Session title: Learner-centred assessment, feedback and questioning

Modelling the strategies under consideration

Typical inspection issues

  • Teachers provide insufficient levels of challenge for learners who are more able. They do not provide effective support for learners who need extra help to enable them to achieve their targets.
  • Teachers do not check the understanding of quieter learners regularly enough.
  • The quality of short-term target setting for students and the quality of feedback provided by teachers on marked work is not to a consistently high standard.
  • Teachers do not routinely allow learners enough thinking time to develop their oral responses or ensure that all learners engage fully with activities.

Duration

Learner-centred assessment, feedback and questioning is a full-day session.

Information for event organisers

‘The indispensable conditions for improvement are that the student comes to hold a concept of quality roughly similar to that held by the teacher, is able to monitor continuously the quality of what is being produced during the act of production itself, and has a repertoire of alternative moves or strategies from which to draw at any given point. In other words, students have to be able to judge the quality of what they are producing and be able to regulate what they are doing during the doing of it’. (Royce Sadler 1989).

The Learner-Centred Assessment, Feedback and Questioning session models each of the strategies it focuses on with practical exercises for delegates. These include: intrinsic target setting, developing learners’ critical reflection skills, differentiating support (rather than expectations), the marking of work, assessing progress, giving feedback, higher-order questioning and expert coaching. Delegates will also be introduced to the Concentration-War Barometer to help monitor any ebb and flow of their own motivation throughout the day..

Publicity information for potential delegates

Some teaching, learning and assessment training sessions can be in danger of being ironic. If not very careful, trainers can find themselves guilty of simply telling delegates about a variety of teaching strategies. In this session, however, delegates will very definitely be learners, and all of the strategies under consideration will be modelled through practical activities. This isn’t the sort of session in which you can sit back and listen. It is, however, the session you need if you want to experience a set of concrete approaches you can take and use immediately. You will be given hard copies of all resources, and a link from which to download them all after the event.

This session will enable delegates to:

  • produce an implementation plan for each of the teaching strategies with which they have experimented
  • use and complete an aspirational target-setting tool
  • use a paired exemplar marking strategy and set out any implications for their current practice
  • use their experience of a range of feedback strategies to reflect on and set out any changes they need to make to their current practice
  • use their experience of a learner critical reflection strategy to reflect on and set out any changes they need to make to their current practice
  • use a differentiated support strategy to set out any implications for their current practice
  • use and develop higher-order questions for their own vocational areas
  • use and develop their expert coaching skills

What the delegates say

  • For an overview of feedback on this session, please click here.

These comments can be invaluable when generating curiosity about forthcoming training.

Timing

Learner-centred assessment, feedback and questioning is a full-day session.

Contact

To discuss your requirements in detail, please phone or drop us a line.