T&L Blog: Why reviewing assessments improves academic outcomes

 
How Reviewing Assessments with Students Improves Academic Outcomes

Assessments are not just tools for measuring student performance; they can also be powerful teaching moments. By reviewing assessments with students, teachers can foster deeper understanding, enhance self-awareness, and ultimately improve academic outcomes. Here’s why this practice is essential and how to incorporate it effectively.

1. Clarifies Misconceptions
Reviewing assessments with students provides an opportunity to address misconceptions and errors directly. When teachers explain correct answers and the reasoning behind them, students develop a stronger grasp of the concepts, reducing the likelihood of repeating the same mistakes in the future.

2. Promotes Metacognition
Assessment reviews encourage students to reflect on their learning (see example in the Blog). When students analyse their performance, they gain insights into their strengths and weaknesses, which helps them take ownership of their learning process. This self-awareness is a critical skill for lifelong learning.

3. Encourages Growth Mindset
Reviewing assessments in a constructive and supportive manner reinforces the idea that mistakes are valuable learning opportunities. This approach fosters a growth mindset, encouraging students to view challenges as steps toward improvement rather than setbacks.

4. Builds Trust and Engagement
Regularly reviewing assessments demonstrates to students that their success matters. This practice can strengthen teacher-student relationships and increase student engagement, as they see the value of their efforts and feel supported in their learning journey.


How to Review Assessments with Students:

Set a Positive Tone: Focus on improvement rather than judgment.
Discuss Common Errors: Highlight patterns in mistakes and explain how to avoid them.
Provide Individual Feedback: Use one-on-one or small-group sessions for personalised insights.
Teach Study Strategies: Suggest practical steps to address specific areas of weakness.
Encourage Student Reflection: Ask students to identify what they did well and what they could improve.

The Impact on Academic Outcomes
When students actively engage in reviewing their assessments, they better understand their learning gaps and how to address them. This process not only boosts their confidence and performance but also equips them with skills to approach future challenges more effectively.
By making assessment reviews a regular part of instruction, teachers transform tests from mere evaluation tools into opportunities for meaningful growth—benefitting both student outcomes and the overall learning experience.

Bibliography
Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.
Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112.
Shute, V. J. (2008). Focus on Formative Feedback. Review of Educational Research, 78(1), 153-189.
Wiliam, D. (2011). Embedded Formative Assessment. Solution Tree Press.
Brookhart, S. M. (2017). How to Give Effective Feedback to Your Students. ASCD.

T&L Blog: Why explicit instructions promote positive behaviour for learning

The Power of Explicit Instruction: Fostering Positive Behavior in the Classroom

Managing classroom behavior is one of the most critical—and often challenging—aspects of teaching. While there are numerous strategies to encourage positive behavior, research increasingly highlights the importance of explicit instruction in promoting a structured and respectful learning environment. By providing clear, direct, and consistent guidance, teachers can set the stage for students to meet behavioral expectations effectively. I have made this a regular area of conversation from numerous walkthrough feedback meetings. 

What Is Explicit Instruction?

Explicit instruction involves providing clear, systematic, and unambiguous teaching that includes step-by-step explanations, modeling, and guided practice. Unlike implicit approaches, where students are expected to infer expectations or rules, explicit instruction leaves little room for misinterpretation.

When applied to behavior management, explicit instruction helps students understand precisely what is expected of them and why it matters. This clarity can prevent misunderstandings and reduce disruptive behavior. It also reduced room for questions and unneeded interactions that disrupt the flow of teaching and learning. 

The Evidence Behind Explicit Instruction and Behavior

1. Clarity Reduces Uncertainty

Studies have shown that students thrive in environments where expectations are clear and predictable. Ambiguous rules or inconsistent enforcement often lead to confusion, which can manifest as misbehavior. For example, research published in Teaching and Teacher Education found that students who received explicit behavioral instructions were significantly more likely to demonstrate on-task behavior and fewer disruptions.

2. Modeling Sets the Standard

Explicit instruction often includes modeling desired behaviors. This practice ensures students not only hear what they should do but also see it in action. A study from the Journal of Positive Behavior Interventions highlights that when teachers modeled respectful communication, students mirrored these interactions, creating a ripple effect of positive behavior across the classroom.

3. Feedback Reinforces Positive Choices

Explicit instruction allows for immediate, constructive feedback, reinforcing students' understanding of the expected behaviors. Research indicates that timely feedback can reduce negative behaviors and build students' confidence in meeting expectations.

