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Assessment Tasks and Feedback<\/h4>\nAssessment Tasks and Feedback<\/h4>\nAs summative assessment tasks are completed for the term and results are given to students, it is worth thinking about the purpose of assessments and the lessons to be learnt from feedback. Feedback is among the most critical influences on student learning but it can cause a great range of emotions in our students.<\/span><\/p>\n I surveyed students about their views on feedback. I asked them: <\/span>How do you feel when you get tasks back?<\/b><\/p>\n Their answers intrigued and concerned me.<\/span><\/p>\n Disappointed<\/span><\/em><\/p>\n Upset<\/span><\/em><\/p>\n Angry<\/span><\/em><\/p>\n Anxious<\/span><\/em><\/p>\n Stupid<\/span><\/em><\/p>\n Ashamed when I don\u2019t get a good mark<\/span><\/em><\/p>\n I feel curious, nervous, expectant<\/span><\/em><\/p>\n If I was passionate about the task then I feel really bad<\/span><\/em><\/p>\n I can feel confused, stressed, a failure<\/span><\/em><\/p>\n I feel proud and eager after good feedback<\/span><\/em><\/p>\n I feel nervous but intrigued, I like knowing what others think of me and my work<\/span><\/em><\/p>\n When it’s negative and I thought it was good it’s hard to take and makes me question it<\/span><\/em><\/p>\n Criticism sticks with you and prevents you from trying in the future<\/span><\/em><\/p>\n The responses clearly highlighted to me that our students equate success with their self-worth. Can we look at feedback differently? According to John Hattie\u2019s work The Power of Feedback <\/em>(2007)\u00a0effective feedback must answer three major questions asked by a teacher and by a student:\u00a0<\/span><\/p>\n If looking at feedback in this way, students can see that this is one part of a long journey in learning – a checkpoint along the way. Assessments allow educators to assist in identifying gaps in learning and what steps might be needed in order to bridge these gaps. As teachers we certainly don\u2019t define our students by their grades – the conversation is always about strengths and yet to be strengths. What do students need to do to improve in the next task?<\/span><\/p>\n Carol Dweck\u2019s study on growth mindset provides a great way to teach setbacks and disappointments in learning. Dweck also gives parents helpful tips on the language parents can use at home to ensure that a growth mindset is encouraged.<\/span><\/p>\n\n
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