715

5
Feedbacking and Communicating
Assessment Results

Overview

Communicating assessment results is an integral part of classroom assessment.

Teachers are responsible for providing feedback to learners, parents, and other intended
stakeholders. Teacher’s understanding and practices of recording and reporting embedded in the
assessment knowledge and experience that they had acquired over the course of her teaching
life is necessary. Feedback is pivotal to helping teachers improve the day-to-day assessment of
their students, because it improves learning and gives learners specific guidance on their
strengths and weaknesses.
This module includes topics on qualitative and quantitative evaluation and principles of
constructive feed backing. Self-assessment and peer assessment are also included.

Learning Outcomes

After learning this module, you should be able to:

make value judgments on assessment results based on empirical evidence; and

demonstrate strategies to communicate learner needs, progress and achievement to
intended stakeholders.

Lesson 1. Qualitative Evaluation

Qualitative and quantitative information are valuable forms of evidence about student
outcomes.
Quantitative evidence consists of data that are represented numerically. For instance,
performance on a test or responses to a questionnaire may be scored so that a number
represents the degree to which an individual performed or agreed/disagreed with a
certain concept. Because quantitative data are expressed in numbers, they can be
compared directly or subjected to statistical analysis, and they can enable the researcher
to make certain assumptions when comparing one data point to another. Quantitative
data also may permit one to express numerically meaningful changes in performance
(given certain conditions). One may claim, for instance, that a change in a test score from
50 to 60 represents a 10-point or a 20 percent gain in an individual’s performance,
expressed as a percentage of his or her original score. Quantitative data, therefore, are
valued for the ease with which calculations and comparisons can be made, and for the
easily understandable representations of performance that they produce.
Qualitative evidence typically comes in two forms. The first form involves simple
categorization of individuals into discrete groups (e.g., employed or unemployed;
participates in athletics or does not participate in athletics). The second form of
qualitative evidence is data expressed in prose or narrative. A question is asked of an
individual and he or she responds in a free-form manner, expressing, for instance, an
idea, opinion, or evaluation. Because of their non-numerical nature, qualitative data
cannot be subjected directly to statistical analyses, nor can easy direct comparisons be
made without engaging in an intervening process to categorize or interpret the data.

Downloaded by Leoncio Lumaban ([email protected])

 lOMoAR cPSD| 12289715

Module 5 | Assessment in Learning 1

Qualitative data, however, can be “richer” than quantitative data, because they provide a
more extensive variety of information related to a particular learning goal. Many faculty
members, for instance, use the numerical scores (quantitative data) from their teaching
evaluations to make overall judgments of their own performance, but they value the
qualitative, narrative comments from students as more useful in revealing students’
personal perceptions of a course.
A common misconception is that qualitative assessments are not as reliable, valid, or
objective as quantitative ones. This is not necessarily the case. There are well-designed
and statistically reliable means of interpreting and analyzing qualitative data and
numerous resources for learning to use qualitative methods. For example, an instructor
might assess the same learning goals using a multiple-choice test or an essay test.
Similarly, an instructor might grade a senior project presentation quantitatively with a
standard set of evaluation criteria (i.e., a rubric). Alternatively, he or she might provide the
student with a prose evaluation, in a non-scaled format, citing the strengths and
weaknesses of the presentation. However, it is best if this evaluation is organized around
a standard set of criteria that were shared with the student beforehand.
Most beginning assessment initiatives are likely to rely more heavily on quantitative,
rather than qualitative, forms of assessment for several reasons. Quantitative data are
easier to collect and are in the form of a readily-analyzable numeric score. In contrast,
qualitative data must be sorted, categorized, and interpreted (most often by humans
rather than by computer programs) before a final judgment can occur. Methods of
ensuring the reliability of qualitative data are time-consuming. For instance, to ensure that
portfolio assessment is reliable, at least two raters are used to review each portfolio,
providing a form of “inter-rater” reliability. Focus groups, another commonly used form of
qualitative data collection, require large investments of time to gather data from
comparatively few students.
A good use of qualitative evaluation is to help develop quantitative evaluation criteria
(rubrics). For instance, one might conduct focus groups for the purpose of designing
questions for a satisfaction questionnaire or use a scoring rubric for portfolios to
determine what characteristics of students’ writing might be evaluated. For assessing
student learning, Characteristics encourages the use of multiple approaches—both
quantitative and qualitative—but it does not require the use of both approaches.
Institutions and faculty members in different programs should be thoughtful about which
approach, or combination of approaches, best suits the student outcomes that are being
assessed in each unique situation.

