Two Way Feedback: An introduction.

Literacy, Assessment and Memory bundles. LAMB's

Way back in June 2018 our Science department  attempted to set out what we wanted our curriculum to be like, after our initial interleaving of the concepts. Since then we have been working towards this through our Wednesday CPD time, curriculum development tasks and through the idea of the weeks. Each part of our wish list depends upon the design of the curriculum, our choice of pedagogy and our skill as teachers to deliver it.

Reading this list again the prominence of Literacy, Assessment and Memory in what we value is very clear.

To ensure constructive alignment every SOW has

●     Learning Intention sheet for student books

●     Key ideas/ Misconceptions clearly identified for teachers

●     Pre- quizzes aligned to learning intentions

●     Been double checked against the syllabus

To ensure quality two way feedback every SOW has

●     A prequiz using an assessment grid

●     Marking tokens for each key ideas.

●     Tasks that have inbuilt self reflection and assessments

●     Useful demonstrate tasks for quick teacher feedback. (eg Hinge questions)

●     End of topic tests and/or is part of a summative test

●     Tasks to develop exam technique

To ensure development of student skills and knowledge (including literacy)

●     Regular opportunities to write in an extended way-with feedback

●     Read complex academic texts to develop student scientific vocabulary.

●     Tasks that develop vocabulary.

●     Tasks to practice scientific skills- with feedback

●     Tasks and marking tokens that focus on Required Practicals and associated language and skills.

●     Strategic homework

To ensure long term retention

●     Multiple exposure planned and made clear to teachers

●     SOWS are interleaved and spaced - 5 years.✓

●     Tasks to activate prior knowledge

●     Use of low stakes testing eg last year, last topic, last week,last lesson

●     Planned spaces between teaching and marking tokens.

●     Knowledge organiser for each topic

●     Strategic homework

To ensure clarity of teaching

●     Slides that structure and augment explanations- not necessarily to scaffold a lesson.

●     Clear useful diagrams, analogies, images

To ensure engagement

●     Task that set context and provide interesting hooks

●     Tasks develop student agency

Literacy

A good start point for the view taken on literacy comes from the EEF Literacy report that states

“Reading, writing, speaking and listening, are at the heart of every subject in secondary school. Focusing time and resources on improving reading and writing skills will have positive knock-on effects elsewhere, whether that’s being able to break down scientific vocabulary or structure a history essay.”

It recommends the

●     Prioritising of subject-specific literacy skills across the curriculum.

●     Teaching vocabulary to support pupils’ development of academic language.

●     Developing students’ ability to read and access sophisticated texts

So, it is with this in mind that we have developed our Literacy strand to our new Literacy, Assessment and Memory bundles (LAMB’s). This has been a major focus for the idea of the week since it began, and so we have many simple and effective strategies to hand. Many are summarised here: A summary of Literacy strategies

Assessment.

Macfarlane Dick and Nichol recommend  that good feedback practice:

1. helps clarify what good performance is (goals, criteria, expected standards);

2. facilitates the development of self-assessment (reflection) in learning;

3. delivers high quality information to students about their learning;

4. encourages teacher and peer dialogue around learning;

5. encourages positive motivational beliefs and self-esteem;

6. provides opportunities to close the gap between current and desired performance

Providing effective feedback is a complex business, but two general principles seem to apply fairly consistently.

1. As students approach mastery a delay in feedback can be beneficial, for example after an exam or marking token .
2. Immediate feedback is beneficial when students are in the early stages of developing their understanding.

○     Task level feedback is only useful here

○     We must balance giving feedback and teaching new ideas as dealing with feedback uses a lot of working memory.

So, we must provide focussed opportunities to check student understanding that are quick and to the point but still aiming to meet all the criteria set out by Macfarlane- Dick and Nichol. It is especially important that the dialogue between teacher and student dialogue, as in the two way feedback on our wishlist. Ultimately,this will increase the amount of quality teacher feedback in books but reduce the burden of marking. This again has been a recurring theme in the ideas of the week. At the heart of these strategies is the idea of a hinge activity to reveal the student current understanding quickly and accurately.
Memory.

The Memory strand, as the others has been a major theme for idea of the week. A summary of the strategies can be read here The strategies include those that support the limitations of working memory and strategies that seek to encourage long term retention of knowledge.

