like those from Vgotsky are not as accurate or effective in promoting learning as they once were and in fact pupils do achieve even without feeling as though they are at the centre of their assessment.

Further adding to this point, question six of the survey asked pupils to select which method of assessment they felt helps them to learn most effectively.

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Table 3- Student responses to Q6: “Which kind of assessment helps you to learn the most?”

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Table 3.1- Teacher responses to Q6: “Which kind of assessment helps you to learn the most?”

At first glance (table 3 and 3.1), it is apparent that again the responses from pupils and teachers are not alike, with students selecting teacher assessment as the most effective method. This supports the proposals put forward by sources such as Pinkett (2016), Healey (2017) and Pragmatic Education (2015) whereby assessment is led by the teacher. However, interestingly table 3.1 points out that teacher assessment was only marginally more popular as an option for teachers despite new assessment recommendations leaning towards the teacher delivering feedback. Also, a potential cause for the student responses could be an over reliance on teachers to support students. With documentation such as Every Child Matters (2003) and Ofsted (2016) still creating an expectation to meet the needs of all pupils it could be possible that students have become less independent and more in need of self-assurance from the teacher, as a result of huge shifts towards differentiation for individual needs. In addition, this could also be a result of the impact of modern technology. For instance, could it be possible that in a generation whereby answers are so instantly accessible and communication is constant, pupils have become reluctant to search for the answers themselves and rely on being told exactly how to improve?

When looking at the data as a whole, one recurring theme stands out and that is the clear mismatch between student and teacher views. This research does reveal that pupils don’t see assessment in the same way that teachers do. It could be argued that this is cause for concern and that in order to achieve an assessment system that works for all, more must be done to align the views/needs of pupils with the opinions of teachers. On the other hand, perhaps as Piaget would have maintained, young children see the world differently and therefore achieving a complete cohesion of opinions would be impossible. Whatever the conclusion, the data does propose that perhaps some educational theories are not necessarily as relevant as once believed. In addition, it reveals that despite an emphasis on pupil independence, the importance of teachers in the assessment process should not be underestimated. A highly significant conclusion that has come out of this research is that pupils value the input and support of their teachers and recognise them as fundamental influences in their learning. Evidenced for example in question ten of the survey where students selected ‘your relationship with teacher’ as the second most influential factor for their motivation. Furthermore, in this particular institution, where a large majority of pupils are battling with economic and social deprivation, the presence of positive learning relationships is arguably of vital importance in the success of their educational journeys.

 

Reference List

Bibliography

  •   Black, P. (2002) ‘Assessment: friend or foe’. In Pollard, A. (Ed), Readings for reflective teaching, London: Continuum.
  •   Brooks, V (2002) Assessment in Secondary Schools, Maidenhead: Open University Press
  •   Fautley, M and Savage, J (2008) Assessment for learning and teaching in secondary schools. Exeter : Learning Matters.
  •   Office for Standards in Education, Children’s Services and Skills (Ofsted) – http://www.ofsted.gov.uk (Accessed March 2014)
  •   Page, Damien (2016) The surveillance of teachers and the simulation of teaching, Journal of Education Policy, Vol. 32 , Iss. 1,2017, p1-13
  •   Silverman, D (2000) Doing Qualitative Research, a practical guide, London, Sage

APPENDICES

Blank questionnaires

 

Appendix 3.  Individual responses – students

(Appendices 1 and 2 are not included in the blog)

 

Q1 Participant code:

8M5

Q2

In your own words, explain the meaning of ‘assessment’.

A test

Q3

In your opinion, what is the purpose of assessment at school? Why are you graded against a criteria for the work that you create?

To see how much you have learned and to see where you can improve.

Q4

Who is assessment for? Select any answers that you think apply.

  • Students
  • Teachers

Q5

How do you know when you are learning and making progress?

When the work becomes easier.

Q6

Which kind of assessment helps you to learn the most?

  • Teacher-assessment (when the teacher marks your work)
  • Why? (please try to explain your answer):
  • Because the teacher is mostly right and they can give you an accurate grade

Q7

After completing a piece of work, which of the below would you find most useful?

  • A grade and a comment
  • Why? (please try to explain your answer):
  • So that you know how to improve.

Q8

Do you prefer individual or whole class feedback?

  • Individual
  • Why? (please try to explain your answer):
  • It can have a direct input on the way that you work.

Q9

Select the statements that apply most to you.

  • I produce my best work when I am given the freedom to make my own decisions on how the work will look
  • I produce my best work when I am given regular feedback on whether my work is correct
  • I produce my best work when I know how much progress towards my target grade I am making

Q10

Which of these factors has the most impact on your motivation and progress in a lesson? (Select 5 answers)

  • Fun/engagement in what you’re doing
  • How well the lesson is structured
  • Knowing how you are doing in comparison to everyone else
  • The time of day
  • Behaviour of other students

—-

Q1

Participant code:

8F3

Q2

In your own words, explain the meaning of ‘assessment’.

When you do a test for a subject

Q3

In your opinion, what is the purpose of assessment at school? Why are you graded against a criteria for the work that you create?

So you know how good you are at the subject

Q4

Who is assessment for? Select any answers that you think apply.

  • Teachers
  • Ofsted

Q5

How do you know when you are learning and making progress?

When you can answer questions that you weren’t able to answer before

Q6

Which kind of assessment helps you to learn the most?

  • Teacher-assessment (when the teacher marks your work)
  • Why? (please try to explain your answer):
  • So then I know if the teacher thinks i’ve improved

Q7

After completing a piece of work, which of the below would you find most useful?

