Assessment for Learning Staff Session

Swanmore College of Technology

January 18th 2010

Please sit as Departmental teams! Thank you

Session Aims:

• To share good practice on AfL, particularly top tips for marking

• To focus on the key issue of high quality written feedback to support progression

• To gain greater consistency in AfL practices across the college

• To be aware of the AfL priorities for the term ahead

What is Assessment for Learning?

AfL definition:Process of seeking and interpreting evidence for

use by pupils and their teacher, to decidewhere pupils are, where they need to go and

how to get there.

The Big Picture

Swanmore Seven 2008/ 09

Established Departmental Policy on High Quality Written Feedback and what that looks like

Training on new Ofsted Framework, September 2009

Reviewed Assessment Policy, November 2009 particularly in line with frequency of marking

Book looks part of QA process

Satisfactory (3)

Regular and accurate assessment informs planning which generally meets the needs of all pupils.

Good (2)

As a result of good assessment procedures, teachers and adults plan to meet the needs of all pupils. Pupils are provided with detailed feedback both orally and through written feedback.

Outstanding (1)

Teachers and other adults are acutely aware of their pupils’ capabilities and of their prior learning and understanding, and plan very effectively to build on these. Marking and dialogue between teachers, other adults and pupils are consistently of a very high quality. Pupils understand in detail how to improve their work and are consistently supported in doing so.

Ofsted criteria for lesson judgements

Prior Reading

Key points:

Finding balance between planning and marking

Mark for progression

Good marking should create a dialogue between teacher and pupil

Build in time for reflection for pupils

Good marking informs preparation

Sharing good practice: Top tips for smart marking

Top tips for smart marking

Even Better if- 2 stars and a wish

Build blocks of time for pupils to reflect

Use your LSA Arm yourself with a

pen during the lesson

Manage time and planning (60:40) Consider stickers or stamps in

departments to support written comments

Write a question rather than telling them what’s wrong

Challenge:

Shift from frequency to quality assessment for learning

Paired Task

New booklook template to be completed looking at 5 books of a colleague and give constructive feedback.

Dept: Class: Teacher:

Presentation

Current

level/

grade

Curricular targets

Comment on frequency of homework set and marked Evidence of progress (subject or generic)

           

Book 1          

Book 2          

Book 3          

Book 4          

Book 5          

Booklook Template- Spring 2010

Feedback from booklook

Any good curricular targets?

What does evidence of progress look like?

Any key issues coming from departments?

Improvement Planning: AfL Health Check

Key AfL priorities for term ahead: ‘Smart’ frequent marking Setting at least one peer or self assessment

every half term with evidence in books Tracking progress in markbooks/ using EPortal

etc √ Sharing success criteria with pupils Engage pupils in this whole college AfL drive

Department agenda on 25th January 2010

• To consider different strategies on sharing success criteria with pupils.

Individual task

Proposal as to how tutors engage pupils in our AfL drive.

Draft of ‘Swanmore Assessment Pledge’ on Swanmore Blogspot. Feedback to ART by Friday 23rd January 2010 prior to launch.

Next steps

Swanmore Assessment Pledge

We will

Help you to understand how you can improve by….

Help you to know how well you’re working by…

Help you to know how to improve by….

Displayingwhat you need to do to get great marksProviding regular assessment taskswith feedbackModelling answersTeaching explicitly what makes a good learnerMaking guidance electronically available to you and your parents through the College VLE and website

Planning & delivering eff ective lessonsAsking a range of questions to get you thinking about your learning and progressProviding a range of assessment tasks, including, quizzes, tests, pieces of writ ing etcSett ing pieces of work in class and regularly at home

Setting clear learning objectives and ensuring that you understand themMaking sure you know how well you are doingGiving verbal and written f eedbackMaking sure you know what you need to do to improve, using ‘even better if’Having a focussed plenary that lets us both know how well you’ve doneRecording your progress and keeping your tutor, Head of House and your parents informed

You must

Understand how you can improve by…..

Know how well you’re working by…

Know how to improve by….

Understanding that your role in assessment is vitalThinking about what cr iter ia you are being assessed against (this is called success criteria)Aiming to meet or exceed your target gradeAskingand AnsweringquestionsListening activelyPlanning your workDoing your best

Knowing how well you are performing, against cr iter ia by:Marking your own workMarking other peoples workComparing modelled answersGiving specific feedbackReceiving specific feedback

Asking if you are unclear about the objectives of a lesson or the tasks setLookingat your previous answers and targets before attempting a similar questionSett ing your own targets f or improvementHaving targets set for youUsing specific criteria f or improvementUsing ‘even better if’Knowing what the next level looks likeContributing honestly in the plenary

Assessing Learning at Swanmore College of Technology

Sharing the criteria