Quantitative vs. Qualitative Evaluation

Quantitative Qualitative
Focus on numbers/numeric Focus on text/narrative form
values Why, how
Who, what, where, when Match with outcomes about
Match with outcomes about application, analysis,
knowledge and comprehension synthesis, evaluate
(define, classify, recall, Seeks to explain
recognize) and understand
Allows for measurement of Ability to capture “elusive”
variables evidence of student learning
Uses statistical data analysis and development
May be generalize to greater
population with larger samples
Easily replicated

93

Downloaded by Leoncio Lumaban ([email protected])

 lOMoAR cPSD| 12289715

Module 5 | Assessment in Learning 1

Qualitative methods include three kinds of data collection:

1. Interviews. Open-ended questions and probes yield in-depth responses about

people's experiences, perceptions, opinions, feelings, and knowledge.
Data consist of verbatim quotations with sufficient context to be
interpretable.
2. Direct Observation. Fieldwork descriptions of activities, behaviors, actions,
conversations, interpersonal interactions, organizational or community
processes, or any other aspect of observable human experience. Data
consist of field notes: rich, detailed descriptions, including the context
within which the observations were made.
3. Written Documents. Written materials and other documents from
organizational, clinical, or program records; memoranda and
correspondence; official publications and reports; personal diaries,
letters, artistic works, photographs, and memorabilia; and written
responses to open-ended surveys. Data consist of excerpts from
documents captured in a way that records and preserves context.
Qualitative findings may be presented alone or in combination with quantitative data. At
the simplest level, a questionnaire or interview that asks both fixed-choice (closed)
questions and open-ended questions is an example of how quantitative measurement
and qualitative inquiry are often combined.
The quality of qualitative data depends to a great extent on the methodological skill,
sensitivity, and integrity of the evaluator. Systematic and rigorous observation involves far
more than just being present and looking around. Skillful interviewing involves much
more than just asking questions. Content analysis requires considerably more than just
reading to see what's there. Generating useful and credible qualitative findings through
observation, interviewing, and content analysis requires discipline, knowledge, training,
practice, creativity, and hard work.

Assessment Task 5.1

1. What kind of test item is the given? Qualitative or Quantitative? Why?

“Students, I’d like you to decide whether this scene from the novel is about the theme of
social injustice. Be sure to back up your statement with examples from the text.”

2. If a science teacher wants to see how much a student remembers about cell parts and
their specific functions, which test method is he/she likely to choose? A quantitative or
qualitative? Why?

3. If an English teacher wants to measure a student’s ability to understand two selections

from different periods of literature, which test method is he/she likely to choose? A
quantitative or qualitative? Why?

4. Give some qualitative assessment strategies. Discuss briefly.

Lesson 2. Constructive Feedbacking

In order for student assessment information to improve curriculum, instruction, and

student learning, accurate analysis of assessment results must be followed by feedback
to the student and teacher.

94

Downloaded by Leoncio Lumaban ([email protected])

 lOMoAR cPSD| 12289715

Module 5 | Assessment in Learning 1

Constructive feedback is providing useful comments and suggestions that contribute to a

positive outcome, a better process or improved behaviors.
It provides encouragement, support, corrective measures and direction to the person
receiving it. Knowing how to give constructive feedback is a valuable skill.
Constructive feedback can be positive (letting someone know they're doing well),
negative (letting people know about ways in which things could be improved), or neutral
(just an objective observation).
There are TWO main elements that make feedback constructive:
(1) The content of the feedback. Constructive feedback is specific, issue-
focused (rather than a value judgment about the individual) and based on what is
observable (rather than assuming anything about the person's attitude or motivation). It
also includes some specific direction on how to make improvements (where needed).
(2) How the feedback is delivered. To be constructive, feedback should not be
delivered in a way that provokes hurt feelings, shame, defensiveness, resistance or a
sense of failure. Honest does not mean tactless.
Feedback that positively impacts student learning is criterion-referenced, related to
specific knowledge and skills, student-centered/student-involved, and timely with
additional opportunities to perform
Feedback at the beginning, during, and at the end of the instructional process are all
necessary to provide students the best learning opportunities.

