High Impact Teaching Strategies

Continuum OF PRACTICE

1. Emerging	2. Evolving	3. Embedding	4. Excelling
Teachers provide students with feedback on strengths and areas for improvement.	To progress learning, teachers provide students with targeted feedback based on informed and timely judgements of each student’s achievement, relative to their learning goals and their needs.	All teachers use formative and summative assessment strategies, and provide students with timely feedback that supports individualised learning. Teachers use assessment data as a source of feedback on their teaching practice, implementing changes and interventions where and when required.	A range of comprehensive assessment data provides the basis for regular feedback to students and parents. Teachers strategically gather and analyse assessment data to reflect on their practice. Student feedback is actively used to inform teaching.

Evidence Base

• 
  Evidence for Learning: Teaching and Learning Toolkit – Australia: http://evidenceforlearning.org.au/the-toolkit/
  
• 
  Bangert-Drowns, R. L., Kulik, C. L. C., Kulik, J. A. & Morgan, M. (1991). ‘The instructional effect of feedback in test-like events.’ Review of Educational Research, 61(2), 213-238: http://dx.doi.org/10.3102/00346543061002213
  
• 
  Bennett, R.E. (2011). ‘Formative assessment: A critical review.’ Assessment in Education: Principles, Policy & Practice, 18(1), 5-25.
  
• 
  Black, P. & Wiliam, D. (2005). ‘Lessons from around the world: how policies, politics and cultures constrain and afford assessment practices.’ Curriculum Journal, 16, 249-261: http://dx.doi.org/10.1080/09585170500136218
  
• 
  Black, P. & Wiliam, D. (2009). ‘Developing the theory of formative assessment.’ Educational Assessment, Evaluation and Accountability, 21(1), 5-31: http://dx.doi.org/10.1007/s11092-008-9068-5
  
• 
  Dinham, S. (2008). ‘Feedback on Feedback’, The National Education Magazine, 20(23).
  
• 
  Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Milton Park, UK: Routledge.
  
• 
  Kluger, A.N. & DeNisi, A. (1996). ‘The effects of feedback interventions on performance: A historical review, a meta-analysis and a preliminary feedback intervention theory.’ Psychological Bulletin, 119, 254-284.
  
• 
  Lemov, D. (2015). Teach like a champion 2.0: 62 techniques that put students on the path to college. San Francisco, USA: Jossey-Bass.
  
• 
  Marzano, R. J. (2007). The art and science of teaching: a comprehensive framework for effective instruction. Alexandria, USA: ASCD.
  
• 
  Wiliam, D. (2011). Embedded formative assessment. Melbourne, Australia: Hawker Brownlow.