Assessment and Computing - A Practical Guide to Teaching Computing and ICT in the Secondary School - page 75

Feedback
Fundamental to the ideas of AfL is feedback. For it to be helpful feedback needs to
be comprehensive and positive. It should 'feed forward', written in such a way that
it helps pupils achieve their future targets by improving their work. It is always
good practice that feedback should indicate aspects of performance that have been
done well, aspects of performance that fail to meet the requirements of the task,
and the next steps to be undertaken. Feedback should always be positive and
specific.
Frequently we will find ourselves repeating comments on many different student
submissions. A well-thought-out proforma can aid the process by including
comments that may be needed often, and which can be highlighted in some
manner. This then leaves more time for adding the specific comments that may be
unique to a particular learner.
Task 4.5
Improving feedback
An example of poor feedback is where a teacher may write, 'This presentation is
not what I was looking for. Try to improve it and then hand it in again'.
Write down an improved comment clearly informing the pupil of the positive
aspects of the presentation, and highlighting the areas necessary for improvement.
Verbal feedback
Verbal feedback needs to be approached in a similar manner, providing positive
encouragement where efforts are successful in proceeding towards a good
outcome whilst providing suitable challenges to ensure that the learner operates
at their best possible level. There is no such thing as a wrong answer. Where a
pupil has not given a correct response it is always useful to guide them towards
a correct response rather than respond in a negative manner. AfL is also critical
in supporting project work, as the idea of praising what is good, whilst at the
same time guiding the learner towards a better final product, is pivotal to gaining
the best grade possible.
THE NEED TO PLAN FOR ASSESSMENT
You should understand that assessment is not something that can just happen in a
haphazard way, but needs to be planned for. Indeed, you should see that it is as
important to plan assessment as it is to plan teaching, and the two should be
planned together, as indicated in Chapter 2 .
You will need to ensure that all your teaching episodes have clear learning
outcomes: what you want to teach and what you need to assess are inseparable.
You should also decide in advance how you are going to judge success against your
learning objectives.
As much as Computing work is based in practical activity it is important to
ensure that you don't just end up noting that they could 'make a PowerPoint
presentation'. Remember that Computing capability is about developing concepts,
computational thinking and higher-order skills and processes; it is not just a
collection of low-level techniques.