A. Feedback at the Beginning of the Instructional Process

Information gained from pre-assessments, as well as diagnostic testing yields

impressions of students' knowledge and skills related to the content. Information from this
type of assessment establishes a starting point for the teachers. Teachers determine
which students need help acquiring essential skills and which students are ready for
extended learning. While feedback from pre-assessments is used primarily to inform
instruction, it can also be used to help students form detailed personal learning plans.
Timing of pre-assessments should be considered to assure accurate and meaningful
feedback. The timing of a unit-level pre-assessment should be as close to the instruction
as possible while also allowing the teacher enough time to monitor and adjust.

B. Feedback During the Instructional Process

The goal of feedback is to increase individual knowledge, skills, and
achievement. For students to learn from their confusion or miscues, they must be aware
of what they have accomplished as well as what they need to work on. Providing
descriptive feedback, either in written or oral format, is followed by opportunities to
practice and demonstrate understanding and skill. Assessment during instruction offers
teachers an analysis of teaching strategies and methods.

C. Feedback at the End of the Instructional Process

Feedback at the end of instruction informs the student, parents, teacher, and
school system how well the goals of instruction have been met. For the student, reporting
of summative assessments ranges from a grade on a single assignment to earning a credit
for a class. For the teacher, progress of the individual student as well as effectiveness of
their teaching can be measured. Analysis of trends in student performance informs
teachers as they ensure all students master a guaranteed and viable curriculum.

Twelve Principles of Effective Feedback

1. Identifies where students are doing well.

2. Identifies where students’ areas of improvement are, and offers ideas and suggestions about
how to approach these.
3. Is clearly related to future assessment tasks, and is designed to help students prepare for
them.
4. Wherever possible, is formative and not summative.
95

Downloaded by Leoncio Lumaban ([email protected])

 lOMoAR cPSD| 12289715

Module 5 | Assessment in Learning 1

5. Is explicit.
6. Is constructive, and treats student learning as a developmental rather than a deficit issue.
7. Is timely enough so that it can be used by students in preparing for future assessment and in
engaging with the subject matter.
8. Is provided in sufficient amount of detail.
9. Is provided in contexts where students can ask questions about the feedback, provide it to
each other, and discuss their interpretation of it with each other.
10. Is pitched at an appropriate level.
11. Is stated clearly and, if written, is legible.
12. Explains how and why students received the mark they did in assessment tasks.

Characteristics of Constructive Feedback

1. It is descriptive rather than evaluative. By describing one’s own reactions, it leaves the
individual free to use it or not to use it as they see fit. By avoiding evaluative language, it
reduces the need for the individual to respond defensively.
2. It is specific rather than general. To be told that one is “dominating” will probably not be as
useful as to be told that “in the conversation that just took place, you did not appear to be
listening to what others were saying, and I felt forced to accept your arguments.”
3. It is focused on behavior rather than on the person. It is important that we refer to what a
person does rather than to who we think or imagine they are. Thus, we might say that a person
“talked more than anyone else in this meeting” rather than that they are a “loud-mouth.” The former
allows for the possibility of change: the latter implies a fixed personality trait.
4. It takes into account the needs of both the receiver and giver of feedback. Feedback can
be destructive when it serves only our own needs and fails to consider the needs of the
person on the receiving end. It should be given to help, not to hurt. We too often give feedback
because it makes us feel better or gives us a psychological advantage.
5. It is directed toward behavior, which the receiver can do something about. Frustration is
only increased when a person is reminded of some shortcoming over which they have no
control.
6. It is solicited rather than imposed. Feedback is most useful when the receiver has
formulated the kind of question which those observing can answer, or when they actively seek
feedback.
7. It is well-timed. In general, feedback is most useful at the earliest opportunity after the given
behavior. The reception and use of feedback involves many possible emotional reactions.
Excellent feedback presented at an inappropriate time may do more harm than good.
8. It involves sharing of information rather than giving advice. By sharing information, we
leave a person free to decide for themselves, in accordance with their own goals and needs.
When we give advice, we tell them what to do, and to some degree take away their freedom to
decide for themselves.
9. It involves the amount of information the receiver can use rather than the amount we
would like to give. To overload a person with feedback is to reduce the possibility that they
may be able to use what they receive effectively. When we give more than can be used, we
are more often than not satisfying some need of our own rather than helping the other person.
10. It concerns what is said and done, or how, not why. The “why” takes us from the
observable to the inferred and involves assumptions regarding motive or intent. Telling a
person what their motivations or intentions are more often than not tends to result in a
defensive response.

