0. Table of Contents

1. Exploring this module as a mentor

2. Module Overview

3. Introduction

0. Table of Contents

1. Session Overview

2. What is effective assessment

2a. What does effective assessment incorporate

3. Identifying the purpose

7. References

0. Table of Contents

1. Session Overview

10. Plan, monitor and evaluate

11. Plan, monitor and evaluate (answers)

12. Responding to feedback

13. References

2. What does effective feedback look like

2a. Effective feedback

3. Types of feedback

4. Written feedback

4a. Written feedback

5. Symbol marking

5a. Symbol marking - Early Years

5c. Symbol marking - Secondary

6. Verbal feedback

6a. Group verbal feedback

7. Effective peer and self-assessment

7a. Self and peer assessment - Prof. Stuart Kime

7b. Self and peer assessment - Early Years

7c. Self and peer assessment - Primary

7d. Self and peer assessment - Secondary

8. Mentor interaction

9. Metacognition and self-assessment

0. Table of Contents

1. Seminar 1 preparation

2. Seminar 2 preparation

0. Table of Contents

1. Session overview

2. Introduction

3. Key terms

4. Reading the research

5. Application to practice - part 1

5a. Whole class feedback

6. Application to practice - part 2

7. Summary

8. References

3a. Formative and summative assessment

4. Mentor interaction (This page is intended for learners who are ECTs)

5. Mentor interaction (This page is intended for learners who are Mentors)

6. Linking to the session objective

7. References

0. Table of Contents

1. Session Overview

2. Planning for effective assessment

2a. Planned assessment opportunities - Early Years

2b. Planned assessment opportunities - Primary

2c. Planned assessment opportunities – Secondary

3. Anticipating misconceptions

4. Structuring questions to identify misconceptions

5. Hinge question

5a. edb074db-f5b9-44a5-8071-462774344689

6. Mentor interaction