Bloom, Katy ORCID: https://orcid.org/0000-0002-4907-425X (2021) Students understanding success criteria and receiving feedback to promote self-regulated learning. In: Talk about Teaching for Social Justice, 06/07/2021-08/07/2021, York St John, MS Teams Meeting. (Unpublished)

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Abstract

'Not all students have the same ideas as their teachers about what they are meant to be doing in the classroom' (Wiliam, 2011:52). Often, what is wanted is not made clear, and this puts some students at an advantage becasue they already 'know'. Unchecked, access to the same education becomes diminished, leading to inequities. At these times, one thing we can do is help the student develop a 'nose for quality' (Claxton, 1995) and this practical workshop is designed to firstly, understand what the assessment descriptors mean in practice when applied to students' own work and secondly, to be able to give and receive feedback that will help move learning on in a 'can-do' way.
This workshop subsequently focuses on the role of feedback as a mediator of pesonal self-efficacy and proposes that increasing the deployment of regulation and process feedback builds the self-efficacy of students to foster an 'I can' attitude for agentic action. Through a practical approach, participants will be encouraged to flex thier feedback into these forms, and consider highlighting prompt-type feedback as 'next steps for action' on the part of students (or peer/self-assessment on the part of students), encouraging them to take these steps themselves. Aimed at both students and academics, this should position them to act upon the feedback they receive (or give), so that students move from obtaining executive help (seeking answers; Hattie and Timperley, 2007) to instrumental help (seeking hints on how to work something out).

Item Type:	Conference or Workshop Item (Other)
Status:	Unpublished
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1705-2286 Education and training of teachers L Education > LB Theory and practice of education > LB2300 Higher Education
School/Department:	School of Education, Language and Psychology
URI:	https://ray.yorksj.ac.uk/id/eprint/5983

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