  • Just a comment
  • Why? (please try to explain your answer):
  • Because then i know what i’ve did right or wrong

Q8

Do you prefer individual or whole class feedback?

  • Bit of both
  • Why? (please try to explain your answer):
  • Because then i know if i’m doing the work right

Q9

Select the statements that apply most to you.

  • I produce my best work when I am given the freedom to make my own decisions on how the work will look
  • I produce my best work when I am given regular feedback on whether my work is correct
  • I produce my best work when I know how much progress towards my target grade I am making
  • I produce my best work when I am involved in the assessment of that work

Q10

Which of these factors has the most impact on your motivation and progress in a lesson? (Select 5 answers)

  • Fun/engagement in what you’re doing
  • How well the lesson is structured
  • Regular feedback on the quality of your work
  • Understanding the assessment criteria clearly
  • The time of day

Q1

Participant code:

8f1

Q2

In your own words, explain the meaning of ‘assessment’.

Assessment to me means that your getting feedback and getting studied on how well your working and tests aswell .

Q3

In your opinion, what is the purpose of assessment at school? Why are you graded against a criteria for the work that you create?

The purpose of assessment to me is to get feedback (verbal/marked) to see how well you have dine and your progress in the lesson .

Q4

Who is assessment for? Select any answers that you think apply.

  • Students
  • Teachers

Q5

How do you know when you are learning and making progress?

I know if im learning and making progress because i get praise off my teachers and the stickers on the front of my book .

Q6

Which kind of assessment helps you to learn the most?

  • Teacher-assessment (when the teacher marks your work)
  • Why? (please try to explain your answer):
  • because i can look back at the comments .

Q7

After completing a piece of work, which of the below would you find most useful?

  • Just a comment
  • Why? (please try to explain your answer):
  • i woud prefer a comment because i can always look back and include what will get me a higher grade I’n my work so i can improve.

Q8

Do you prefer individual or whole class feedback?

  • Individual
  • Why? (please try to explain your answer):
  • i like individual becuase then you know where your at to work on not everyoe else aswell and i perfer working on my own its easier .

Q9

Select the statements that apply most to you.

  • I produce my best work when I am following a clear success criteria and guidelines on how the work should look
  • I produce my best work when I know how much progress towards my target grade I am making

Q10

Which of these factors has the most impact on your motivation and progress in a lesson? (Select 5 answers)

  • You relationship with the teacher
  • Your relationships with peers
  • Knowing your target grade
  • Praise from the teacher

Q1

Participant code:

8M4

Q2

In your own words, explain the meaning of ‘assessment’.

An assessment is a test to see what you know

Q3

In your opinion, what is the purpose of assessment at school? Why are you graded against a criteria for the work that you create?

To see what you need to learn

Q4

Who is assessment for? Select any answers that you think apply.

  • Students
  • Teachers

Q5

How do you know when you are learning and making progress?

Because you will get better and get feedback

Q6

Which kind of assessment helps you to learn the most?

  • Teacher-assessment (when the teacher marks your work)
  • Why? (please try to explain your answer):
  • Because they can give you more feedback and tell you what you did wrong.

Q7

After completing a piece of work, which of the below would you find most useful?

  • A grade and a comment
  • Why? (please try to explain your answer):
  • Because then you know why you got that level and what you have to improve.

Q8

Do you prefer individual or whole class feedback?

  • Bit of both
  • Why? (please try to explain your answer):
  • Because then you know if it is a common mistake and what everybody needs to improve.

Q9

Select the statements that apply most to you.

  • I produce my best work when I am following a clear success criteria and guidelines on how the work should look
  • I produce my best work when I am given the freedom to make my own decisions on how the work will look
  • I produce my best work when I am given regular feedback on whether my work is correct
  • I produce my best work when I know how much progress towards my target grade I am making
  • I produce my best work when I am involved in the assessment of that work

Q10

Which of these factors has the most impact on your motivation and progress in a lesson? (Select 5 answers)

  • Fun/engagement in what you’re doing
    • Behaviour of other students
    • Pride in completing a high quality piece of work
    • Getting a higher grade

     

    How well the lesson is structured

  • You relationship with the teacher
  • Your relationships with peers
  • Knowing your target grade
  • Understanding the assessment criteria clearly

Q1

Participant code:

8M2

Q2

In your own words, explain the meaning of ‘assessment’.

Assessment is when you do a test for a subject.

Q3

In your opinion, what is the purpose of assessment at school? Why are you graded against a criteria for the work that you create?

The purpose of an assessment is to see what you do and don’t know.

Q4

Who is assessment for? Select any answers that you think apply.

  • Students

Q5

How do you know when you are learning and making progress?

i find questions which i found hard easy.

Q6

Which kind of assessment helps you to learn the most?

  • Teacher-assessment (when the teacher marks your work)
  • Why? (please try to explain your answer):
  • teachers have the answers with them.

Q7

After completing a piece of work, which of the below would you find most useful?

  • A grade and a comment
  • Why? (please try to explain your answer):
  • It helps me see what i am and not so comfortable with .

Q8

Do you prefer individual or whole class feedback?

  • Individual
  • Why? (please try to explain your answer):
  • they tell me seriously what i am comfortable with.

Q9

Select the statements that apply most to you.

  • I produce my best work when I am following a clear success criteria and guidelines on how the work should look
  • I produce my best work when I am given regular feedback on whether my work is correct
  • I produce my best work when I know how much progress towards my target grade I am making

Q10

Which of these factors has the most impact on your motivation and progress in a lesson? (Select 5 answers)

  • Regular feedback on the quality of your work
  • Praise from the teacher
  • The time of day
  • Competition with peers
  • Getting a higher grade

Participant code:

9M5

Q2

In your own words, explain the meaning of ‘assessment’.

something that tests you.

