An initiative by
Te Kete Hono
in Partnership with EPIT
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This Te Kete Hono initiative developed the next iteration of an equity-based assessment and feedback tool called the engagement slider which is easy to use, and provides immediate feedback to teachers by students, on their learning. This feedback is then used to inform designs for learning that can better support student engagement and improved learning outcomes - for all learners. The feedback gathered is being used both in the moment and over time to inform knowledge about what works for all students regardless of their background or ability.
Most assessment tools that are available to teachers in Aotearoa New Zealand are time consuming to administer and require high levels of evaluative capability to interpret and use the data. Furthermore, student voice can be minimal or non existent despite research showing that this has a significant impact on student engagement and learning.
They feel heard and like sharing their thoughts and giving feedback. My practice has changed as a result as I am more open to the learner feedback and see it as an opportunity to change up the learning design to better meet their needs.
The initiative was a collaboration and co-design between researchers, statisticians, teachers, school leaders, students, parents, and product developers who continue to work together to address complex educational challenges and provide innovative solutions.
Key learnings
Pedagogical knowledge and shared understandings around educational language, impacts how data is viewed, and the responses as a result. The deeper the language of learning and pedagogical understanding, the more effective the use of the tool for shifting teacher learning design in response to student feedback and voice.
Key outcomes
The slider tool is easy to use and provides useful feedback to teachers. Capturing student voice, from all learners, is possible, manageable, doable – and it makes a difference.
Students who may not give feedback in other contexts are giving feedback to teachers about their enjoyment, their levels of challenge and how safe they feel in their learning experiences; this is helping to shape their future learning.
Learners reported enjoying the process and being able to explore and discuss their learning and progress in more depth.
Teachers and students are collaborating on what learning will work for them. Teachers are able to do more purposeful observing and peers are able to help if they are a little bit stuck.
Learning design is changing with teachers being able to group students based on their direct feedback rather than on arbitrary systems set up by old structures.
Pedagogical knowledge and shared understandings around educational language, impacts how data is viewed, and the responses as a result The deeper the language of learning and pedagogical understanding, the more effective the use of the tool for shifting teacher learning
The notice-recognise-respond approach to change is requiring a responsive and informed approach to teaching where ‘student voice’ is the catalyst for actions. This is changing how teachers and learners are working together.
Story one: Feedback from learners is changing how teachers design learning
The sliders enable teachers to view learners in alternative ways and to identify the learning design that is generating high engagement. This allows tailoring for those learners who have not previously been adequately served.
Story two: Alternatives to streaming
Research shows that streaming is particularly disadvantageous to Māori and Pacific learners so breaking from this is was a positive step forward in terms of equity outcomes.
Instead of grouping readers by age/ability, which is customary, one teacher decided to use the engagement sliders as a grouping alternative. Groups were based on learner data from the slider in relation to challenge and enjoyment and learners were then able to opt into workshops that they thought would help their learning. The teacher found that learners chose the right level of enjoyment and challenge for their optimum learning.
Te Kete Hono is a social impact enterprise set up by Stonefields Collaborative Trust and the Hugh Green Foundation. They remain committed to a shared vision of “powerful collaboration driving educational improvement and equity for all learners." Te Keto Hono's mission is to support schools to ensure that every learner makes progress.