4. Equity Through Explicitness

Explicit instruction is particularly beneficial for students from diverse backgrounds or those with special educational needs, who might struggle with implicit cues. A meta-analysis in Review of Educational Research found that explicit teaching of social and behavioral expectations improved inclusivity and reduced behavioral issues in heterogeneous classrooms.

Practical Strategies for Teachers

• Define and Teach Expectations: Clearly articulate rules, routines, and consequences. For example, instead of saying “Behave during group work,” specify, “Use quiet voices, take turns speaking, and stay seated while working.”

• Model Desired Behaviors: Demonstrate what appropriate behavior looks and sounds like. For instance, role-play scenarios of conflict resolution or effective listening.

• Use Visuals and Reminders: Display classroom rules prominently and refer to them often. Visual cues like posters or hand signals can help reinforce instructions without interrupting the flow of teaching. For example, if it is an independent research task, display this in your slides along with the noise level required. If someone speaks, non-verbally point to this with a reminder given.

References

1. Archer, A. L., & Hughes, C. A. (2011). Explicit Instruction: Effective and Efficient Teaching. Guilford Press.

2. Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). "Evidence-based practices in classroom management: Considerations for research to practice." Education and Treatment of Children

3. Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.

T&L Blog (22/11/24): PLCs (The why and the importance)

PLCs: The why and the importance

PLCs are a very important part of a positive culture of educators working within a school that has very clear values and goals. In today’s blog, I would like to share research to summarise the importance of PLCs to us, directly, as professional practitioners. 

Here’s why PLCs are a cornerstone of professional growth for teachers:

1. Fostering Collaboration

PLCs bring teachers together to collectively address challenges, exchange strategies, and brainstorm solutions. This collaboration transcends the traditional isolation many educators experience, transforming teaching into a shared effort. By engaging with colleagues, teachers gain access to diverse perspectives and practices, enhancing their own instructional approaches.

Example: A maths teacher struggling with students’ engagement in problem-solving activities can benefit from strategies shared by a colleague who has successfully integrated project-based learning.

2. Promoting Reflective Practice

PLCs encourage teachers to examine their practices critically. Through peer discussions, data analysis, and constructive feedback, educators identify areas for improvement and celebrate successes. This reflection deepens professional learning and helps teachers adapt their methods to better meet student needs.

Example: Reviewing assessment data within a PLC can highlight trends, such as low performance in reading comprehension, leading to targeted interventions.

3. Building a Culture of Continuous Improvement

A thriving PLC fosters a mindset of lifelong learning. Teachers engage in ongoing professional inquiry, experimenting with innovative practices and evaluating their impact. This culture of improvement benefits not just individual educators but also the entire school community.

Example: A school-wide PLC focusing on culturally responsive teaching might lead to improved inclusivity and equity in classrooms.

4. Increasing Job Satisfaction and Reducing Burnout

Teaching can be emotionally demanding, but PLCs provide a support network that helps educators navigate challenges. Sharing struggles, celebrating achievements, and receiving encouragement from peers can significantly improve morale and job satisfaction.

Example: During a PLC session, teachers might discuss strategies to manage work-life balance, leading to a healthier and more resilient staff.

5. Focusing on Student Achievement

PLCs prioritise improving student learning outcomes. By analysing data, sharing successful strategies, and setting measurable goals, teachers can make a direct impact on their students' success.

Example: In a PLC focused on literacy, teachers might collaborate to develop a cross-disciplinary approach to reading comprehension, resulting in higher achievement across subjects.

Conclusion

PLCs are more than just professional development: they are a transformative approach to teaching and learning. By fostering collaboration, reflection, and a shared commitment to student success, PLCs help educators thrive in their careers while positively impacting their students.

Bibliography

1. DuFour, R., DuFour, R., Eaker, R., & Many, T. (2006). Learning by Doing: A Handbook for Professional Learning Communities at Work. Solution Tree.

2. Hord, S. M. (1997). Professional Learning Communities: Communities of Continuous Inquiry and Improvement. Southwest Educational Development Laboratory.

3. Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). "Professional Learning Communities: A Review of the Literature." Journal of Educational Change, 7(4), 221-258.

4. Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge University Press.

5. Vescio, V., Ross, D., & Adams, A. (2008). "A Review of Research on the Impact of Professional Learning Communities on Teaching Practice and Student Learning." Teaching and Teacher Education, 24(1), 80-91.

By Russell Peagram

T&L Blog (11-04-2024): Chatbots in education by Ben Law-Smith

 

Dear WA Colleagues, I would like to share with you an extensive blog written by Ben Law-Smith about the use of ChatBots to enhance T&L in a well coordinated approach from the New South Wales Government, Australia!