Q3

In your opinion, what is the purpose of assessment at school? Why are you graded against a criteria for the work that you create?

To see how well students are doing at school and their progress.

Q4

Who is assessment for? Select any answers that you think apply.

  • Teachers
  • Parents
  • Ofsted

Q5

How do you know when you are learning and making progress?

When students are getting better scores in tests that they have preciously not.

Q6

Which kind of assessment helps you to learn the most?

  • Teacher-assessment (when the teacher marks your work)
  • Why? (please try to explain your answer):
  • Because you know it is right coming from a teacher that knows what you have to do to succeed.

Q7

After completing a piece of work, which of the below would you find most useful?

  • A grade and a comment
  • Why? (please try to explain your answer):
  • Because i can see how well i have done in that piece of work that i have completed when i get the grade and when i get the comment i can see what i need to improve or to see what i have done well so i can use it again in the next assessment or test.

Q8

Do you prefer individual or whole class feedback?

  • Whole class
  • Why? (please try to explain your answer):
  • Because if the whole class needs to work on something then it could be better because it will be easier to learn because you have peers to help you with it.

Q9

Select the statements that apply most to you.

  • I produce my best work when I am following a clear success criteria and guidelines on how the work should look
  • I produce my best work when I am given regular feedback on whether my work is correct
  • I produce my best work when I know how much progress towards my target grade I am making

Q10

Which of these factors has the most impact on your motivation and progress in a lesson? (Select 5 answers)

  • Fun/engagement in what you’re doing
  • You relationship with the teacher
  • Your relationships with peers
  • Behaviour of other students
  • Pride in completing a high quality piece of work

Q1

Participant code:

9M3

Q2

In your own words, explain the meaning of ‘assessment’.

when you are tested on something.

Q3

In your opinion, what is the purpose of assessment at school? Why are you graded against a criteria for the work that you create?

so that the school knows how much you have progressed from the previous assessment.

Q4

Who is assessment for? Select any answers that you think apply.

  • Students

Q5

How do you know when you are learning and making progress?

when something is easier to understand and do

Q6

Which kind of assessment helps you to learn the most?

  • Teacher-assessment (when the teacher marks your work)
  • Why? (please try to explain your answer):
  • because it shows you how to get better by a proper teacher

Q7

After completing a piece of work, which of the below would you find most useful?

  • A grade and a comment
  • Why? (please try to explain your answer):
  • so i know what grade i am on and how to improve further

Q8

Do you prefer individual or whole class feedback?

  • Individual
  • Why? (please try to explain your answer):
  • so it is what you have to improve on not the whole class

Q9

Select the statements that apply most to you.

  • I produce my best work when I am following a clear success criteria and guidelines on how the work should look

Q10

Which of these factors has the most impact on your motivation and progress in a lesson? (Select 5 answers)

  • Fun/engagement in what you’re doing
  • Regular feedback on the quality of your work
  • Knowing your target grade
  • Understanding the assessment criteria clearly
  • Getting a higher grade

Participant code:

9M4

Q2

In your own words, explain the meaning of ‘assessment’.

When you assess somebody you are seeing their progress.

Q3

In your opinion, what is the purpose of assessment at school? Why are you graded against a criteria for the work that you create?

To see their progress. For teachers to see if they are able to work in a school. For students to see how far they have gotten.

Q4

Who is assessment for? Select any answers that you think apply.

  • Students
  • Teachers
  • Ofsted

Q5

How do you know when you are learning and making progress?

When i get my grades and test scores

Q6

Which kind of assessment helps you to learn the most?

  • Teacher-assessment (when the teacher marks your work)
  • Why? (please try to explain your answer):
  • Because i have an expert opinion

Q7

After completing a piece of work, which of the below would you find most useful?

  • A grade and a comment
  • Why? (please try to explain your answer):
  • You can tell how well you’ve done with a grade

Q8

Do you prefer individual or whole class feedback?

  • Whole class
  • Why? (please try to explain your answer):
  • It gives me the whole classes opinion

Q9

Select the statements that apply most to you.

  • I produce my best work when I am following a clear success criteria and guidelines on how the work should look
  • I produce my best work when I am given regular feedback on whether my work is correct
  • I produce my best work when I know how much progress towards my target grade I am making

Q10

Which of these factors has the most impact on your motivation and progress in a lesson? (Select 5 answers)

  • Fun/engagement in what you’re doing
  • How well the lesson is structured
  • The time of day
  • Behaviour of other students
  • Pride in completing a high quality piece of work

Participant code:

9M1

Q2

In your own words, explain the meaning of ‘assessment’.

an assessment is a test used to see how good or how improved students are at a chosen subject.

Q3

In your opinion, what is the purpose of assessment at school? Why are you graded against a criteria for the work that you create?

i believe we a graded so we can be told how much we have improved over a given period of time, or so the teachers know what the class needs to work on and learn next

Q4

Who is assessment for? Select any answers that you think apply.

  • Teachers

Q5

How do you know when you are learning and making progress?

(Respondent skipped this question)

Q6

Which kind of assessment helps you to learn the most?

  • Self-assessment (when you have to grade/assess your own work)
  • Why? (please try to explain your answer):
  • self assessment helps me the most because it allows me to see first hand what i need to improve on

Q7

After completing a piece of work, which of the below would you find most useful?

