Continuous Reporting - A summary of the research and a clarification of purposes


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 improving the feedback cycle and embedding formative assessment in the everyday teaching activities of our school.

The Assessment Reform Group (Broadfoot et al., 1999) proposed seven precepts for the characteristics of assessment that promotes learning, they are as follows:
1.    It is embedded in a view of teaching and learning of which it is an essential part.
2.    It involves sharing learning goals with pupils.
3.    It aims to help pupils to know and to recognise the standards they are aiming for.
4.    It involves students in self-assessment.
5.    It provides feedback which leads to pupils recognising their next steps and how to take them.
6.    It is underpinned by confidence that every student can improve.
7.    It involves both teachers both and pupils reviewing and reflecting on assessment data.

Whilst Stiggins et al. (2004) proposed these seven strategies:

1.    Provide students with a clear and understandable vision of the learning target.
2.    Use examples and models of strong and weak work.
3.    Offer regular descriptive feedback.
4.    Teach students to self-asses and set goals.
5.    Design lessons to focus on one learning target or aspect of quality at a time.
6.    Teach students focused revision.
7.    Engage students in self-reflection and let them keep track of and share their learning.


References: 
Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004). Working inside the black box: Assessment for learning in the classroom. Phi delta kappan, 86(1), 8-21.

Black, P., & Wiliam, D. (2005). Inside the black box: Raising standards through classroom assessment. Granada Learning.

Broadfoot, P. M., Daugherty, R., Gardner, J., Gipps, C. V., Harlen, W., James, M., & Stobart, G. (1999). Assessment for learning: Beyond the black box. Cambridge, UK: University of Cambridge School of Education.

Edumate (2018) Student Feedback and progress reporting part 1 of 4 introduction and landscape.

Gonski, D., Arcus, T., Boston, K., Gould, V., Johnson, W., O’Brien, L., ... & Roberts, M. (2018). Through growth to achievement: The report of the review to achieve educational excellence in Australian schools. Canberra: Commonwealth of Australia.

Higgins, S., Katsipataki, M., Villanueva-Aguilera, A. B., Coleman, R., Henderson, P., Major, L. E., ... & Mason, D. (2016). The Sutton Trust-Education Endowment Foundation Teaching and Learning Toolkit.

Hobsons (2014) student feedback continuous reporting: what parents say. Hobson APAC.

Hollingsworth, H., & Heard, J. (2018). Communicating student learning progress: What does that mean and can it make a difference?.

Leahy, S., & Wiliam, D. (2015). Embedding formative assessment.

Masters, G. N. (2013). Towards a growth mindset in assessment. Australian Centre for Educational Research.

Naylor, R., Baik, C., Asmar, C., & Watty, K. (2014). Good Feedback Practices: Prompts and Guidelines for Reviewing and Enhancing Feedback for Students. Melbourne Centre for the Study of Higher Education.

Perrenoud, P. (1998). From formative evaluation to a controlled regulation of learning processes. Towards a wider conceptual field. Assessment in Education: Principles, Policy & Practice, 5(1), 85-102.

Stiggins, R. J., Arter, J. A., Chappuis, J., & Chappuis, S. (2004). Classroom assessment for student learning: Doing it right, using it well. Assessment Training Institute.

Timperley, H. (2009, July). Using assessment data for improving teaching practice. In From 2009-ACER Research Conference series (p. 7).

Wiliam, D. (2011). Embedded formative assessment. Solution Tree Press.

Wiliam, D. (2012). Feedback: Part of a system. Educational Leadership, 70(1), 30-34.

Wiliam, D. (2016). Leadership for teacher learning. West Palm Beach, FL: Learning Sciences International.
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