The first 100,000 words: Writings on Education by a Teacher

ACER Teacher Comments: What’s most effective: https://www.teachermagazine.com.au/articles/teacher-comments-in-school-reports-whats-effective Communicating student learning progress: What does that mean and can it make a difference? : https://research.acer.edu.au/research_conference/RC2018/13august/4/ Continuous student reporting – the next step?: https://www.teachermagazine.com.au/articles/continuous-student-reporting-the-next-step Towards a Growth Mindset in assessment: https://research.acer.edu.au/cgi/viewcontent.cgi?article=1017&context=ar_misc Using Assessment data for improving teaching practice: https://research.acer.edu.au/cgi/viewcontent.cgi?referer=https://scholar.google.com.au/&httpsredir=1&article=1036&context=research_conference Commercial Student Feedback and Progressive Reporting: https://www.hobsons.com/resources/entry/progressive-feedback-versus-semester-based-reporting-in-k-12-schools Alternative Possibilities The Case Against Gr

Continuous Reporting has the following five goals: 1. Increase formative assessment (Black et al., 2014; Black & Wiliam, 2005; Wiliam, 2011; Leahy & Wiliam, 2015; Timperley, 2009) 2. Improve accessibility and clarity of feedback (Naylor et al., 2014; Wiliam, 2011 3. Engage parents in the process of student’s feedback (Edumate, 2018; Hobsons, 2014; Masters, 2013; Hollingsworth & Heard, 2018) 4. Streamline processes for teachers (Higgins et al. 2016) 5. Promote a culture of student reflection (Education Endowment Foundation, 2013) meta-cognition (Gonski, et. Al. 2018; Naylor, 2014; Wiliam, 2016) and meta-thinking (Reid, 2018) The Education Endowment Foundation (2013) identified the three most cost-effective strategies for improving learning in schools as: feedback, peer tutoring, and metacognition and self-evaluation (Wiliam, 2016). We believe that our shift to continuous reporting allows a focus on these three elements and lays the ground work for a continued focus on impro

Annotation for Teachers, using existing devices Annotating texts is something that English teachers love to do, having this process visible to students is often considered a complex task. With appropriate willingness to experiment with existing technology, you need never have to gesture wildly at a section of a book in front of 25+ students again. The only things you really need for the simplest form of this is a smart phone, some bulldog clips, some school chairs and a metre ruler. The bulldog clips are to keep the book open and relatively flat; the metre ruler is to provide a base for the smart phone to sit above the text and you will need some standard issue school chairs to balance the ruler and device on. The finished product looks something like this, with either a smart phone or tablet: This set up works perfectly for doing annotation in-between or before classes. If you are using a device like a surface pro, or any device that can be f