Forms of Feedback

1. Oral and Written feedback

Oral feedback is usually given during a lesson while written feedback tends to be given
after a task.
Oral feedback is sometimes underestimated because it is less formal, but it can be a very
powerful and effective tool as it can be provided easily in the ‘teachable moment’ and in a
timely way.
96

Downloaded by Leoncio Lumaban ([email protected])

 lOMoAR cPSD| 12289715

Module 5 | Assessment in Learning 1

Effective written feedback provides students with a record of what they are doing well,
what needs improvement and suggested next steps.
Effective written feedback also needs to be timely, written in a manner that is
understandable to the student and actionable so that the student can make revisions.
Written feedback needs to include information about where the student has met the
learning intentions and/or success criteria and where improvement is still required.
2. Evaluative and Descriptive feedback
Feedback can also be either evaluative, involving a value judgment, or descriptive,
providing guidance for improvement.
Evaluative feedback, in the form of grades or brief general comments, for example 'well
done', provides some information about learning, but does not convey the information
and guidance that students can use to improve.
Descriptive feedback provides students with detailed, specific information about
improving their learning.
Descriptive feedback is linked to the learning that is expected, addresses faulty
interpretations and lack of understanding and provides students with visible and
manageable ‘next steps’. These ‘next steps’ are based on an assessment of the work at
hand and an image of what ‘good work looks like’ so that they can begin to take on the
responsibility of self-assessing and self-correcting.
3. Informal and Formal feedback
Teachers can meet with a few students per day or per week depending on specific
projects, deadlines and individual student needs. It is important to plan these
conferences in a structured way with a focus on individualized goals so both teacher and
student make good use of their time.
When teachers use formal conferencing along with informal feedback, students are
better protected from failure, and are set up for success.
Informal check-ins can be used to see how students are progressing and usually occur
during the learning. ‘Check ins’ are considered informal and are vitally important to
providing effective feedback. They occur when the teacher visits students as they are
engaged in a task to make sure they are on the right track, can quickly and effectively
steer students in the right direction and enhance learning.
Formal feedback is often written or a combination of oral and written, and usually occurs
at the end of a task. It can be provided through structured conferences with specific
goals.
4. Peer and Self-feedback
Peer feedback occurs when students offer each other advice and suggestions in relation
to each other’s work.
Self-feedback must be taught explicitly to ensure students have the skills to apply this to
their own work.
One way to facilitate peer feedback is through the use of structured peer conferences.
This provide students with the opportunity to give and receive feedback about ongoing
work and a positive aspect is that students get to see other students’ work which can
also deepen understanding of the learning goals.
Self-feedback is the ultimate goal of feedback for learning. Teachers can help students to
become more independent through explicit modelling and instruction, and teaching the
skills of self-assessment and goal setting.

Assessment Task 5.2

1. Why is constructive feedbacking important in classroom assessment? Give some

advantages.

2. As a student, which do you think is better, an oral feedback or written feedback? Justify
your answer.

97

Downloaded by Leoncio Lumaban ([email protected])

 lOMoAR cPSD| 12289715

Module 5 | Assessment in Learning 1

Lesson 3. Self-assessment and Peer assessment

What is Self-assessment?

Student self-assessment involves students describing and evaluating the processes and
products of their learning.
Students evaluate the work they have produced and reflect on processes, actions and
activities that contributed to the production of the work.
Student self-assessment can support students to regulate their own learning by requiring
them to monitor how they are working, and encouraging them to modify their approach if
something is not working as well as it could.
Self-assessment can also enhance students’ self-efficacy (a student’s belief that they are
able to succeed at a given task) and support ownership of learning. The capacity for self-
regulation is linked to higher achievement as well as improved motivation and
engagement.
Effective learners tend to self-assess the quality of their work more regularly than less
effective learners and are also better able to incorporate evidence from other sources to
make judgments on their learning.
Self-assessment is a key part of Assessment for Learning where reflection during the
flow of learning is used to improve learning and teaching.

