Learning-Driven Data: Tracking Improvement within a Formative Assessment Cycle in English

Autor/in	Bibbens, Timothy
Titel	Learning-Driven Data: Tracking Improvement within a Formative Assessment Cycle in English
Quelle	In: English in Australia, 53 (2018) 1, S.33-41 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-2147
Schlagwörter	Formative Evaluation; English Instruction; National Curriculum; Foreign Countries; Teaching Methods; Feedback (Response); Transfer of Training; Educational Change; Secondary School Students; Grading; Males; Single Sex Schools; Student Evaluation; Evaluation Methods; Scoring Rubrics; Audience Awareness; Student Attitudes; Teacher Attitudes; Parent Attitudes; Secondary School Teachers; Guidelines; Australia + Suchen Sie Ihr Suchwort? English langauage lessons; Englischunterricht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Training; Transfer; Ausbildung; Bildungsreform; Sekundarschüler; Notengebung; Schulnote; Male; Männliches Geschlecht; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Studentische Bewertung; Scoring formulas; Auswertungsbogen; Schülerverhalten; Lehrerverhalten; Elternverhalten; Richtlinien; Australien
Abstract	This paper provides a description of practice outlining changes made to English assessment structures for the purpose of facilitating improved teaching and learning. These changes, which included marking, feedback, reporting, and the evaluation of the efficacy of teaching, were implemented across Years 7 to 10 English classes in an independent boys' school in the ACT. The current approach, which evolved incrementally over time, developed primarily through two stages. The first was a reimagining of rubric design, with criteria reflecting continua of transferable skills, based on the developmental nature of the National Curriculum. This initial change provided rich data but in itself did not lead to the desired impact on teaching and learning. The second stage involved a systematic approach to the formative assessment cycle. Within this cycle the collection of data generated from assessment marking has begun to fulfil its original intention of supporting teaching and learning through progress tracking, targeted feedback, differentiated grouping and improved evaluation of the impact of instruction on student learning. (As Provided).
Anmerkungen	Australian Association for the Teaching of English. English House, 416 Magill Road, Kensington Gardens, SA 5068 Australia. Tel: +61-8-8332-2845; Fax: +61-8-8333-0394; e-mail: aate@aate.org.au; Web site: http://www.aate.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01