Saudi Arabia - Conversations with Students
How was feedback given to the students?
The students were constantly given feedback informally and formal feedback was given at regular intervals. Discussion of the children's work was constant and the children were able to clearly verbalise how their learning had progressed.
Work was marked in books at the end of each lesson. The marking is normally in the form of a 'moving on' question. The children then answer the question at the beginning of the next lesson or in the meantime if time allows.
The booklets were not marked in writing, instead, the children all presented their own to each other.
The class and I listened and asked questions at the end.
For each child, the class and I suggested three stars and a wish for the guides, this being three successful points and one area for improvement. In Maria's case, she was 'awarded' stars for the factfile of useful key information, reference to the map and the detailed guide to the mealtime rules and a 'wish' for comparisons to life in the UK.
Peer Assessment
Teacher: What does the role play tell you about what the children have learned?
Maria: I know that Harry knows what sorts of things would be sold on the market stall. I know that he knows which currency is used and I know that that he knows that people barter at the market.
It can be seen that a large part of the feedback was given through dialogue with the children. I believe the use of written questions in books with the aim of consolidating learning or moving learning forward, along with quality dialogue, are able to given a much clearer picture of the progression made by the pupils.
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