  • A grade and a comment
  • Why? (please try to explain your answer):
  • i would like a grade so that i can compare it to other students to see who got the highest, and id like a comment so that i can see what i need to next to progress

Q8

Do you prefer individual or whole class feedback?

  • Bit of both
  • Why? (please try to explain your answer):
  • sometimes i feel it is good to have multiple different opinions on something, but other times i feel embarrassed when i need to share my work in front of the whole class because my work might not be up to scratch, and thats embarrassing.

Q9

Select the statements that apply most to you.

  • I produce my best work when I am following a clear success criteria and guidelines on how the work should look
  • I produce my best work when I am given regular feedback on whether my work is correct
  • I produce my best work when I know what grade I am in comparison to everyone else
  • I produce my best work when I know how much progress towards my target grade I am making
  • I produce my best work when I am involved in the assessment of that work

Q10

Which of these factors has the most impact on your motivation and progress in a lesson? (Select 5 answers)

  • Fun/engagement in what you’re doing
  • Knowing how you are doing in comparison to everyone else
  • Knowing your target grade
  • Praise from the teacher / Pride in completing a high quality piece of work

Participant code:

9M6

Q2

In your own words, explain the meaning of ‘assessment’.

A piece of work which determines your grade for the year or term.

Q3

In your opinion, what is the purpose of assessment at school? Why are you graded against a criteria for the work that you create?

An assessment is a fair way of getting a students skill level on a topic but in my opinion it is not a good way revising for one topic and remembering it but it all goes when you start a new topic.

Q4

Who is assessment for? Select any answers that you think apply.

  • Teachers

Q5

How do you know when you are learning and making progress?

When you see your grade or your target grade changing or sometimes the teacher will tell you.

Q6

Which kind of assessment helps you to learn the most?

  • Self-assessment (when you have to grade/assess your own work)

Q7

After completing a piece of work, which of the below would you find most useful?

  • A grade and a comment
  • Why? (please try to explain your answer):
  • your level yo have just worked at and how to improve on it.

Q8

Do you prefer individual or whole class feedback?

  • Individual

Q9

Select the statements that apply most to you.

  • I produce my best work when I am given the freedom to make my own decisions on how the work will look
  • I produce my best work when I know what grade I am in comparison to everyone else

Q10

Which of these factors has the most impact on your motivation and progress in a lesson? (Select 5 answers)

  • Pride in completing a high quality piece of work
  • Your relationships with peers
  • You relationship with the teacher
  • How well the lesson is structured
  • Fun/engagement in what you’re doing

Q1

Participant code:

8M3

Q2

In your own words, explain the meaning of ‘assessment’.

An assessment is a test in silence

Q3

In your opinion, what is the purpose of assessment at school? Why are you graded against a criteria for the work that you create?

so you can improve in life. What you understand and don’t.

Q4

Who is assessment for? Select any answers that you think apply.

  • Students

Q5

How do you know when you are learning and making progress?

The work become more easy and you have a different feeling.

Q6

Which kind of assessment helps you to learn the most?

  • Peer-assessment (when someone else in the class marks your work)
  • Why? (please try to explain your answer):
  • because you can be learning at you standard

Q7

After completing a piece of work, which of the below would you find most useful?

  • A grade and a comment
  • Why? (please try to explain your answer):
  • because if you have passed you grade then a comment would feel better.

Q8

Do you prefer individual or whole class feedback?

(Respondent skipped this question)

Q9

Select the statements that apply most to you.

  • I produce my best work when I am given regular feedback on whether my work is correct

Q10

Which of these factors has the most impact on your motivation and progress in a lesson? (Select 5 answers)

  • Getting a higher grade
  • The time of day
  • Praise from the teacher
  • Your relationships with peers
  • You relationship with the teacher

Q1

Participant code:

9m2

Q2

In your own words, explain the meaning of ‘assessment’.

A test to see how your doing in a certain subject.

Q3

In your opinion, what is the purpose of assessment at school? Why are you graded against a criteria for the work that you create?

The purpose of an assessment is for your teachers to see how your are doing an a subject.

Q4

Who is assessment for? Select any answers that you think apply.

  • Students
  • Teachers

Q5

How do you know when you are learning and making progress?

I know when i can recall something from a previous lesson and remember it without hesitation. I also know when I’m taking a test because its easy to answer.

Q6

Which kind of assessment helps you to learn the most?

  • Self-assessment (when you have to grade/assess your own work)
  • Why? (please try to explain your answer):
  • Because i can see myself what i have got wrong and what i need to to do to improve.

Q7

After completing a piece of work, which of the below would you find most useful?

  • A grade and a comment
  • Why? (please try to explain your answer):
  • Because if i only get a grade i don’t know what have to work on the get better. With a comment i know what i have to do to get a better score next time.

Q8

Do you prefer individual or whole class feedback?

  • Bit of both
  • Why? (please try to explain your answer):
  • I like working on my own but i prefer to work as a partner so i can share my ideas with them. I don’t mind working as a class but sometimes people think they can sit back and not to anything and let other people do the work.

Q9

Select the statements that apply most to you.