What is Peer-assessment?

Peer assessment is the assessment of students' work by other students of equal status.
Students often undertake peer assessment in conjunction with formal self-assessment.
They reflect on their own efforts, and extend and enrich this reflection by exchanging
feedback on their own and their peers' work.
Peer assessment is a powerful meta-cognitive tool. It engages students in the learning
process and develops their capacity to reflect on and critically evaluate their own learning
and skill development. It supports the development of critical thinking, interpersonal and
other skills, as well as enhancing understanding within the field of knowledge of a
discipline.
Peer and group assessment are also often undertaken together. Typically, the members
of a group assess the performance of their peers in terms of their contribution to the
group's work.

The Benefits of Self- and Peer Assessment

Increase student engagement and empower students, and enable greater autonomy from
the teacher.
Improve learning outcomes: quality feedback in particular is associated with substantial
learning gains.
Reduce the gap between the highest and lowest achievers, while raising achievement
overall.
Support more equitable outcomes for all students.
Improve motivation and perseverance, and encourage students to seek and know where
to find help.
Develop students’ self-regulation skills and metacognition (understanding how they learn
best).
Give students a strong sense of self-efficacy for developing their own effective study
habits.
Enrich students’ reasoning and improve their communication skills.
Help students understand and apply quality criteria to their work.
Create a more egalitarian and supportive classroom environment.
98

Downloaded by Leoncio Lumaban ([email protected])

 lOMoAR cPSD| 12289715

Module 5 | Assessment in Learning 1

How to Set up Successful Self-assessment?

1. Explain the benefits of self-assessment. Students who are more convinced of the learning
benefits of self-assessment and feel supported to undertake self-assessments are more likely
to be rigorous and accurate when undertaking self-assessments.
2. Explicitly teach students how to self-assess and provide ongoing support. Many
students do not innately know how to self-assess. Teachers need to directly teach students
how to self-assess and provide opportunities for students to practice self-assessment and
receive feedback and assistance. Students, particularly lower-achieving students, tend to
need support to reflect on their learning and often benefit from guidelines or instructions that
they can follow. Providing students with feedback on their progress enhances the impact of
self-assessment. Also, providing opportunities for students to engage in group discussions
and evaluation supports the accuracy and impact of self-assessment.
3. Allow students to contribute to creating standards or criteria. When students contribute to
the creation of standards or criteria they tend to be more engaged and more invested in the
self-assessment process. They also will spend more time, and are more rigorous, in
undertaking their own self-assessment.
4. Create a positive, trusting classroom culture. Students are more likely to accurately self-
assess when they feel their classroom is a safe space and that they will not be judged.
Consider keeping self-assessments private.
5. Use self-assessment as a formative not a summative assessment tool. Self-assessment
is most successful when it is used as a formative assessment tool and students know it won’t
count towards their grades. Students are more likely to accurately self-assess, and it also
provides opportunities for students to adapt and revise their approach to learning.
6. Consider using a rubric. Research has found greater learning results from self-assessment
when more complex judgments are used. Rubrics are one way of achieving this. However,
students tend to require explicit instruction around how to effectively interpret and use rubrics.
Combining criteria and performance standards with specific examples of the final product, or
worked examples, can also support the impact of rubrics.
7. Follow up self-assessments with student-teacher learning conversations. Providing
opportunities for students to discuss their self-assessments with a teacher enhances the
impact of self-assessment. Discussing any differences between the student’s self-
assessment and their teacher’s assessment can be a powerful pedagogical approach to
enhancing a student’s learning.

