Q27 |
Provide timely, accurate and constructive feedback on learners' attainment, progress and areas for development. |
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| C32 | Provide learners, colleagues, parents and carers with timely, accurate and constructive feedback on learners' attainment, progress and areas for development. |
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| E11 | Have an excellent ability to provide learners, colleagues, parents and carers with timely, accurate and constructive feedback on learners' attainment, progress and areas for development that promotes pupil progress. . | |
Extract from Guidance to accompany the Standards for Qualified Teacher Status (QTS) TDA, 2007
Rationale
Teachers use a range of assessment, monitoring and recording strategies as an integral element of teaching in order to monitor learners’ progress, inform planning and teaching, and secure learning. They assess learners against national benchmarks using, as relevant, the early learning goals, National Curriculum level descriptors, criteria from national qualifications, requirements of awarding bodies, National Curriculum assessment frameworks, and objectives from the National Strategies. The accurate assessment of learning needs is based on evidence of past and current achievement, together with assessment data, including information from national assessments, that allow teachers to set specific and challenging learning objectives appropriate to the ages and abilities of learners. Providing learners with effective feedback is integral to teaching and can have a major impact on learning. Impact is maximised when learning objectives are clearly expressed and are understood by learners. Accurate feedback, given at the right time and in a constructive and positive way, helps learners to identify what they have or have not understood, and helps them to progress. Teachers make good use of Assessment for Learning (AfL)* strategies to improve their skills in providing effective feedback, to engage learners in dialogue about their progress, and to develop in learners an increased sense of control and ownership over their learning.
*“Assessment for Learning (AfL) is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.” (Assessment Reform Group 2002)
Scope
In order to demonstrate that they meet this standard, trainees will need to use their knowledge and judgements of learners’ needs and progress to judge when and how to give feedback during the lessons they teach. Trainees’ feedback should be constructive, matched to learners’ understanding and language abilities, and should engage learners in reflecting on their progress, and their own learning needs.
Questions to consider
Does the trainee:
Cross references
Evidence for this standard may be linked to evidence for assessment against the following standards:
Sources of evidence
Trainees will be able to show evidence of having met these standards through most aspects of their professional practice including discussion with tutors and mentors, and any written assignments and/or case studies of the assessed progress of learners. Trainees’ lesson plans, evaluations, and assessment records will show evidence of whether they have set appropriate and challenging learning objectives. Assessors will be able to judge from lesson observations the accuracy, appropriateness and timeliness of oral feedback, and they may wish to scrutinise written feedback for evidence of consistency and effectiveness. Assessors may also wish to talk to learners about opportunities for self and peer assessment, feedback received from the trainee, and the impact of that feedback.