Making Feedback Visible: Four Levels Experiment

I’ve recently been trying to update and enhance teaching practices through a more careful consideration of Hattie’s learning impacts and through the MYP assessment criteria. This is an experiment in giving feedback in a more evidence-based manner.

Ripples & Reflections

This quick brain-dump is based on ideas from Hattie’s Visible Learning for Teachers, Wiliam’s Embedded Formative Assessment and the pdf of The Power of Feedback (Hattie & Timperley) linked below. 

I spent much of today trying to grade a large project (Describing the Motion of the Rokko Liner, our local train), which was assessed for MYP Sciences criteria D, E, F. Based on some of our Student Learning Goal work on helping students cope with data presentation and interpretation, the lab had been broken into stages (almost all completed in-class), spread across A4 and A3 paper and GoogleDocs in Hapara.

The result: a lot of visible learning in that I could keep track of each student, see their work in progress and comment where needed. A lotof verbal feedback was given along the way, with some worked examples for students. Breaking the large assignment into stages helped keep…

View original post 1,055 more words

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About Stephen

Director of Learning & MYP Coordinator at Canadian Academy, Kobe, Japan. Formerly MYP HS Science & IBDP Bio teacher and missing it terribly. Twitterist (@sjtylr), dad and bloggerer.

Posted on December 12, 2013, in Uncategorized. Bookmark the permalink. Leave a comment.

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