In January 2023 the state of New South Wales in Australia decided to ban access to ChatGPT in its state schools through internet filtering. Boosterish AI experts and tech journalists decried the decision as a naive knee-jerk reaction to fears of students cheating. 

But eighteen months later the New South Wales education department has successfully trialled its own version of ChatGPT called ‘EduChatNSW’ and is rolling it out across all schools to help both students and teachers. Far from reactionary, the state department drew together a team of educationalists and AI experts to move slowly and make good decisions. The state of South Australia did much the same, blocking school access to ChatGPT first then developing their own version called ‘EdChat’. 

Australia is leading the way with educational chatbots in schools and countries across Asia, North America and Europe are knocking on their door for advice.

For those unsure, ChatGPT is a chatbot which can respond to users' inputs in a conversational dialogue. ChatGPT is trained on immense datasets of text from the internet and can respond by predicting which words go next to each other. For instance, prompt ChatGPT to "create a new scheme of work for a Year 9 Geography curriculum that aligns with the UK National Curriculum" and it will write up a professional, detailed document with curriculum intent, lesson titles and objectives, suggested tasks and all other required parts. Trained on millions of texts found across the internet (including National Curriculum documents, existing Geography schemes of work and lessons) it can create a new document from scratch.

To be clear, this is not in the truest sense artificial intelligence - it is unthinkingly mashing together words in an order that is most likely to create a text that fulfils the prompt. However, the results of this mysterious process are often remarkable. 

There are downsides - occasionally ChatGPT will seem to make things up ('hallucinating') and the output is rarely creatively written. Its strengths are in tasks requiring the synthesising of a lot of data like summarising and planning. You can add extra prompts to hone in the accuracy of the output ("write the document in the style of... make sure there is reference to X...."). 

It is a useful tool for adults in their workplace - I know of many people using it daily to create first drafts of work. The problem with ChatGPT as an educational tool is that when students use it, they intuitively ask it to do their thinking and work for them and ChatGPT obliges.

Back to the Australian pioneers - EdChat and EduChat are bespoke GenAIs which are trained on the normal vast datasets but also, more usefully, on specific school curriculum and teaching and learning policies of the state. Most importantly, EdChat/EduChat are trained to respond as a teacher or LSA would. It attempts to teach rather than tell, guiding and checking understanding in a dialogue meant to engage students and lead to learning. 

As students under 18 will be using them, engineers have created robust 'guard rails' which prevent harmful responses. 

Early impact reports from trial schools suggest it is making a difference and initial trials have been expanded. Students who have struggled with engagement in lessons have been using it with enthusiasm. Use with EAL students attempting to 'level-leap' at school have similarly produced promising results. Unequal access to technology across Australian states notwithstanding, it is a positive picture and educators are eagerly awaiting more extensive research on outcomes.

Generic tutoring chatbots do already exist but my own experimentation with them has highlighted the need for bespoke units. You can try KhanMigo out for yourself on the free version of ChatGPT. I recently asked it to explain the concept of high pressure in Geography whilst I role-played as a Year 8 student. The responses were adequate but it wasn't the WA curriculum version of high pressure and didn't take into account prior curriculum knowledge in Year 7 (but it did successfully navigate my terse teenage ‘idk’ style responses!)

Another application of GenAI is reduction of teacher workload. I already use ChatGPT to rewrite news articles more concisely with a lower reading age for differentiation and write first drafts of information packs for student centred tasks.

However, ChatGPT not trained on WA data. The effect is therefore generic rather than personalised to our students in a way that a single teacher would struggle to achieve without extensive collaboration.

In contrast, EduChat and EdChat have teacher versions that can likely answer a prompt in a way that is responsive to the school's entire curriculum e.g. 'Re-write this article for a Year 9 student that takes into account the substantive and disciplinary knowledge already learnt in all their subjects over the Year 7 to 8'. 

A bespoke chatbot creating impactful resources may help teachers achieve a more sustainable work-life balance - high workload continues to be the most commonly cited reason for teachers leaving the profession.

24/7 bespoke tutoring chatbots such as EdChat and EduChat seem to be a pragmatic use of GenAI in education. With more research on pedagogy and, importantly, the voices of the students using it, it could be a great addition to UK schools' teaching and learning in the years to come. 

WA is in a unique position as a 1-to-1 device school so has much more to gain from careful adoption of new technology. I look forward to hearing more discussions about the future of education as we increase our CPD on EdTech this year and explore the existing tools at our fingertips.

