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21.3.10

Feedback and review: A chance encounter between WALT, WILF and Google?

Recently with my phase 3 groups I have begun thinking about the self and peer review process as an area for development in my classroom practice.  I know this will be a key process if  students are to take ownership of their learning in ICT. I am also accutely aware of the need to monitor and review this, to collate evidence of oucome and to scaffold and support students as we develop this aspect of classroom work. One of our ongoing plenary activities among classroom discussion has involved using a prepared evaluation grid, that requires students with reference to session WALTs and WILFS  to comment on and set next steps based on learning during the session.  In reviewing these however I have frequently found students commenting on things that were not the "focus" of the session, but that were incidental to and emerged or developed out of the tasks as we worked.  These comments often refered to practical key skills, as opposed to the process skills that often surround session tasks.  Unpicking my WALTS and WILFS alongside these reviews I began to see the need to explicitly identify and review these skills, some of which were assumed and incidental  within the WALT for each session.  This is where my use of Google Forms has begun to take shape.

I have begun to explore and use Group Google Spreadsheets relating to units of work we are involved in and which collate response to I can statements around the activities we are developing.  From these I have also generated multiple choice forms, using radio buttons and a red, amber, green system against which students can begin to evaluate their own  performance.  At the top of the form is a text box where the student enters their name, and at the bottom a further 2 text fields allowing the student to free enter comments on what they feel they have enjoyed or learned that has not been included in the "quiz" and a space to enter a target.  To ensure completion before submission each field has also been marked as a "required field."  Once set up a hyperlink to the Google Form is then added to relevant pages in Class Learning Paths on the VLE.  Students are encouraged to complete the form and then submit it. Submision results, including free text  responses, are automatically added to relevant cells in the Google spreadsheet associated with it. In addition a time and date stamp are provided to show when the form was completed.

The Google Spreadsheet attached to each form has also been conditionally formatted, so that as data arrives from the students the spreadsheet shows me at a glance through colour coding what the student responses have been.  Green colours a cell green, Amber colours a cell amber and so on.  At a glance I can also pick out patterns or areas to develop and revisit,  eg red either still needs to be taught explicitly or is poorly understood, and Amber needs to be revisited to secure, hopefully green can be assumed and consolidated.  Students text responses are sent to the relevant cell in the spreadsheet to for review later. The Spreadsheet file can then either be downloaded and saved in an appropriate file format for editing locally, or can be printed directly from Google for inclusion in the class evience file.

This obviously cannot stand alone, however as a possible ARR tool and part of my evolving APP and AfL process this curently seems potentially powerful to me
  • Allowing students at the start of a unit to see where we are going and what we need to learn next term and before the unit begins
  • Carried out as a survey before a unit of work commencesperhaps it may be useful in establishing a common starting point for skills based work with the students in particular groups, and supporting differentiation/extension and progression
  • Carried out at the mid point working in pairs or with learning buddies alongside works in progress and revisiting at the end of a unit may also allow plotting of progression, support review of ongoing learning targets by the students, and the possibility of using these tools to support teacher student learning conversations. 
 I would be really interested to hear any suggestions or thoughts from colleagues, in both Key Stage 2 and 3 around my reflections and thoughts here.  Thanks in anticpation.

2 comments:

WVCP said...

Simon,

Very interesting! I'm a governor and occasional teacher at a small rural primary school in Suffolk. I've used Google Forms for self-assessment, but in a less formal way than you're describing. All of our kids have accounts on the school's Google Apps domain, and the forms I use pick up their names automatically. I usually use Google's nice presentation tool like this.

I also use form like this for self-marking tests - OK with quantitative answers, but haven't done anything like your traffic-light conditional logic, which would fit right in with our school's approach to assessment.

If that's OK, I'll drop you an email with more comments...

Mark Allen

Two Whizzy said...

Thanks Mark. I like this. Have been pondering how the idea of using google forms and I cans from another assessment package I have been trying to get going with students might work. This has now really got me thinking. Look forward to hearing more from you.