  • I produce my best work when I am following a clear success criteria and guidelines on how the work should look
  • I produce my best work when I am given the freedom to make my own decisions on how the work will look
  • I produce my best work when I am given regular feedback on whether my work is correct

Q10

Which of these factors has the most impact on your motivation and progress in a lesson? (Select 5 answers)

  • Fun/engagement in what you’re doing
  • You relationship with the teacher
  • Your relationships with peers
  • Regular feedback on the quality of your work
  • Behaviour of other students

Q1

Participant code:

9F4

Q2

In your own words, explain the meaning of ‘assessment’.

when i think of assessment i think of a test that we have to complete to get a grade

Q3

In your opinion, what is the purpose of assessment at school? Why are you graded against a criteria for the work that you create?

i think that we are graded so next time if we do a test and you get your new grade and you will know if you got better or got worse

Q4

Who is assessment for? Select any answers that you think apply.

  • Students

Q5

How do you know when you are learning and making progress?

you know when you are learning and getting better if the teachers tell you, you are and also you can find out through your grades

Q6

Which kind of assessment helps you to learn the most?

  • Teacher-assessment (when the teacher marks your work)
  • Why? (please try to explain your answer):
  • because if your teachers marks it they will be honest

Q7

After completing a piece of work, which of the below would you find most useful?

  • A grade and a comment
  • Why? (please try to explain your answer):
  • because you will know if you got better or worse with a grade and with a comment the person marking can tell you what you need to do to make it evan better

Q8

Do you prefer individual or whole class feedback?

  • Bit of both
  • Why? (please try to explain your answer):
  • because you can hear opinions off of other people and try to imply a little of that to your work

Q9

Select the statements that apply most to you.

  • I produce my best work when I am following a clear success criteria and guidelines on how the work should look
  • I produce my best work when I am given regular feedback on whether my work is correct
  • I produce my best work when I know how much progress towards my target grade I am making

Q10

Which of these factors has the most impact on your motivation and progress in a lesson? (Select 5 answers)

  • Fun/engagement in what you’re doing
  • Regular feedback on the quality of your work
  • Understanding the assessment criteria clearly
  • Behaviour of other students
  • Pride in completing a high quality piece of work

Q1

Participant code:

9f3

Q2

In your own words, explain the meaning of ‘assessment’.

in my opinion i think that an a assessment is a test too see how you are doing in your subjects so they can see what level they can put you in.

Q3

In your opinion, what is the purpose of assessment at school? Why are you graded against a criteria for the work that you create?

a purpose of a assessment at school is too see if they have put you in the right classes so you aren’t in a class that is more difficult which you don’t understand, you are graded against the criteria of work you create to see if you need any help.

Q4

Who is assessment for? Select any answers that you think apply.

  • Students
  • Teachers
  • Parents
  • Other (please specify):
  • i think these 3 because if you want a job you are gonna have to take an assessment to see if you are capable to have the requirements for the job and the only way to tell is for an assessment

Q5

How do you know when you are learning and making progress?

you should know when you are making progress in a level because you might move up set, all your grades could get higher.

Q6

Which kind of assessment helps you to learn the most?

  • Teacher-assessment (when the teacher marks your work)
  • Why? (please try to explain your answer):
  • because even though class mates understand i still think its good when you get teacher feed back cause they say it as it is

Q7

After completing a piece of work, which of the below would you find most useful?

  • A grade and a comment
  • Why? (please try to explain your answer):
  • because if the grade is low you can look at what the comment says and see wether you can improve

Q8

Do you prefer individual or whole class feedback?

  • Individual
  • Why? (please try to explain your answer):
  • i don’t like doing whole class feed back because it can be a bit too much

Q9

Select the statements that apply most to you.

  • I produce my best work when I am given the freedom to make my own decisions on how the work will look
  • I produce my best work when I am given regular feedback on whether my work is correct
  • I produce my best work when I know what grade I am in comparison to everyone else
  • I produce my best work when I know how much progress towards my target grade I am making

Q1

Participant code:

9F1

Q2

In your own words, explain the meaning of ‘assessment’.

An assessment a series of questions designed to test your knowledge on a subject. It can also be reflecting on work you have already done.

Q3

In your opinion, what is the purpose of assessment at school? Why are you graded against a criteria for the work that you create?

In my opinion the purpose of an assessment is to track the progress you are making and to see how you can improve and what else you ned to know to get higher grades. It is also to see how else you can broaden your knowledge on something to make you the best you can be when you leave school/ get a job in that field.

Q4

Who is assessment for? Select any answers that you think apply.

  • Students
  • Teachers
  • Parents
  • Ofsted

Q5

How do you know when you are learning and making progress?

You know you are learning and making progress when things you once found very difficult slowly starts getting easier. You can also receive praise from teachers, parents, peers and get higher test results each time.

Q6

Which kind of assessment helps you to learn the most?

  • Teacher-assessment (when the teacher marks your work)
  • Why? (please try to explain your answer):
  • A teacher assessment is most helpful because they are the one that know the most about that topic and they can help you improve the most.

Q7

After completing a piece of work, which of the below would you find most useful?

  • A grade and a comment
  • Why? (please try to explain your answer):
  • A grade will tell you how well you have done and a comment will help you improve your weaknesses.

Q8

Do you prefer individual or whole class feedback?

  • Bit of both
  • Why? (please try to explain your answer):
  • Whole class feedback can help you relate to others so you know you are not alone and individual feedback can help you focus on yourself.

Q9

Select the statements that apply most to you.

  • I produce my best work when I am following a clear success criteria and guidelines on how the work should look
  • I produce my best work when I am given regular feedback on whether my work is correct
  • I produce my best work when I know what grade I am in comparison to everyone else
  • I produce my best work when I know how much progress towards my target grade I am making

Q10

Which of these factors has the most impact on your motivation and progress in a lesson? (Select 5 answers)

  • Fun/engagement in what you’re doing
  • Your relationships with peers
  • Regular feedback on the quality of your work
  • Understanding the assessment criteria clearly
  • Praise from the teacher

Q1

Participant code:

8f4

Q2

In your own words, explain the meaning of ‘assessment’.

