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.