Our pre-quizzes work on the The Pretesting Effect  which paints a somewhat counterintuitive view of learning and testing

“In terms of long-term learning, however, unsuccessful tests fall into the same category as a number of other effective learning phenomena - providing challenges for learners leads to low initial test performance, thereby alienating learners and educators, while simultaneously enhancing long-term learning.”

To supplement this retrieval practice is a way of supporting the retrieval strength of learned concepts. The students in essence practice how to remember. We have been long time fans of the expanding retrieval schedule and many of us have selected to measure its impact for the Great Teaching Groups. As Lee Croucher astutely pointed out this week, the design of these is somewhat responsive to how well students have performed in previous lessons, and this makes it more difficult to pre plan this kind of task. What we can prepare are question banks that will provide regular practice with the big, frequent and important ideas within them.

Conclusion.

A key strategy in learning is the idea of multiple exposures to the idea being learned Nuthall said

” Provided a student is able to piece together, in working memory, the equivalent of three complete definitions or descriptions of a concept, that new concept will be constructed as part of the students long term memory”

His research primarily suggests some useful planning suggestions. So that for learning to take place, students must:

interact with a full explanation of concept at least once.

interact with the information on at least four separate occasions

This makes the tasks in the LAMB’s so very useful, providing the opportunities to revisit the concepts over and over again in differing ways so that learning has the best chance to happen. Teaching followed by a literacy strategy, followed by a memory task followed by a focused assessment makes this a realistic aim.

Strategy is one thing and so it supporting teachers to feel equipped to use new them  So the ideas included in LAMB’s have been (and will be) supported by the idea of the weeks  to help us deliver the great curriculum our students deserve. Each task, in essence, is quite small, and  will not take long to plan. So relatively quickly it should be easy to build up a library of useful tasks- focused on key ideas and misconceptions.  Imagine a department of 10 (pretty easy for a Science, Maths or English department) contributed one task per week over the course of a year we could have around 380 tasks to support the development of our students' scientific  literacy and supporting their learning through quick and effective assessment and opportunity to transfer knowledge to their long term memory. It certainly is a worthy aim.

The first two LAMB's are available here.

Assessing learner confidence.

“Doubt is the origin of wisdom.” Descartes.

It is sometimes useful to question a student’s confidence about a certain piece of knowledge so that we can find out the difference between what they actually know and what they have been able to deduce It is pretty easy to spot a student who ‘doesn’t know what they don’t know’. It is also fairly easy to spot their antithesis: the student who ‘knows what they know’. It is with the students in between these two poles who can form a grey area that can be tricky for teachers to interpret. The following crude table may help untangle students’ knowledge and their confidence in it. From this we can start to figure out what the next teaching steps could be, as students who are confident in their knowledge of a concept have different requirements those who are less confident.

Student’s knowledge is …	Confidence in this knowledge …	Also know as …	Potential initial teacher response
Wrong.	High.	A misconception (or in correct belief)	Make it clear why the answer is wrong. Provide lots of evidence/ ideas of the correct answer. Move them to wrong knowledge/ low confidence.
Wrong.	Middling.	Uncertainty.	Ask them why they think this? Make clear what their doubts are. Move them to wrong answer/low confidence.
Wrong.	Low.	A wild guess.	Give a clear correct explanation.
Right.	High.	Students know they know as well as how they know it. Expert.	Move on. Connect this knowledge to new knowledge.
Right.	Middling.	Students think they know this, but are uncertain.	Reinforce, review, reflect, and rehearse.
Right.	Low.	A lucky guess or hypothesis.	Praise correct answer. Ask why they think this? Move them to right answer/middling confidence.

How to get information on student confidence

To get information on student confidence in a concept, we must look beyond what is said and begin to look at how they are saying it. Here we are in similar territory to Radio Four’s ‘Just a Minute’ in which the panel must speak for a minute without “hesitation, deviation or repetition”. When we listen to (or read) student responses, we are constantly and subconsciously judging the confidence they have, instinctively clarifying things for those who appear confused, nodding in encouragement of those lack that are struggling with confidence. But this remains a process that operates at a liminal level of our consciousness; rarely do we ever bring these actions into being consciously, nor do we exploit the students’ responses as a form of data to inform our planning for them.