A process to analyse improvement and difficulties.

Q3

In your opinion, what is the purpose of assessment at school? Why are you graded against a criteria for the work that you create?

Doing an assessment helps teachers acknowledge where about a student is working. It also shows the strengths and weaknesses in certain areas of the work being set.

Q4

Who is assessment for? Select any answers that you think apply.

  • Students
  • Teachers
  • Parents

Q5

How do you know when you are learning and making progress?

You gain a stronger understanding of what is being taught and gradually, you are no longer seeking helps or support from others.

Q6

Which kind of assessment helps you to learn the most?

  • Teacher-assessment (when the teacher marks your work)
  • Why? (please try to explain your answer):
  • A teacher is more experienced, i do not feel Someone else or myself is able to find mistakes i do not understand.

Q7

After completing a piece of work, which of the below would you find most useful?

  • A grade and a comment
  • Why? (please try to explain your answer):
  • A grade is able to show where about I am and what level I am, however, adding the comment helps me to understand why and how I got it.

Q8

Do you prefer individual or whole class feedback?

  • Whole class
  • Why? (please try to explain your answer):
  • As a student, you are able to learn from ones in the class as not everyone thinks alike. Everyone comes up with the most unique answers and you can grasp an understanding of how they felt about the topic.

Q9

Select the statements that apply most to you.

  • I produce my best work when I am given regular feedback on whether my work is correct

Q10

Which of these factors has the most impact on your motivation and progress in a lesson? (Select 5 answers)

  • How well the lesson is structured
  • You relationship with the teacher
  • Knowing where you are in relationship to the assessment criteria
  • Regular feedback on the quality of your work
  • Getting a higher grade

Appendix 4.  Individual responses – teachers

 

Q1

Participant Information (please be assured this is for analysis only and no responses will be linked to you or your position).

  • Age bracket  (under 25/26-40/41-50/50+) 26-40
  • Gender Female
  • Time at Shenley Academy 15 years
  • Ethnicity White British

Q2

In your own words, explain the meaning of ‘assessment’.

A strategy for teachers to adjust their teaching and by students to adjust their learning. Assessment, teaching, and learning are all linked and are required for students to make progress and for teachers to plan meaningful lessons.

Q3

In your opinion, what is the purpose of assessment at school?

To enable teachers, students and parents to see the progress made term by term and year on year. To enable a school to keep track of progress and present data in a uniformed way in line with other schools. To enable all staff within a department to be consistent.

Q4

Who is assessment for?

  • Students
  • Teachers
  • Parents
  • Ofsted
  • School League Tables

Q5

How do you know when a student is learning and making progress?

Skill based learning improves. Confidence to demonstrate a skill learnt. Being able to role model. Use subject specific vocabulary.

Q6

Which kind of assessment helps a student to learn the most? Why?

  • Teacher-assessment (when the teacher marks your work)
  • Why? (please try to explain your answer):
  • Self assessment can lead to students over marking themselves – being out of the moderation loop – a teacher has an overview and clearer picture of grade boundaries.

Q7

After completing a piece of work, which of the below would be the most useful for students?

  • A grade and a comment
  • Why? (please try to explain your answer):
  • A grade can inspire students to work harder and also give an indication as to where they are with regards to targets. A comment is necessary to ensure students know what they have done to achieve the grade a most importantly what they can do to improve.

Q8

Do you think students prefer individual or whole class feedback?

  • Individual

Q9

Select the statements that you agree with most.

  • Students progress the most when following a clear success criteria and guidelines on how the work should look
  • Students progress the most when given regular feedback on whether their work is correct
  • Students progress the most when they know how much progress towards their target grade they are making
  • Students progress the most when they are involved in the assessment of their work

Q10

Which of the following factors have the most impact on pupil motivation and progress in a lesson? (Select 5 answers)

  • Fun/engagement in what they’re doing
  • How well the lesson is structured
  • Knowing where they are in relationship to the assessment criteria
  • Regular feedback on the quality of their work
  • Understanding the assessment criteria clearly
  • Pride in completing a high quality piece of work

 Q1

Participant Information (please be assured this is for analysis only and no responses will be linked to you or your position).

  • Age bracket  (under 25/26-40/41-50/50+) 41-50
  • Gender Male
  • Time at Shenley Academy 21 years
  • Ethnicity White British

Q2

In your own words, explain the meaning of ‘assessment’.

Assessment means to judge a performance and then give it context.

Q3

In your opinion, what is the purpose of assessment at school?

Assessment is schools is used for many reasons. *For teachers to where the student is and how they are progressing. *For teachers to plan subsequent work. *For whole school tracking and monitoring *For external audience eg sponsors/OFSTED *To report back to students and parents. *For teacher accountability purposes. However, its prime purpose in my opinion, should be to aid student progress in terms of skill development, understanding and motivation.

Q4

Who is assessment for?

  • Students
  • Teachers
  • Parents
  • Ofsted
  • School League Tables
  • Other (please specify):
  • Above is who it is officially for. What is important is what happens to the assessent data. OFTED and league tables currently create a culture of fear and an unreasonalbe level of accountability.

Q5

How do you know when a student is learning and making progress?

In practical PE – I observe it and hear it. Partly through students meeting criteria, partly through seeing/hearing changes in attitudes towards learning. In theory lessons, I primarily see changes in how they answers questions against examination criteria.

