Year 3/4 Feedback

Pupil Evaluation of Teaching and Learning
ACTION RESEARCH: PUPIL EVALUATION IN TEACHING AND LEARNING: AUTUMN 2017
Researcher: C Wilson
Context: Year 3-4 English and Maths
Desired Outcomes: Feedback from pupils that leads to a cognitive response; that has a positive impact on the way teaching and learning is delivered.
Evaluation:
Method 1: Informal discussion with pupils in lessons … ‘How do you feel about learning this subject this way?’…. ‘Is there any other way you would like to be taught or have support?’
Method 2: Informal discussion and pupil completed slip. Made clear to evaluation partners that evaluations had to be positive and build on strength (see feedback policy).
Results:
At both stages the feedback was constructive / instructive and influenced the way Maths and English was being taught. As a teacher it felt sensible the pupils themselves were the ones driving how they learned.
The feedback worked especially well because careful parameters were laid down for the ‘evaluation partners’ (in line with the school’s new feedback policy) including the need for all feedback to be overwhelmingly positive in nature and where suggestions/ constructive criticism was to be offered, it was best if it built on an existing strength, rather than a flaw in the teaching. It was made clear to those doing the evaluation that they had a responsibility, as evaluation partners, to consider carefully the possible impact of their words on the person being evaluated; to ensure it led to some good thinking as opposed to anyone taking offence.
Typical feedback was carefully written and qualified. For example: ‘I like the way everyone is motivated with learning powers and if anyone lacks confidence they know their talk partner can support them …….I like the way we can work with different people and act it out and if neither of us knows how to say something, we can ask the teacher…..and we can get specific help with the thing that isn’t working yet.’
It appeared that the pupils felt a little more empowered in their learning by giving the feedback and by being consulted on their opinions on what worked for them. They particularly liked it when their requests were followed up.
Conclusion:
1. Pupils appear thoughtful and well engaged in the process of driving their learning forwards.
2. The quality of the feedback was fair and useful, so it could be actioned.
3.The pupils were pleased to be consulted.

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