It is relatively straightforward to obtain information from these sorts of interactions that you and your students will find helpful. Again, like the light bulb example, the content needs to be significant for this to be worth doing.  Two helpful ways of structuring our assessment of student confidence are:

1. Making it explicit by using self-assessment.

2. Making it implicit within the task or question.

The first method, making it explicit, can be as simple as a multiple-choice question with an attached check box in which the student can indicate their level of confidence about their answer. Look at this number sequence, as an example:

-8.8, -9.0, -9.2, -9.4 …

What is the next number in the sequence?

A -8.6	I am ●     Sure about this ●     Fairly sure ●     Guessing
B -9.5
C -9.6
D -10

.The student complete the problem, and ticks the statement that best represents their confidence, which provides the teacher with two pieces of information to make decisions about what to do next. We can see how we would move student on who were correct and confident, where we may ask students to explain how they derived their answer for those who were correct but not confident in their response. For in correct responses we may decide to re-teach the concept. 

An alternative way of structuring pre-quiz questions to assess confidence is to simply make it as a potential student response in a multiple-choice question. By adding an “I don’t know” option allows students, to express doubt, rather than guess. Remember a correct guess will hide the information that you are seeking about student prior knowledge. 

An example question.

Which of the following are true?

A) In order to reduce manufacturing costs, companies make their products smaller.

B) In order to reduce manufacturing costs, companies computerize their production.

C) In order to reduce manufacturing costs, companies run nightshifts.

D) Both A and B.

E) Both A and C.

F) Both B and C.

G) No Idea.

The “I think this “ grid.

A more sophisticated structure may reveal useful information and engage student reflection about what they know and how well they know It can be drawn from this  well-designed tick grid. Consider this task taken from a History classroom.

Why was the Enabling Act so important?

Statement		I am sure this is right	I think this is right	I think this is wrong	I am sure this is wrong
A	It allowed Hitler to become President
B	It meant that Hitler had won the election
C	It allowed Hitler to make laws without the Reichstag
D	It gave the Nazis a majority in the Reichstag

This simple structure can be illuminating for teachers to base their classroom decisions on evidence that is there. Students that are sure about the correct statements may not reveal as much as students who are sure about incorrect ones, but perhaps the most useful aspect will come from the number of “ I think..” responses given. This begs the question for the teacher “How do I help the students become surer about the things they know?” and “Have the students been exposed to the information sufficiently to allow them to be confident? The seemingly simple structure, engages students in thinking about the content and how well they understand it. 

Tackling Misconceptions.

Encouragingly this simple technique, with questions focussed upon misconceptions and known student difficulties, can help provide one of the conditions needed for students to correct their misconceptions. Once more, a teachers Pedagogical Content Knowledge provides the insight necessary to design these questions.

This following Science example utilises some common misconceptions, and confusions to do this. There are also two correct answers, which adds a richness to the activity. If, as in most multiple choice questions, there was only one correct response, once figured out the students would stop thinking. To avoid student means end thinking these tasks should be introduced by stating “ All of these statements may be true, they may all be false or any combination of true and false” Ultimately we wish for students to be confident about the correct answer and the wrong ones. Why do solid ionic compounds do not conduct electricity?

Statement	I am sure this is right	I think this is right	I think this is wrong	I am sure this is wrong
The ions do not have enough space in between them
The ions can not move
There are no delocalised electrons
There are strong electrostatic forces of attraction

As Posner and Strike (1992) highlight that for students to overcome misconceptions there must be some dissatisfaction with their current understanding. Students are unlikely to be aware of these, and it therefore falls to us to make them purposefully aware of the ones they hold. This can be difficult, as theories” work for them perfectly well in their everyday lives, and we have to tutor students to become critical of their own thinking. By enabling students to doubt what they think, or doubt what the answer is, we can begin this process. From doubt the journey to wisdom begins.

The myth of the exercise book.