Q6

Which kind of assessment helps a student to learn the most? Why?

  • Self-assessment (when you have to grade/assess your own work)
  • Why? (please try to explain your answer):
  • In some situations self assessment can be most affective. eg adapting their performance in practical PE against WILF points (What I am looking for). In some situations teacher assessment is most effective eg where students need expert input such as their first attempt at a longer mark question in an exam.

Q7

After completing a piece of work, which of the below would be the most useful for students?

  • Just a comment
  • Why? (please try to explain your answer):
  • Research shows (by Professor Black?) that as soon as you write a grade, students do not take much notice of the comment. In fact, I believe that writing a grade and comment has similar effectiveness as writing just a grade! Writing just a comment means that students engage with what they need to do in order to improve.

Q8

Do you think students prefer individual or whole class feedback?

  • Bit of both
  • Any other comments?:
  • Individual feedback is important but sometimes classes/teams like and benefit from collective feedback. Particularly where a team/class is working towards the same aim.

Q9

Select the statements that you agree with most.

  • Students progress the most when following a clear success criteria and guidelines on how the work should look
  • Students progress the most when given regular feedback on whether their work is correct
  • Students progress the most when they are involved in the assessment of their work

Q10

Which of the following factors have the most impact on pupil motivation and progress in a lesson? (Select 5 answers)

  • How well the lesson is structured
  • Their relationship with the teacher
  • Their relationships with peers
  • Behaviour of other students
  • Pride in completing a high quality piece of work

 Q1

Participant Information (please be assured this is for analysis only and no responses will be linked to you or your position).

  • Age bracket  (under 25/26-40/41-50/50+) 50+
  • Gender male
  • Time at Shenley Academy 17 years
  • Ethnicity british

Q2

In your own words, explain the meaning of ‘assessment’.

To judge the level of a persons development.

Q3

In your opinion, what is the purpose of assessment at school?

to grade students on their ability against a given criteria

Q4

Who is assessment for?

  • Students
  • Teachers
  • Parents
  • Ofsted
  • School League Tables

Q5

How do you know when a student is learning and making progress?

By their contribution to an activity, or by comparison with the grading obtained from prior testing

Q6

Which kind of assessment helps a student to learn the most? Why?

  • Self-assessment (when you have to grade/assess your own work)
  • Why? (please try to explain your answer):
  • Leads to greater personal reflection

Q7

After completing a piece of work, which of the below would be the most useful for students?

  • A grade and a comment
  • Why? (please try to explain your answer):
  • A grade is a useful tool for a student to make a quick comparison, but a comment gives an indication of a pathway to development

Q8

Do you think students prefer individual or whole class feedback?

  • Individual
  • Any other comments?:
  • personal comments lets the student think that they are cared for as an individual

Q9

Select the statements that you agree with most.

  • Students progress the most when following a clear success criteria and guidelines on how the work should look
  • Students progress the most when they know how much progress towards their target grade they are making
  • Students progress the most when they are involved in the assessment of their work

Q10

Which of the following factors have the most impact on pupil motivation and progress in a lesson? (Select 5 answers)

  • How well the lesson is structured
  • Their relationship with the teacher
  • Regular feedback on the quality of their work
  • Understanding the assessment criteria clearly
  • Behaviour of other students

 Q1

Participant Information (please be assured this is for analysis only and no responses will be linked to you or your position).

  • Age bracket  (under 25/26-40/41-50/50+) 40+
  • Gender Male
  • Time at Shenley Academy Since September 2009
  • Ethnicity White British

Q2

In your own words, explain the meaning of ‘assessment’.

Gathering a range of information/data that informs a clear understanding of what students understand, can apply and can do as a result of their learning in particular subject areas. This then informs the next steps of their learning. Both formative and summative forms of assessment are key.

Q3

In your opinion, what is the purpose of assessment at school?

To help students make great progress and inform teachers with regards to panning and preparation.

Q4

Who is assessment for?

  • Students
  • Teachers
  • Parents

Q5

How do you know when a student is learning and making progress?

(Respondent skipped this question)

Q6

Which kind of assessment helps a student to learn the most? Why?

  • Peer-assessment (when someone else in the class marks your work)
  • Why? (please try to explain your answer):
  • Peer assessment creates a dialogue that is centred around learning, progress, achievement and next steps, supported by teacher intervention to challenge misconceptions where appropriate.

Q7

After completing a piece of work, which of the below would be the most useful for students?

  • Just a comment
  • Why? (please try to explain your answer):
  • Pupils’ progress is not straightforward or linear. There are many facets to learning. Some pupils will excel in some aspects and not others. One person’s creativity is, thankfully, different from another’s. Difficult to reflect this in a grade.

Q8

Do you think students prefer individual or whole class feedback?

  • Bit of both

Q9

Select the statements that you agree with most.

  • Students progress the most when following a clear success criteria and guidelines on how the work should look
  • Students progress the most when given the freedom to make their own decisions on how the work will look
  • Students progress the most when they are involved in the assessment of their work

Q10

Which of the following factors have the most impact on pupil motivation and progress in a lesson? (Select 5 answers)

  • Fun/engagement in what they’re doing
  • Their relationship with the teacher
  • Regular feedback on the quality of their work
  • Praise from the teacher
  • Pride in completing a high quality piece of work

 Q1

Participant Information (please be assured this is for analysis only and no responses will be linked to you or your position).

  • Age bracket  (under 25/26-40/41-50/50+) 26-40
  • Gender Female
  • Time at Shenley Academy 7 years
  • Ethnicity White

Q2

In your own words, explain the meaning of ‘assessment’.