Pitfalls to Avoid in Self-assessment

1. A lack of trust and social pressure. If self-assessment is made public, some students will
over-estimate their level of understanding or their grades to avoid public shame, or to
enhance or protect their self-worth.
2. Over- or under- estimating one’s ability. Most people have a tendency to be unrealistically
optimistic about our own abilities and to believe that we are above average. In general,
higher-performing students tend to be more humble in self-assessment than lower-performing
students. And in certain cultures giving oneself a positive self-assessment can be considered
boastful.
3. Insufficient knowledge to accurately self-assess. Without sufficient knowledge it is difficult
for students to accurately self-assess. This is particularly the case for novice learners who do
not yet have the knowledge base to accurately self-assess their current learning or the work
they are producing. Even if novices recognize that something is not working, they frequently
struggle to change their actions and behaviors without external support.
4. Students may not be old enough. Younger students might be less able to accurately self-
assess. Research has found that secondary school and university students appear to be able
to judge more accurately how they have done in formal tests and assessments.

99

Downloaded by Leoncio Lumaban ([email protected])

 lOMoAR cPSD| 12289715

Module 5 | Assessment in Learning 1

5. Students’ willingness to self-assess. Students sometimes are unwilling to self-assess. This

might be because they feel they lack the necessary skills to accurately judge their work, they
are afraid of being wrong or they prefer an expert to assess their progress and work.
Research also suggests that students often do not understand the benefits of self-
assessment or do not see it as a valuable exercise and so do not put much effort into the
self-assessment process.

Assessment Tools for Peer and Self-assessment

1. Rubrics

Rubrics are an assessment tool which include two types of information:

• a list of criteria for assessing the important goals of the task
• a scale for grading the different levels of achievement in each of the criteria, with a
description for each qualitative level.
Using a rubric, students can compare their work against the criteria and assess the
standard they have reached. Although rubrics are designed to evaluate a final product, if they are
given to students at the beginning of a task rubrics can support students to plan their work, and
review and adjust it during its production. Students can also be encouraged to rewrite or even
create their own rubrics. You need to support your students in the use of rubrics – just handing
them out is no guarantee of success.

2. Scripts

Scripts consist of specific questions that are structured into a clear progression of steps,
to guide learners in how best to achieve a task. They explicitly detail the ‘self-talk’ that
accompanies working through a task. A script is useful for students to follow throughout a task,
but it can also be used to analyze the final outcome. A script can help students to assess whether
they are on the right track to completing the task, and supports them to adjust their learning
behavior according to the directions of the scripted questions. You can also ask students to use
scripts to analyze their or their peers’ work after production, e.g. by reviewing whether each step
was satisfactorily completed.

3. Journals

A learning journal is a place for students to reflect in writing about how their learning is
going, what they need help with, and the effectiveness of different strategies for learning.
Teachers need to provide regular, short periods of time for writing in the journal, with guiding
questions to support self-assessment, goal setting, and metacognitive knowledge (understanding
their thinking). For example, you might ask students to respond to questions such as these in
their journals:
• Think about your work in relation to the success criteria and write in your journals what
you noticed you were able to do well and two things you need to work on next.
• How well are different strategies working? How does what you are doing help you?
• What one thing will you remember long after this lesson and why?
• What question are you still trying to understand and why might this be?

4. Portfolios

A portfolio is a student-managed collection of work which demonstrates the student’s

learning and developing competence. Portfolios help students in self-assessment skills such as
understanding progress through record keeping, documenting interests and strengths, and
identifying choices and preferences. Portfolios can form a shared focus to assessment
discussions and goal setting with teachers. Some ways you could support students to build up
their portfolios include:
• Reminding students, every lesson, that they can decide whether to include their work
from this lesson in their portfolio.
100

Downloaded by Leoncio Lumaban ([email protected])