One of the more enduring myths of my teaching career is that student's exercise book have the ability to show ‘progress’: it is easy to assume that a student’s book might show increases in complexity in their understanding of the topic and that that progress will be age and ability appropriate. However, the un-evidenced claim that a book shows learning comes with no proviso or qualifications. I would wager that anything that appears to be quite so linear, that so neatly moves from one concept to the next probably shows only that the students have attended the lesson and has engaged in the elaborate Punch and Judy show with their teachers to perpetuate the myth that learning is visible. What may be more indicative of learning is the students completing tasks that have similar content, that show the students interacting with the ideas, applying the ideas, getting the ideas wrong and then getting them right, and then revisiting them later in the year/term or module and getting them wrong again, and then practising with them. This is what the research tells us is how learning happens. The purpose of a school exercise book is not to demonstrate learning: they are focused on the now: the moment they begin to interact and think, to practice with ideas and engage in a dialogue about what is being learned. Student work is there to support the working memory, as well being a crutch for long term memory. It is a formative document, not a summative one.

Summative assessments should be separate, so that learning over time can be ascertained to the best of our sketchy abilities. It is much more valuable for a teacher to know what has been learned once an opportunity to forget has occurred. This makes the managing of learning much more difficult as it becomes a long term venture, and is anything but wrapped up in the here and the now of daily classroom interaction. Our curriculum needs to be organised and designed with this in mind, and no one has the time to do this. Despite every school stating that learning is what they exist for, the vast majority of schools and inspection regimes are satisfied with proxies of learning performance during classwork, summative assessments being there solely to determine a grade. What a shame.

Looking at student performance in lessons is not necessarily a bad thing as it gives us assessment information that cannot be dismissed. It provides a view of students understanding taken as a snapshot, at a point, in the here and now of the classroom; it guides towards how we might help students develop their understanding. We do this in the hope that the incremental gains, the quanta add up to make the greater whole, but until we get a grip on what learning truly looks like we are very much flying in the dark.

Ask yourself how do I know that each student knows x, y and z? We can’t really answer this as our evidence base of grades and percentages, the memories of conversations we have and of tasks completed are imperfect. Too imperfect. The reality is that we need information about performance and also about learning: though divergent, they are not opposite, but are parts of a bigger whole. As Neils Bohrs points out, “The opposite of a fact is falsehood, but the opposite of one profound truth may very well be another profound truth." But we are kidding ourselves if we think that student books and subsequent teacher marking in any way provides the richness and multi faceted totality of feedback student learning really requires.

Marking is only part of the story therefore, albeit an important and time-consuming part. But if you were honest with yourself you would admit that not every task we ask students to complete are in any worthy of the 6 hours of Sunday evening needed to mark them. This does not mean that some tasks are worthless as springboards for feedback just they might be more suited to the interactive variety of feedback given during the process of learning in the lesson.

To qualify for a full-blown marking assault one of four overriding qualities in the work set need to be present. It must at least have one of the following:

1. It is a summative assessment.
2. The quality of the student work (prose, content, detail) matters and the work (and the learning) would benefit significantly from redrafting.
3. There is significant content being applied in a new(ish) situation.
4. The content is in the process of being built upon over time (such as a threshold concept).

Marking absolutely everything that is entered into exercise books is not a helpful strategy because of the complete impossibility of doing this. Schools making policies need to use what we know about learning and feedback to guide practice and not just set some high handed, un-evidenced dictate in stone.

Two Types of complimentary pre-assessment.

Quality

Qualities Broad PA (eg a multiple choice pre exam) Specific PA (eg a hinge question or task. Time period effective Long Term Short Term Number of Learning Intentions examined Many One When Well before a module is designed End of a lesson in time for next lesson Informs module design lesson planning direction of a lesson Quality of information Yes or No or maybe information on learning intentions detailed information on student ideas of specific concepts- narrow and deep ease of Demonstrating “progress” Very difficult - need to be  subject specialist to spot Ease of demonstrating learning Don't make me laugh yes we are getting there Ability to identify misconceptions not really, although debatable if its useful for the students Yes Ability to reveal how students use knowledge No Possible Who is this really for Teacher and the System Students and Teachers Number of times each “concept” is tested More than once May be a single antecedent will look like Data A mess of ideas Ease of interpretation Easy More than likely requires PCK Useful as an interim check Yes No Useful for “observers of your lessons”` Who cares, the observer must be more skilled. Who cares, the observer must be more skilled.