Thrive 46 - Interactive cover sheet for lower secondary coursework 2023

Interactive cover sheet for D&T FCE and Art in 2023 to improve feedback process in coursework assessment 

An interactive cover sheet includes

(1) assessment criteria

(2) students self-assessment of the criteria

(3) students request for feedback on specific aspect

for teacher* to

(1) check on students understanding of standards for that criteria (not at the end of the work)

(2) check on students metacognitive ability to self-assess

(3) students cognitive and emotional ability to seek help

(4) design peer dialogue feedback session (as correction) for improvement (allow only abled students to provide corrective or suggestive feedback

for students^ to 

(1) justify to accept and reject peer feedback 

(2) to work on the feedback and seek further feedback if needed

(2) seek further dialogic feedback from teacher if needed


* Teacher could use the data to reflect on how the dialogic has promote or hinder uptake and thus adjust his dialogue (e.g more directive, more polite, more collaborative depending on the respond of the students), the design of the interactive cover sheet, the sequence of assignment and so on.

^students could use the data to reflect on how the dialogic has promote or hinder the uptake and thus regulate their emotion, competence or awareness of teacher expectation of feedback follow-up and work with the teacher by informing on a preferred process of feedback as student feedback literacy is enhanced.

Comments

  1. wenminJuly 18, 2022 at 7:05 PM

    This is very exciting. I've always felt that our content pages are too "dead", capturing work done and grades without enabling students to track their progress in a way that points them in a helpful direction.

    One obstacle to teaching metacognition might be a lack of clarity about the metacognitive processes needed in the various disciplines. Our generation is taught without much SdL in mind, and while we are well-versed with cognition, metacognition can sometimes be rather vague to us (eg thinking about thinking, think about how we learn). But what thought processes might we observe? Do students know what they are looking for or do students merely perceive an indistinguishable mish-mash of random thoughts in their minds -- not knowing what to pick up or ignore? how do students learn the skills and knowledge of the discipline? eg discovery? inductive reasoning? observing of patterns and carrying out tests and thought experiments? some dialogue will help provide clarity for teachers and students alike.

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