Ben Law Smith

T&L Blog: How metacognition skills in monitoring progress improve student outcomes

Dear WA Colleagues, I would like to share with you research based evidence of how the process of monitoring progress can improve student outcomes:

The Impact of Metacognition on Monitoring Progress and Student Outcomes

Research has consistently shown that metacognition (the awareness and regulation of one's own thinking processes) plays a crucial role in enhancing student outcomes. One key aspect of metacognition is monitoring progress, where students actively track their understanding, performance, and progress toward learning goals. When students engage in self-monitoring, they are more likely to identify gaps in knowledge, adjust their learning strategies, and ultimately achieve better academic results. This process of self-regulation fosters independence, critical thinking, and adaptability, all of which contribute to improved learning outcomes across various subjects and educational levels.

Key Findings:

• Improved Academic Performance: Students who are taught to monitor their progress demonstrate higher academic achievement. This is because they are better able to evaluate their own understanding, set realistic goals, and make necessary adjustments in their learning strategies (Pintrich, 2002).
• Increased Motivation and Engagement: Self-monitoring increases intrinsic motivation as students gain a sense of ownership over their learning. They are more likely to persist through challenging tasks, which leads to deeper engagement and mastery of content (Zimmerman, 2008).
• Enhanced Problem-Solving Skills: Students who regularly monitor their progress are better at identifying when they need help or when they have misunderstood a concept. This self-awareness improves their ability to problem-solve independently or seek assistance when needed (Efklides, 2011).
• Feedback Loop: Metacognitive monitoring provides a continuous feedback loop, where students assess their performance, make corrections, and re-evaluate their understanding. This iterative process supports long-term retention of information and skills (Schraw, 1998).
• Application Across Disciplines: The benefits of metacognitive monitoring are not limited to a single subject area. Research shows that students improve their learning outcomes across disciplines—whether in mathematics, reading comprehension, or science—when they actively track their progress (Veenman, 2012)

Classroom Strategies to Encourage Metacognition:

• Self-Assessment Checklists: Providing students with checklists to self-assess their progress can help them become more aware of their strengths and areas for improvement.
• Reflective Journals: Encouraging students to keep reflective journals where they document their learning process can deepen their metacognitive skills.
• Goal-Setting Sessions: Teachers can guide students to set specific, measurable, and time-bound goals, and regularly check in on their progress.
• Think-Aloud Protocols: Asking students to verbalise their thought processes while solving a problem allows them to reflect on their strategies and improve upon them.
• Some examples are shown in the teaching and learning blog this week.

Bibliography:

• Efklides, A. (2011). Interactions of metacognition with motivation and affect in self-regulated learning: The MASRL model. Educational Psychologist, 46(1), 6-25.
• Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory Into Practice, 41(4), 219-225.
• Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26(1-2), 113-125.
• Veenman, M. V. J. (2012). Metacognition in science education: Definitions, constituents, and their intricate relation with cognition. In A. Zohar & Y. J. Dori (Eds.), Metacognition in Science Education (pp. 21-36). Springer.
• Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183.

T&L Blog (27-09-24): I do, we do, you do

Dear WA Colleagues,

I do, we do, you do:

The "I Do, We Do, You Do" model is a teaching framework based on instructional scaffolding that supports student learning by gradually releasing responsibility from the teacher to the learner. This model follows three phases:

1. I Do (Modelling): The teacher introduces a new concept or skill by demonstrating and explaining it. In this stage, the teacher is the primary guide, modelling the task or concept while students observe. This phase establishes a clear understanding of what is expected, offering a strong cognitive foundation.

2. We Do (Guided Practice): After modelling, the teacher and students work together on the task. This phase emphasises collaboration, where students begin practicing the skill or concept with teacher support. The teacher provides feedback, answers questions, and reinforces the steps, facilitating deeper understanding through shared responsibility.

3. You Do (Independent Practice): In the final stage, students independently apply the skill or knowledge they’ve acquired. The teacher withdraws support gradually, allowing students to demonstrate mastery. This phase promotes student autonomy and builds confidence as they perform the task without assistance.

The model aligns with Vygotsky's Zone of Proximal Development (ZPD), which suggests that students learn best when tasks are within their ability to achieve with guidance, gradually moving toward independence. By progressively transferring responsibility from the teacher to the student, the "I Do, We Do, You Do" model helps students develop self-efficacy and problem-solving skills.

Research Findings

Studies have shown that the "I Do, We Do, You Do" approach effectively supports diverse learners, including those with learning disabilities, by providing structured support and scaffolding during the learning process. Teachers play a critical role in adjusting the amount and type of support to meet individual student needs. Furthermore, research has indicated that this model fosters both academic success and student engagement, as it offers clear expectations, opportunities for practice, and immediate feedback.

