Exploring student summative assessment data to set new learning directions
We all know it happens – that moment when you give back a piece of assessment, your student looks at the %, the letter grade, the sliding feedback ranges and then their eyes glaze over knowing that is done and dusted and in most cases they have passed. The learners are not basking in the feedback I have crafted for them, they have not glanced at the rubric that indicates what they could do to improve, they are in fact laughing at the fact that they scored better than their mate “and I did, like, no work! LEL”.
And I want more from my learners. I want them to think about what they have done and to use that to scaffold where they go next with their learning. But how do I do that when they are clearly just happy to have passed and this whole concept of having a say over the direction of their learning and goal setting is so very new to them?
In short I gave them a choice – they had to pick one of 5 options. The options became more complex, feel free to stay with the first ones as you start exploring. The task was not negotiable, how they did it was. The prompts remained the same;
· List 2 things you learned about the topic the assessment focussed on
· List 2 things you learned about your self management when completing this task
· What would you change next time you did a task like this?
· What thinking (or personal management) skill would you like to work on during the next topic?
· What might “working on” this look/sound/feel like?