Assessment is the ability to assess/check/rate pupils ability to complete a particular skill/task.

Q3

In your opinion, what is the purpose of assessment at school?

To monitor pupil progress ensuring that pupils are acquiring and enhancing particular skills that will need for GCSE and beyond. Through assessment you can target students depending on whether they need support/stretch.

Q4

Who is assessment for?

  • Students
  • Teachers

Q5

How do you know when a student is learning and making progress?

Reflecting on previous work/outcomes in comparison to what they are currently producing.

Q6

Which kind of assessment helps a student to learn the most? Why?

  • Teacher-assessment (when the teacher marks your work)
  • Why? (please try to explain your answer):
  • Personally i think all three are intrinsic to assessment. However, if self/peer assessment is not completed in a purposeful manner Teacher assessment would be more powerful.

Q7

After completing a piece of work, which of the below would be the most useful for students?

  • Just a comment
  • Why? (please try to explain your answer):
  • Students often spend far too much time looking at the grade rather than the comment. If students achieve the grade they are aiming for they often forget to look at the comment because they do not believe that further improvement is required. Students engage more actively with comments when their is no grade.

Q8

Do you think students prefer individual or whole class feedback?

  • Bit of both

Q9

Select the statements that you agree with most.

  • Students progress the most when following a clear success criteria and guidelines on how the work should look
  • Students progress the most when they know how much progress towards their target grade they are making
  • Students progress the most when they are involved in the assessment of their work

Q10

Which of the following factors have the most impact on pupil motivation and progress in a lesson? (Select 5 answers)

  • How well the lesson is structured
  • Their relationship with the teacher
  • Regular feedback on the quality of their work
  • Understanding the assessment criteria clearly
  • Praise from the teacher

 Q1

Participant Information (please be assured this is for analysis only and no responses will be linked to you or your position).

  • Age bracket  (under 25/26-40/41-50/50+) 41-50
  • Gender Female
  • Time at Shenley Academy 4 years
  • Ethnicity White British

Q2

In your own words, explain the meaning of ‘assessment’.

A means of identifying strengths and weaknesses in students’ understanding.

Q3

In your opinion, what is the purpose of assessment at school?

It should be to obtain information about which aspects of a topic the students understand and which need further work.

Q4

Who is assessment for?

  • Students
  • Teachers

Q5

How do you know when a student is learning and making progress?

From verbal responses given in lessons and written responses on mini-whiteboards, in books and on assessments.

Q6

Which kind of assessment helps a student to learn the most? Why?

  • Peer-assessment (when someone else in the class marks your work)
  • Why? (please try to explain your answer):
  • If done well, peer assessment is effective because it is immediate (completed in the same lesson as the work) and the students can then work together to identify and deal with misconceptions.

Q7

After completing a piece of work, which of the below would be the most useful for students?

  • Just a comment
  • Why? (please try to explain your answer):
  • If a grade is given the students tend to focus only on the grade, and to disregard any written comments.

Q8

Do you think students prefer individual or whole class feedback?

  • Bit of both

Q9

Select the statements that you agree with most.

  • Students progress the most when following a clear success criteria and guidelines on how the work should look
  • Students progress the most when given regular feedback on whether their work is correct
  • Students progress the most when they are involved in the assessment of their work

Q10

Which of the following factors have the most impact on pupil motivation and progress in a lesson? (Select 5 answers)

  • How well the lesson is structured
  • Regular feedback on the quality of their work
  • The time of day
  • Behaviour of other students
  • Pride in completing a high quality piece of work

Q1

Participant Information (please be assured this is for analysis only and no responses will be linked to you or your position).

  • Age bracket  (under 25/26-40/41-50/50+) 26-40
  • Gender Male
  • Time at Shenley Academy under a year
  • Ethnicity black

Q2

In your own words, explain the meaning of ‘assessment’.

Gathering, analysing and evaluating evidence on student progress in order to determine where they are with respect to expectations and tailor a bespoke and personalised intervention program

Q3

In your opinion, what is the purpose of assessment at school?

To identify what students know and can do, gaps in knowledge and bridging the gaps

Q4

Who is assessment for?

  • Students
  • Teachers

Q5

How do you know when a student is learning and making progress?

When a student can do or exhibit skills that he/she did not have at the start of the learning cycle/episode

Q6

Which kind of assessment helps a student to learn the most? Why?

  • Teacher-assessment (when the teacher marks your work)
  • Why? (please try to explain your answer):
  • Only if feedback is SMART

Q7

After completing a piece of work, which of the below would be the most useful for students?

  • A grade and a comment
  • Why? (please try to explain your answer):
  • Grade for a sense of personal achievement and comment to help achieve the next step, unpick misconceptions and close gaps in knowledge

Q8

Do you think students prefer individual or whole class feedback?

  • Bit of both

Q9

Select the statements that you agree with most.

  • Students progress the most when following a clear success criteria and guidelines on how the work should look
  • Students progress the most when given the freedom to make their own decisions on how the work will look
  • Students progress the most when given regular feedback on whether their work is correct
  • Students progress the most when they know what grade they are in comparison to everyone else
  • Students progress the most when they are involved in the assessment of their work

Q10

Which of the following factors have the most impact on pupil motivation and progress in a lesson? (Select 5 answers)

  • Fun/engagement in what they’re doing
  • Their relationship with the teacher
  • Regular feedback on the quality of their work
  • Understanding the assessment criteria clearly
  • Behaviour of other students

 

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One thought on “Assessment Assessed – Stacy Brown

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