Information on how the student is progressing towards the learning objective during the lesson is crucial for students to identify the incomplete or flawed knowledge or skills, and to confirm the correct ones so that they can continue to use them. In order to improve, it is essential that students receive feedback during the learning process, not only at the end of the learning process. In addition, feedback means not only information about whether the task was done correctly, but also what to do next. The fact that a student knows that something has not been done correctly does not automatically mean that the student knows what to do to change it and improve his/her knowledge or skills.
In a large class, a teacher himself/herself will not always be able to provide feedback to every student. To address this issue, the teacher can organise tasks which help students to get feedback using technology, classmates or themselves. In order to ensure that feedback is high-quality and really directs students towards better outcomes, students should assess their own and their classmates' works, taking into account very specific indications and criteria directly focusing on the learning objectives. [Skola 2030.lv]
The description of the method. Self-assessment tasks can be offered to students in any situation during the lesson where it is important for the students to understand what they can and cannot do, so that they are able to plan their next steps. Self-assessment task at the end of the lesson will most often include the most important part of the learning objective. It also gives students a chance to repeatedly demonstrate and examine how well they have learned the topic of the lesson. It is important that the self-assessment tasks are focused on the learning objectives of that lesson - I examine how well I can do what I learned.
A self-assessment task can be in a quiz form using a variety of online tools (kahoot, google surveys, etc.), it can be a question and answer session using a presentation with questions, and students write answers or display cards of different colors, etc. (Method is offered by Latvia)
After reading the mammalian text, students in biology have a self-assessment task - a quiz of the concepts used in the text. Students are asked to explain and choose a definition and vice versa.
Social knowledge. Topic: "Safety". In the lessons students have learned the principles of action in different accident situations. At the end of the lesson, students should complete a task that offers a new situation. They need to write action steps in the correct order to include all the principles and stages of first aid. The teacher offers the possible answers, right answers and students check their work.
The description of the method. An answer sheet can be offered to a student after performing each task or multiple tasks, both within a lesson and at the end of the lesson. The answer page provides an opportunity for students to work at their own pace, and gives the teacher time for individual assistance for students who may need it. The answers may be placed in a class on the wall in several places, they may be put on the blackboard, etc. As soon as the student has finished the task independently, he goes to the answer sheet to compare his/her answers and make corrections.
There is an opportunity for a teacher to then start a conversation in the classroom ,discussing the most frequent errors, which did not coincide with the answer page and discuss the causes of the errors. (Method is offered by Latvia)
In math, students are doing tasks at their own pace. As soon as a problem is solved, the student goes to the answer sheet and compares the course of their solution with the teacher and notes with a different color the places that don't match. A student writes with words the reason for the error and how it needed to be solved. If needed, one can use the teacher's memo with the theory. If a student can't explain the reason for the mistake and write it, he raises his hand and asks for the help of the teacher.
The description of the method. Rubrics (sometimes called criteria sheets, grading schemes or scoring guides) most commonly are used so that students can improve skills over a longer period of time or to assess larger topics. The teacher offers a rubric when students begin learning a knowledge-specific skill or skill set. Rubrics can be used so that a student and teacher can diagnose the quality of a student's performance at the beginning of the subject, as well as to allow the student to see in detail the quality that needs to be achieved. Another option is to use rubrics during the learning process. For example, inviting students to assess another classmate's work using a rubric. This allows the student to see how rubric criteria look when implemented. Rubric can be used in peer assessment. That way classmates can help each other to see how to improve their performance still. (Method is offered by Latvia)
In English language students are learning how to write an essay for several lessons. Teacher asks students to assess an essay in English using a rubric- to determine the level at which the essay was written in each of the criteria, and to invite a conversation about the missing elements. The students write a draft essay which is later evaluated by a classmate using the rubric. Also, a feedback is written - what has been done well, what needs to be improved.
The description of the method. At the end of the theme/topic students fill a “skills sheet” where the student can mark which from the teacher's planned/intended skills he/she has acquired, partly-acquired or not acquired. The most important things in this evaluation are conclusions (written by a student) and further tasks (tasks for further work). (Example for skills sheet) (Method is offered by Latvia)
Description of the method. The method can be used when students receive reflection not only about the work done during the lesson or acquiring the topic but also in peer assessment or self assessment. It is also possible that the reflection is done by the student himself/herself. In all cases, this method should be used in the context of specific tasks, when a student has completed a task and feedback is required to help the student to see what has been done well and what still needs to be worked on. (Method is offered by Latvia)
If a teacher wants to use the approach that students give each other using such feedback, then the teacher must help to understand how to do it, for example by offering an example of what qualitative feedback looks like using this method. There may also be helpful criteria for assessing someone's work to see what has been done well, what is not so good and then to develop feedback based on PQS protocol or other methods. (Darba lapas: students'; parents'; other examples)
Description of the method. Exit tickets provide fast and convenient data collection about students' understanding about a particular topic of the lesson. Usually they are short (just a few questions) and give students a chance to share what they have learnt in the particular lesson. The exit ticket can also be a question to a classmate. The content of the exit ticket depends on what the teacher wants to achieve. Exit tickets can be used to:
Let students use the knowledge acquired in the lesson;
Help to deepen learning;
Demand students to synthesize information;
Tell others in their own words about the topic, showing comprehension.
In order for the exit ticket to be a feedback not only to the teacher but also to the student himself/herself, the student should be given the correct answer and explanation at the end of the lesson or at the beginning of the next lesson. The teacher gives me a chance to see what I, we did, what still needs to be learned.(Method is offered by Latvia)
In the geography lessons, students learned to identify and describe the climate in certain areas, taking into account climate-influencing factors. At the end of the lesson, an exit ticket is offered. This time with a task that gives a certain country and students need to describe the climate in this country by referring to and explaining the impact of the studied climate-influencing factors: the impact of the sun (distance from the equator), the distance from the ocean or sea, elevation above sea level, the prevailing winds. The students perform an assignment individually and the teacher asks for some of the class to share their response. students correct errors, if any. After the lesson, exit tickets are collected to be studied how each student has performed in more detail.