Week 10: Assessment, Feedback & Evaluation.

Required Reading
  • Text (Churchill) Chapter 12 and Chapter 7 (which you have read already).

Further Reading
  • Killen, R. 2005. Programming and Assessment for Quality Teaching and Learning
  • Hattie, J. 2009. Visible Learning: A synthesis of over 800 Meta-Analyses elating to Achievement. London: Routledge.
  • Hattie, J. & Timperley, H. (2007) The Power of Feedback. Review of Educational Research. March 2007, Vol. 77, No. 1, pp. 81–112. (it's in the CPP3 folder as we'll use it next semester, have a look if you like but don't get too carried away.)(On moodle as having e-reserve issues)

This week we have another quick glimpse of the content of CPP3. We do this as a knowledge of assessment and the importance of feedback in general terms is important. We also want you to observe how assessment and feedback are used during your professional experience placement. For the purposes here in CPP1 you need to be aware of the nature of formative and summative assessment, and the idea of the evidence you will be looking for from students to indicate that learning has occurred. This is important as part of your planning is thinking about what you want students to do in the lesson, and the quality you want them to produce and the criteria against which it will be judged. At this stage we are using relatively simple ideas of assessment and really only want you to be aware of the issues broadly and how they relate to your lesson planning. We will build upon these experiences in greater detail as the content of CPP3.

I guess we are saying, be aware at this stage but don't get carried away. You have enough to occupy you and experiment with in lesson planning and then teaching. But as you plan think about 'how you will know'


Below are two excerpts from John Hattie on his work 'visible learning' and an earlier interview about assessment. They provide an interesting insight into another form of quality pedagogy. While he is very convincing we need to remember that his research base also sits within a certain view of valid results and that there are other themes and a level of detail involved that are not presented in this work (for example the seperating of aspects of each category removes the category form any context).

On Feedback

Longer versions are available at this site, though I do not vouch for any other content on the site.

Why not get a start on next week while you can...


For you to Investigate

Remember, these tasks are to help focus your own study and reflections. I do not require them to be posted etc, but encourage you to share and discuss them if you wish. I'm also more than happy if you want to integrate your reflections with your other units.

1. Over the semester we have looked at various aspects of quality. It is now time for you to take the various views covered and come up with your own conclusions and ideas that you will take into the classroom with you.
2. Why is feedback important as a facilitator of learning?
3. How does feedback link with the learning theory you have been covering in other units?