My Final Words...

This blog has provided me with the opportunity to share my thoughts and ideas on different aspects of educational assessment. Along with other content in this university paper and literature reviewed, I have gained a greater insight into new ways of thinking about assessment and a greater understanding of effective assessment practice. As a first time 'blogger', I have really enjoyed the experience and blogging is definately something that I will endeavour to do again in the future. Unfortunately this will be my final entry in this blog, as this assessment paper comes to an end. This blog is in fact part of my final assignment not only for this paper, but also for my Masters degree - a very strange feeling!

I would like to take this opportunity to say a big thank you to all those people who have followed my blog and a special thanks to those that made comments - I appreciate you giving up your time and your feedback has helped to further enhance my learning.

Thanks again,

Ange

"We don't have certificates at our school".

Extrinsic rewards for children in schools is seen by some as being detrimental to student learning, as they are seen to be 'ego-related' rather than 'task related' and do not necessarily reward learning. Hattie (1999) argues extrinsic rewards for students is a less effective form of feedback than other forms of feedback. As a result, some schools have taken away or limited extrinsic rewards. Certificates and stickers are considered a 'no-no', as students are supposed to focus on intrinsic rewards and other, more appropriate forms of quality feedback.

After having read a significant amount of literature focusing on effective feedback, I can understand how extrinsic rewards won't necessarily enhance learning for the sake of learning. However, is it really necessary to go to the extent of doing away with things like stickers and certificates altogether? Is a sticker on a child's piece of work really going to have such a major detrimental effect? Isn't it good to recognise a student's achievements? Even most adults like some recognition for a job well done. Or are these comments coming from a person who is fully indoctrinated into the receiving of extrinsic rewards, after having been educated in such a system?!!??!!?

My nieces bound up to me on occasions with a certificate they received at school and they are so proud and excited and I think it's great! At ages eight and five years, I certainly don't get the impression that their whole self-esteem rests on whether they get a certificate or not!!?? I guess time will tell - if they end up getting therapy later in life or roaming the streets with no job, maybe we'll trace it back to the 'certificate giving' and it will show that I got it wrong!!?? I certainly don't think that extrinsic rewards need to be given out for the sake of it or just to make a child feel good, but once in a while to recognise good learning, what's the harm?? I am also a teacher that gives out the odd little chocie bar here and there too though, so maybe I need to be educated in the way of 'political correctness'?? Actually, on second thoughts, that doesn't sound like much fun at all!!
Your thoughts on the topic?

Thanks,
Ange

Grades versus Feedback?

One of the most important research findings is that providing a grade for every piece of work can be counterproductive (Clarke, Timperley & Hattie, 2003). As Clarke et al. (2003) argue, "Grades freeze children into 'ego-related mode' rather than 'task related mode'" (p. 63). Clarke (2003) also states that "Grading every piece of work leads to demoralisation for lower achievers and complacency for higher achievers" (p. 54). Feedback by grades focuses students' attention on their ability rather than on the importance of effort (Black, Harrison, Lee, Marshall and Wiliam, 2003).

Despite recent research on the detrimental effects of grades and marks, they remain a significant part of assessment practice in schools and tertiary institutions. To get an 'A' means that you are doing well and getting a 'C' means you either didn't quite get it or you didn't even bother trying to!!? For example, at University level (as we are all aware), grades appear to be highly important as they ultimately determine whether you pass, possibly receive a qualification or determine whether you have the opportunity to qualify for honours. As much as there is an emphasis on quality feedback, the grade is inevitably the determining factor.

So, if the emphasis is inevitably on grades, where does quality feedback that enhances student learning fit in? Do students really read the comments and take external feedback on board? Is the feedback utilised in an attempt to get a better grade next time, where the grade remains the main motivation rather than the learning itself? Or is the feedback considered by students to be a vital part of their learning? Butler (1988) completed research in this area comparing how groups were provided feedback. One group received marks and grades alone, another group just received comments on their work and the third group received both marks or grades and comments. She found that the group that performed the best were the group that received comments only. She also pointed out that where the group received marks or grades and comments, the grade was seen by students as the real indicator.

Rightly or wrongly one could argue that we still have a system that relies heavily on grades or marks as the determining factor for success. So, in light of this, is quality feedback really used to its full potential in schools (especially as students approach the senior levels) and tertiary institutions? Or will it always remain the side plate that accompanies the main meal? Your thoughts?

Thanks,
Ange

Quality Feedback - Is it a Reality in Schools?

Feedback based on assessment is recognised as one of the most powerful ingredients of teaching and learning (Absolum, Flockton, Hattie, Hipkins & Reid, 2009). As Absolum et al. (2009) argue, "Maximising the quality and appropriateness of feedback should be a core aim of all assessment practice" and "if assessment is not going to result in worthwhile feedback, its value should be questioned" (p. 9). Students need to understand the significance of feedback and learn how to utilise it effectively to enhance their learning. This also relies on assessment capable teachers that possess the necessary shills in order to make this a reality.

So, what is the reality in New Zealand schools? Are teachers and school leaders fully aware of the importance of quality feedback? Perhaps more importantly, do they have the skills and the mindset to deliver feedback that will enhance student learning? Clarke, Timperley and Hattie (2003) argue that one of the problems about marking and feedback is that teachers are often embedded in a way of working and that "Teachers often feel that they are marking for senior staff or for parents when the main purpose of the marking feedback would be to give information to children about how well they did against the learning intention" (p. 61). Clarke (2005) also points out that another dilemma is how to match high quality marking with manageability.

Marking feedback is of course not the only kind of feedback, but perhaps one of the most common in a classroom situation, especially at the more senior levels. I have heard teachers say things like "I better get my marking up to date because parent interviews are coming up" or "my team leaders coming into classes tomorrow to check books, so I better get some done tonight". Is quality feedback for students seen as a priority or does it feature further down the priority list? Are schools regularly reviewing how they provide feedback to students and actually reviewing whether it is successful in enhancing student learning?
What are your thoughts on this topic?

Thanks,
Ange