Refining Assessment

BELONG - RESPECT - ASPIRE - ACHIEVE

I am interested in the most effect use of assessment, both as a teacher and school leader. As a teacher, as part of the “assessment, marking and feedback” debates encircling pedagogical practice. As a leader, as part of school cycles, supporting learning and monitoring school improvement. I am also interested in servicing parents with information with which they can support their child’s learning. Recent presentations from Dr Becky Allen and conversations with Matthew Benyohai on whole-school standardised assessment, has got me thinking very hard about how, what and when we assess and what we report. What is more, on Question Level Analysis (QLA) Matthew and I have different views and that is fertile ground for debate.

Question Level Analysis (QLA) or “gap analysis” is now available with many learning platforms, exam services and AI learning platforms. QLA explores and presents the analysis of student’s responses to individual questions; typically against that of the mean of the cohort. Now I am not advocating QLA for single questions as a diagnostic tool. Rather sub-sets of questions would be more reliable, and of course, the overall test score itself.

QLA dovetails with my interest in the design and use of diagnostic or multiple choice questions (MCQs) and my ambassadorial work with exciting assessment tool QuickKey.

But what if you wish to use this form of metacognition and feedback as part of your own teaching and feedback practice? Back in 2016 I was introduced to Peter Atherton’s (@dataeducator) excellent Exam Feedback Tool #EFT. It is available for you to use too.

Following extensive trials in 2016, in various curriculum areas, we started to explore how the #EFT could be used to investigate not only QLA but also class level analysis and teacher effectiveness and to assess the impact of remedial interventions. Since then we have gone on to develop the #EFT to include automatically generated targets within the personalised pupil feedback sheets, directing their actions. It is these metacognitive aspects of using the tool, identifying strengths and prioritising areas for improvement, that lead to outcome improvements for students and their active requests for feedback.

You can review our 18 month investigation and conclusions here.

Exam Feedback Tool 12 months on

If you are interested in hearing more, join me at a conference session or access the learning resources below.

Data is not information, information is not knowledge, knowledge is not understanding, understanding is not wisdom. – Clifford Stoll

Of course, you know that already and it is how you use the #eft that makes it powerful.