Implementing the model also encourages a sense of community within the classroom. The "We Do" phase, in particular, promotes collaborative learning, where peer interaction and teacher feedback work together to strengthen understanding. Additionally, the structured nature of the model ensures that students are less likely to experience cognitive overload, allowing them to focus on mastering smaller components before tackling more complex tasks.

How can this influence my practice:

* Be more explicit about the phases of scaffolding when designing a task and delivering a task in the classroom

* Make I do, we do and you do part of your language in the classroom

* Look for opportuneties in lessons to better scaffold skills and development tasks

Bibliography

• Fisher, D., & Frey, N. (2008). Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility. ASCD.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
• Clark, K. F. (2012). Scaffolding writing instruction for English learners in an elementary classroom. Journal of Educational Research and Innovation, 1(1), 5-19.
• Rosenshine, B. (2012). Principles of Instruction: Research-based strategies that all teachers should know. American Educator, 36(1), 12-20.
• Pearson, P. D., & Gallagher, M. C. (1983). The gradual release of responsibility model of instruction. Contemporary Educational Psychology, 8(3), 317-344.

T&L Blog (13-09-24): Why Classroom Partnership Agreements Work!

 Why Classroom Agreements? A Guide for Teachers

The following points below are a synopsis of research backed reasons as to why Classroom Partnership Agreements help to improve long-term behaviour for learning:

1. Shifting from Rules to Agreements 

- Classroom agreements differ from traditional rules by focusing on collaboration and mutual respect. Instead of imposing rules, teachers and students co-create expectations, fostering ownership and accountability among learners. The rules, inevitably, will always be there. However, the teacher can refer back to positively worded agreements. 

2. The Role of Student Voice 

- Involving students in setting agreements ensures their voices are heard, making them more engaged and likely to follow these expectations. This process empowers students, creating a more inclusive learning environment.

3. Supporting Social-Emotional Learning 

- Classroom agreements teach essential life skills such as negotiation, communication, and empathy. Students practice resolving conflicts and respecting diverse perspectives, contributing to their overall emotional intelligence.

4. Building a Positive Classroom Culture 

- Collaborative agreements cultivate trust and respect, laying the foundation for a strong classroom community. Students feel more invested in maintaining a positive and productive atmosphere, as they played a role in its creation.

In conclusion, using classroom agreements enhances engagement, accountability, and emotional development, leading to a more harmonious and effective learning environment.

Some example of the Partnership Agreements will be shared on the T&L Blog. 

Bibliography

1. Alter, P., & Haydon, T. (2017). Characteristics of effective classroom rules: A review of the literature. Teacher Education & Special Education, 40(2), 114–127.

2. Bailey, J. (n.d.) Creating a classroom contract with students. [Blog post]. www.mainetoy.org/blog/post/creating-a-classroom-contract-with-students

Bitesize Research: Formative Assessment (A refreshing reminder)

Dear WA Colleagues,

This week, we have all been busy entering our on-track grades for KS3/4 and 5 students. All good educators know, a summative assessment is merely a snapshot in time. However, on-going rigorous formative assessment is the key to unlock our ability to know what our students are working towards. Therefore, I feel it is a timely moment to share some evidence backed research about formative assessment. These are the classic works of Dylan William and Siobhan Leahy (2011). 

What does formative assessment look like:

Formative assessment involves a range of evidence-informed strategies used in the classroom across the curriculum with learners of different ages, and can be applied across all subjects. Formative assessment can help the teacher and student understand what needs to be learned and how this can be achieved. A teacher can use a range of strategies to support their students to make progress, and the learner can embrace formative assessment strategies to monitor and reflect on their own progress and act on feedback provided by the teacher and/or their peers.

Dylan Wiliam and Siobhan Leahy have written extensively about five key formative assessment strategies (Embedded Formative Assessment, 2011). The five strategies promoted by Wiliam and Leahy are:

1. Clarifying, sharing and understanding learning intentions and success criteria

2. Engineering effective discussions, tasks, and activities that elicit evidence of learning

3. Providing feedback that moves learners forward

4. Activating students as learning resources for one another

5. Activating students as owners of their own learning.

For each of these strategies a range of techniques can be deployed in the classroom. Formative assessment strategies take place during the learning process in contrast to summative assessment that focuses on a final and high stakes exam or test. The aim of these strategies is to continually help students make progress and develop.

Do you want to learn more about both formative and summative assessment strategies? Join the Assessment Lead Programme that's included in your Great Teaching Toolkit to learn through a combination of theory, design, regular collaboration and practical application sustained over time.

References:

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5, 7-74. doi:10.1080/0969595980050102

Embedding Formative Assessment. Practical Techniques for the Classroom. Dylan Wiliam and Siobhan Leahy. (2011).