To obtain direct evidence of pupil’s feelings about routine assessment

Aim

To obtain direct evidence of pupils’ feelings about routine assessment.

Evidence and reflection

We suggest that you work with a group of pupils from your class and discuss with them examples of some assessments which you have made. Perhaps you could use some written work that has been produced and look at any comments and corrections which you made. How do the pupils feel about your responses?

You could also self-consciously monitor your verbal feedback during a teaching session. Listen to your comments, observe the children’s faces. How do they seem to respond? Are they delighted, wary, confused, anxious, angry, resigned?

Extension

What ways of protecting young people’s dignity can you develop, whilst still providing appropriate assessment feedback to them? Could you negotiate with the pupils to establish criteria by which their work will be evaluated?