 lOMoAR cPSD| 12289715

Module 5 | Assessment in Learning 1

• Sharing with students the outcomes and success criteria they are expected to achieve
and then give them the responsibility to determine their own evidence.
• Providing a list of what students need to add to their portfolio each term: one piece of
writing, one mathematics test or activity, one project, one artwork, and so on.
• Asking students to consider what others (such as parents, employers and other
educational institutions) would need for proof of meeting learning goals.
• Providing a range of examples – such as taking photos, videoing themselves
undertaking tasks, screenshots of internet search histories, a progression of drafts and peer
feedback reports. You can ask students “Which work will you choose to show what you know?” or
you can ask them to collect a set of work that shows different stages in development.
Portfolios can be digital, rather than paper-based, which solves issues of storage and the
risk of loss or damage. Students should engage in summarizing and reflecting upon their
evidence; for example, identifying areas of strength or of growth, what they enjoyed or were most
proud of, where they have made progress and why, and what else they could do to improve. You
can provide prompts for self-evaluation and goal setting, in the form of an evaluation sheet. For
example:
• Did I ensure that each paragraph had a topic sentence?
• Did I include an introduction, main body and conclusion in my story/report?
• Did I proofread my story/report carefully, e.g. by checking the spelling of difficult words
and making sure I used the correct punctuation?
• Did I avoid repeating the same words?
• What did I like best about my story/report? Why?
• What would I do next time to improve my writing?
Students are likely to enjoy amassing a collection of their work, and will begin to assume
increasing responsibility for collecting, reflecting, and organizing the work.

5. Traffic lights

Traffic lights are a simple system for students to use to indicate their perceived
understanding of particular work. Using a traffic light icon, students label their work green, yellow,
or red according to whether they think they have good (green), partial (yellow), or little (red)
understanding. This can be useful for determining groupings or activities for the next part of the
lesson. The teacher might pair the green students with the yellow students while he or she works
with the reds. Or students can select a follow-up activity matched to their traffic light colour.
You can also give students a list of key concepts or topics within the lesson content so
far, and ask them to reflect on where they feel their learning is secure (green), and where they
feel they need to concentrate their efforts (yellow or red). Traffic lights might also be used for peer
assessment.
One word of caution: traffic lights provide a very visible way of communicating learning
progress. Students need to feel safe to share their learning progress with the class without feeling
threats to their self-esteem and peer relationships. Teachers might need to work hard to ensure
that red lights are perceived positively (as part of learning and as opportunities for further
instruction) rather than negatively associated with ability.
A similar strategy is ‘colouring squares’. This is a self-assessment technique in which
students colour goal statements or sections of a rubric according to the level of confidence they
feel in achieving that goal.

6. Exit cards

An exit card is a small piece of card or a post-it given to each student at the end of a
lesson, on which they write a comment to self-assess what they have learned in the lesson and
what they need more help with. This helps in planning the next lesson. This only takes a few
minutes for the student to complete and is handed to the teacher as the students leave the class.
You can ask students to summarize the lesson or, alternatively, ask a generic question
such as “What are the three most important bits of information you have learned today?” You can
then check how well these responses match the learning objectives for the lesson. Or you might
choose to ask a question related to the learning objective, such as “Why are historians concerned
101

Downloaded by Leoncio Lumaban ([email protected])

 lOMoAR cPSD| 12289715

Module 5 | Assessment in Learning 1

about bias in historical sources?” You can also ask “What do you think we need to spend more
time on because you haven’t quite understood the topic?” or “What questions do you have?”
Exit cards might be pre-printed, like this:

Three most important parts of the lesson were:

3 1.
2.
3.
The two parts of the lesson I most enjoyed were:
2 1.
2.
The one question I would like to ask is:
1 1.

7. Paired marking

In paired marking, pairs of students interchange and assess work. This might mean using
a rubric, or applying success criteria to each other’s work. Paired marking gives students
opportunities to practice assessment skills, and opens up dialogue about the purpose of
assessment, what information is useful as feedback from an assessor, and for reflection on
success criteria and what they mean. These discussions can take place between the paired
students or with the whole class after a paired marking session. The objectivity and assessment
skills developed in peer assessment can help in improving the quality of students’ self-
assessments. Students might be given scripts and exemplars to support their peer-assessments
or they might be offered formulas for providing feedback, such as ‘two stars and a wish’ (two
positive comments and one suggestion to improve it), or one specific thing that met the criteria,
and one question. For students that are very confident giving and receiving improvement
feedback, consider a ‘Four Faults and Fixes table’:

Fault Fix
1. 1.
2. 2.
3. 3.

An extension of paired marking is group marking, where students are put into groups of
four and assess each other’s work, giving feedback on a post-it. The post-it notes are collated
(see the template below) and the teacher reviews, moderates and feeds back on the feedback
(not the original work). The following template is titled “Accept or amend?”. Here the student
reviews and reflects upon the feedback given to them and decides whether to accept the
comments and make changes to their work or to amend the comments, and provide reasons.

Accept or amend?

