timely judgements of each feedback that supports feedback to students and achievement, individualised learning. parents. student’s relative to their learning Teachers use assessment Teachers strategically goals and their needs. data as a source of gather and analyse feedback on their teaching assessment data to reflect practice, implementing on their practice. Student changes and interventions feedback is actively used to where and when required. inform teaching. Evidence Base Evidence for Learning: Teaching and Learning Toolkit Australia: – Bangert-Drowns, R. L., Kulik, C. L. C., Kulik, J. A. & Morgan, M. (1991). instructional effect of feedback in ‘The test-like Review of Educational Research, 61(2), 213-238: events.’ Bennett, R.E. (2011). A critical Assessment in Education: Principles, Policy & ‘Formative assessment: review.’ Practice, 18(1), 5-25. Black, P. & Wiliam, D. from around the world: how policies, politics and cultures constrain and (2005). ‘Lessons afford assessment Curriculum Journal, 16, 249-261: practices.’ Black, P. & Wiliam, D. (2009). the theory of formative Educational Assessment, ‘Developing assessment.’ Evaluation and Accountability, 21(1), 5-31: Dinham, S. on The National Education Magazine, 20(23). (2008). ‘Feedback Feedback’, Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Milton Park, UK: Routledge. Kluger, A.N. & DeNisi, A. (1996). effects of feedback interventions on performance: A historical review, a ‘The meta-analysis and a preliminary feedback intervention Psychological Bulletin, 119, 254-284. theory.’ Lemov, D. (2015). Teach like a champion 2.0: 62 techniques that put students on the path to college. San Francisco, USA: Jossey-Bass. Marzano, R. J. (2007). The art and science of teaching: a comprehensive framework for effective instruction. Alexandria, USA: ASCD. Wiliam, D. (2011). Embedded formative assessment. Melbourne, Australia: Hawker Brownlow.
timely judgements of each student’s achievement, relative to their learning goals and their needs. feedback that supports individualised learning. Teachers use assessment data as a source of feedback on their teaching practice, implementing changes and interventions where and when required. feedback to students and parents. Teachers strategically gather and analyse assessment data to reflect on their practice. Student feedback is actively used to inform teaching. Evidence Base Evidence for Learning: Teaching and Learning Toolkit – Australia: Bangert-Drowns, R. L., Kulik, C. L. C., Kulik, J. A. & Morgan, M. (1991). ‘The instructional effect of feedback in test-like events.’ Review of Educational Research, 61(2), 213-238: Bennett, R.E. (2011). ‘Formative assessment: A critical review.’ Assessment in Education: Principles, Policy & Practice, 18(1), 5-25. Black, P. & Wiliam, D. (2005). ‘Lessons from around the world: how policies, politics and cultures constrain and afford assessment practices.’ Curriculum Journal, 16, 249-261: Black, P. & Wiliam, D. (2009). ‘Developing the theory of formative assessment.’ Educational Assessment, Evaluation and Accountability, 21(1), 5-31: Dinham, S. (2008). ‘Feedback on Feedback’, The National Education Magazine, 20(23). Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Milton Park, UK: Routledge. Kluger, A.N. & DeNisi, A. (1996). ‘The effects of feedback interventions on performance: A historical review, a meta-analysis and a preliminary feedback intervention theory.’ Psychological Bulletin, 119, 254-284. Lemov, D. (2015). Teach like a champion 2.0: 62 techniques that put students on the path to college. San Francisco, USA: Jossey-Bass. Marzano, R. J. (2007). The art and science of teaching: a comprehensive framework for effective instruction. Alexandria, USA: ASCD. Wiliam, D. (2011). Embedded formative assessment. Melbourne, Australia: Hawker Brownlow.
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