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Literacy Across the Curriculum 2 ASSESSMENT FOR LEARNING.
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Transcript of Literacy Across the Curriculum 2 ASSESSMENT FOR LEARNING.
Literacy Across the Curriculum2ASSESSMENT FOR LEARNING
Literacy Across the Curriculum2•There is a marking-across-the-curriculum issue …
•But there’s a deeper issue about assessment too
•And the tyranny of questions
•We need to get better at assessing in different ways & stop seeing it as only our domain
…which is what this presentation is about
Some opening principles:
Literacy Across the Curriculum2The limitation of questions
Dylan Wiliam (King’s College):
•UK versus Japanese teachers
•Marks can have a negative impact
•Demotivation of UK students
Literacy Across the Curriculum2Research from Israel:
33% of students given marks only – made no progress33% given mark and comment – no progress33% given comment only – increased their performance by 30%
Literacy Across the Curriculum2•Quality of questioning•Quality of feedback•Sharing criteria with learners•Using peer and self-assessment
4 key ingredients in good assessment
Literacy Across the Curriculum2FORMATIVE
V
SUMMATIVE
ASSESSMENT
Learning
Formative assessment: “How am I doing?”
Summative assessment:
How have I done?
2
teacher - peer - parent - buddy - mentor
verbal - tick-list - general comment - written feedback
Literacy Across the Curriculum
Literacy Across the Curriculum2Part 1: Marking Across the
Curriculum
Literacy Across the Curriculum2Marking for literacy: some key principles
1. Make marking criteria explicit2. Mark selectively3. Prompt and praise4. Expect active involvement from pupils5. Develop a consistent approach, easily
interpretable by pupils, teachers and parents
6. Provide immediate feedback
Literacy Across the Curriculum2Some principles for selective marking1. Focus attention on those literacy skills
which coincide with the meaning and purpose of the work.
2. Select high-value features for marking, commenting on features from which the pupil can generalise and apply the advice to other written tasks.
3. Give specific prompts which tell pupils exactly where and what they need to improve.
4. Expect pupils to respond to the prompts.
Literacy Across the Curriculum2Year 7: Cross-curricular priorities
1. Recognise and record personal errors, corrections, investigations, conventions, exceptions and new vocabulary.2. Recognise the cues to start a new paragraph and use the first sentence effectively to orientate the reader, eg when there is a shift of topic, viewpoint or time.3. Revise the stylistic conventions of the main types of non-fiction:
– information– recount– explanation– instructions– persuasion– discursive writing
4. Use appropriate reading strategies to extract particular information, eg highlighting, scanning.
Literacy Across the Curriculum2Year 8: Cross-curricular priorities
1. Explore and compare different methods of grouping sentences into paragraphs ofcontinuous text that are clearly focused and well developed, eg by chronology, comparison or through adding exemplification.2. Learn complex, polysyllabic words and unfamiliar words which do not conform to regular patterns.3. Combine clauses into complex sentences, using the comma effectively as a boundary signpost and checking for fluency and clarity.4. Use talk to question, hypothesize,speculate, evaluate, solve problems and develop thinking about complex issues and ideas.
Literacy Across the Curriculum2Year 9: Cross-curricular priorities
1. Compare and use different ways of opening, developing, linking and completing paragraphs.2. Synthesize information from a range of sources, shaping material to meet the reader’s needs.3.Write with differing degrees of formality, relating vocabulary and grammar to context, eg using the active or passive voice.4. Discuss and evaluate conflicting evidence to arrive at a considered viewpoint.
Test this now!
Literacy Across the Curriculum2Part 2: Alternatives to
Questions
? ? ??? ?
?
?
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Literacy Across the Curriculum2Bloom’s taxonomy of questioning
Evaluation
Synthesis
Analysis
Application
Comprehension
KnowledgeDescribe / identify / who,
when, where?
Translate / predict / why?
Demonstrate / solve / try in a new context
Explain / infer / analyse
Design / create / compose
Assess / compare & contrast / judge
Tasks
Literacy Across the Curriculum2Mr Rees has been teaching about witchcraft in 17th century England. How could he assess whether students have understood the topic?
Mrs Miles has just finished teaching an ecology lesson. How could she assess whether students can synthesise the main points?
Ms Hunting has just explained the coming term’s design project. How could she assess students’ ability to evaluate their own work?
Literacy Across the Curriculum2Invite students to elaborate Could you say more about
that?
Speculate I wonder what might happen if …
Suggest You could try
Reflect on the topic Let’s bring this all together
Offer extra information It might be useful for you to know that
Literacy Across the Curriculum2Reinforce useful suggestions I especially liked .. because
Clarify ideas We can tell this is the case by
Correct me if I’m wrong But I thought we had all agreed that ..
Echo comments / summarise So you think? Jane seems to be saying?
Non-verbal interventions Eye-contact, a nod, raised eyebrows
Literacy Across the Curriculum27 tips for effective questioning …
1. Plan questions in scheme of work
2. Use Bloom’s taxonomy to move to higher-level skills
3. Share key questions at the start of the lesson - point the way ahead
4. Balance asking and telling
5. Ask open questions
6. Make questions collaborative
7. Give thinking time
Literacy Across the Curriculum2Part 3: Re-think Assessment
Self-assessment by students
Presentations in small groups
Re-present in different format
Group feedback
Ticklists
Re-teaching a lesson
30-second 1:1
Feedback from other groupsLearning buddy
DEPENDENCE
INDEPENDENCE
NEXT STEPS
Get feedback from students on their attitudes to marking - what helps
them & what doesn’t
Get clear in your own mind formative -v- summative assessment
Get one team testing new homework-setting patterns
Display marking criteria in all classrooms
Use sampling to evaluate marking
Literacy Across the Curriculum2ASSESSMENT FOR LEARNING