102

Downloaded by Leoncio Lumaban ([email protected])

 lOMoAR cPSD| 12289715

Module 5 | Assessment in Learning 1

8. Dedicated Improvement and Reflection Time (DIRT)

This is a time in the lesson in which the only goal is for students to read and make use of
feedback they have received. Every student will need to have plenty of documented feedback
(from themselves, the teacher, and peers) that they can respond to. You might like to sometimes
offer feedback on the students’ response to feedback and use of DIRT time too.

Assessment Task 5.3

1. Give a classroom situation where self and peer assessment can be implemented.

2. Choose two assessment tools for self and peer assessment and present example in
your field of specialization.

Feedback

How was it working with this module? I hope you learned something from the discussion
and examples provided. Rest assured that the lessons presented in this module will be beneficial
to you as you continue learning the different roles of a teacher. Teaching the subject is not the
only responsibility of a teacher. You are also an assessor or evaluator of your students’
performance. So, it is necessary that you have a good knowledge about this subject. If you are
having a hard time on some lessons, you may log on to the links provided in the suggested
reading section of this module.

Summary

To aid you in reviewing the concepts in this module, here are the highlights:

Qualitative evaluation focuses on text or narrative form. It answers the questions why
and how. It matches with outcomes about application, analysis, synthesis, and
evaluate. It seeks to explain and understand. It has also the ability to capture
elusive evidence of student learning and development.
Qualitative methods include three kinds of data collection: interview,
direct observation, and written documents.
Constructive feedback is providing useful comments and suggestions that
contribute to a positive outcome, a better process or improved behaviors.
It provides encouragement, support, corrective measures and direction
to the person receiving it. Knowing how to give constructive feedback is
a valuable skill.
Feedback can take many forms such as oral, written, informal, formal,
descriptive, evaluative, peer and self-assessed feedback.

Self-assessment is a powerful mechanism for enhancing learning. It encourages

students to reflect on how their own work meets the goals set for learning concepts
and skills. It promotes metacognition about what is being learned, and
effective practices for learning. It encourages students to think about how a
particular assignment or course fits into the context of their education.

Peer assessment or peer review provides a structured learning process for

students to critique and provide feedback to each other on their work. It
helps students develop lifelong skills in assessing and providing
feedback to others, and also equips them with skills to self-assess and
improve their own work.

103

Downloaded by Leoncio Lumaban ([email protected])

 lOMoAR cPSD| 12289715

Module 5 | Assessment in Learning 1

The tools for peer and self-assessment are: rubrics, scripts, journals, portfolios,
traffic lights, exit cards, paired marking, and dedicated Improvement and Reflection
Time (DIRT).

Suggested Readings

If you want to learn more about the topics in this module, you may log on to the following
links:
https://www.utas.edu.au/curriculum-and-quality/student-
surveys/evaluate/constructive-feedback-principles#885944
https://tomprof.stanford.edu/posting/1199
https://uk.sagepub.com/sites/default/files/upm-
binaries/6195_Chapter_5___McDavid_I_Proof_3.pdf
https://inside.k12albemarle.org/acps/division/fql/Pages/Assessment-Analysis-
Communication-and-Feedback.aspx
https://arts.unimelb.edu.au/__data/assets/pdf_file/0004/1722397/providing-effective-
feedback-to-students.pdf
https://www.theeducationhub.org.nz/wp-content/uploads/2018/03/How-to-successfully-
introduce-self-assessment-in-your-classroom.pdf https://teaching.unsw.edu.au/peer-
assessment https://www.classcentral.com/report/qualitative-vs-quantitative-
methods-verification-
evaluation/
https://www.ursinus.edu/live/files/1066-slo-chapter3pdf
https://wmich.edu/sites/default/files/attachments/u350/2018/qual-eval-patton.pdf

References

Berquist & Phillips (1975). A Handbook for Faculty Development. Retrieved at

https://www.ucdenver.edu/academics/colleges/medicalschool/education/studentaffairs/Ac
ademicLife/professionalism/Pages/ConstructiveFeedback.aspx
Chappuis, J. (2012, September). Leadership for Learning: How am I doing? Educational
Leadership, 70(1), 36-41.

104

Downloaded by Leoncio Lumaban ([email protected])