Assistant Principal - Learning and Teaching
Lyn Sharratt’s Assessment Waterfall Chart
As the College continues with Lyn Sharratt’s Assessment Waterfall Chart it is important that families understand this approach to assessment and feedback that has been making a positive impact on our students' literacy skills. In line with our commitment to student-centered education and continuous improvement, we have integrated Lyn Sharratt's Assessment Waterfall Chart and peer feedback strategies into our learning and teaching.
The AWC, developed by Dr Lyn Sharratt, provides a clear and structured framework for assessing student work and providing meaningful feedback. It allows teachers to guide students through a process of self-assessment, peer assessment, and teacher feedback, enabling students to take ownership of their learning and become active participants in their literacy development.
One crucial aspect of this approach is the incorporation of peer feedback. Peer feedback allows students to engage in constructive discussions, exchange ideas, and provide valuable insights to their classmates. It empowers them to not only receive feedback from their teachers but also learn from and support one another's growth.
Here's how the AWC and peer feedback work together to improve every students' literacy growth:
- Self-Assessment: Students begin by assessing their own work using the teacher’s criteria. This process encourages self-reflection and helps students identify their strengths and areas for improvement.
- Peer Feedback: Students engage in peer feedback sessions where they share their work with their classmates/critical friends. They provide constructive feedback based on the criteria from the Assessment Waterfall Chart, focusing on areas where their peers can enhance their literacy skills. This process promotes collaboration, critical thinking, and effective communication.
- Teacher Feedback: After the peer feedback stage, teachers provide additional feedback, highlighting key areas of improvement and offering guidance for further development. This step ensures that students receive comprehensive feedback from both their peers and their teachers.
- Reflection and Revision: Students reflect on the feedback received and make revisions to their work based on the insights gained. This iterative process encourages students to refine their literacy skills, reinforce their learning, and strive for continuous improvement.
By incorporating peer feedback into the AWC, our students benefit from multiple perspectives, diverse insights, and collaborative learning experiences. They learn to appreciate different viewpoints, develop empathy, and refine their critical thinking skills.
The aim of this approach is to foster a supportive classroom environment where students actively engage in their own learning and support one another's growth. It empowers them to become responsible, independent learners who take ownership of their literacy development.
As part of this continuing journey, I would like students to begin to utilise the options of where they can receive feedback beyond the traditional classroom teacher input. Our students can engage in every lesson’s Learning Intention & Success Criteria and then seek feedback from self assessment and peers as part of the AWC process.
Study Skills
Learn more about the ‘managing stress’ resources through the units on www.studyskillshandbook.com.au . Our College access details are:
School’s Username – stjohnpaul
School’s password – 89success
In addition, our subscription to Elevate Education may assist in this area.
This online platform contains resources and useful study tips that all SJPC students will find effective. We encourage them to access this Student Portal and try some of the strategies. Students have the password to this site. The password can also be found on the Curriculum Noticeboard.
AMDG
Assistant Principal
Learning and Teaching