PGCE Full Time 2011-12PGCE Full Time 2011-12Professional StudiesProfessional Studies

ASSESSMENT FOR LEARNING

DIRECTED TASKDIRECTED TASK

MINI- LESSON WEEK 5 – FRIDAY

on PAGE 20 of DETAILS PS Handbook

( use new lesson plan format)

NO seminars on Friday of week 4- you have preparation time

The Learning CycleThe Learning CyclePlanning

Delivery of teaching and learning objectives

Assessment of pupil progress

Review and target setting

Learning Objectives

Lesson Delivery

Learning Outcomes

Reflect on your pre-Reflect on your pre-course experience…course experience…

What have you seen in schools that comes under the heading of assessment ?

Who was it used by?What was it used for?

Main Sources of Assessment Main Sources of Assessment EvidenceEvidence

1. Your observations of how the children react and behave

2. What pupils say about what they are learning3. The questions children ask and the answers

that they give!4. Pupil’s written and practical work5. Marking6. Test results7. Other teachers’ records

WHY ASSESS ?

Think back to Week 1 when we talked about different stake

holders...do they have different reasons for assessing... What are

these?

Types of Assessment Types of Assessment

1. SUMMATIVE

2. FORMATIVE

What do these terms mean?

Assessment Assessment ofof Learning LearningAlso known as SUMMATIVE

assessment

Is carried out at the end of a unit of work, end of a year, end of a key stage etc.

Is often related to national curriculum levels

Professional StandardsProfessional Standards

Q13 – Know how to use local and national statistical information to evaluate the effectiveness of their teaching, to monitor the progress of those they teach and to raise levels of attainment.

Whilst you are on SE you should try and take any opportunities given to you to get involved in levelling

work ! Have a go !

Assessment Assessment forfor Learning: Learning:Also known as FORMATIVE

assessment

Is carried out as pupils progress through a lesson / unit of work

Provides feedback, allowing pupils to make improvements and to identify next steps in learning

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“ Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.”

Black et al (2003) Assessment for Learning: Putting it into Practice. Berkshire: OUP

What the Teacher Needs to What the Teacher Needs to Know?Know?

Where you children are

Who is making progress?

Who is not?

You need to keep such information and use it to plan how you will move the children in your class forward.

A4L in actionA4L in actionTeachers’ TV:

\\akira\EHSC\Resources\PAss Formative assessment.wmv

Professional Professional StandardsStandards

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Q12 – Know a range of approaches to assessment, including the importance of formative assessment

Q29 – Evaluate the impact of teaching on the progress of all learners and modify planning and classroom practice where necessary

Whilst you are on SE you should start to try out different ways of assessing children's learning. Have a go ! APP- is just one strategy used by some schools- if you do get a chance- have a go at it yourself!

APP – Assessing APP – Assessing Pupils’ ProgressPupils’ Progress

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The aim of APP is to enable teachers to:

•Track pupils’ progress through KS2

• Use diagnostic information about pupils’ strengths and weaknesses

• Forward plan based on group and individual need

APP forms part of the on-going APP forms part of the on-going assessment for learning assessment for learning strategies in place in the strategies in place in the classroom…classroom…

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Planning from Learning Objectives

(Primary National Strategy)Day-to-day teaching and learning

Evidence for Assessment Focuses (AFs)

Periodic assessment using AFs

Informing planning and teaching and learning

Assessment Focuses (AFs)Assessment Focuses (AFs)Attainment target (AT) Assessment focuses (AFs)

Ma1 Using and applying mathematics

Problem solving Communicating Reasoning

Ma2 Number - levels 2 to 4 Numbers and the number system Fractions, decimals (percentages and ratio at level 4) Operations and relationships between them Mental methods Solving numerical problems Written methods

Ma2 Number - level 5 and above

Numbers and the number system Fractions, decimals, percentages, ratio and proportion Operations and relationships between them Mental, written and calculator methods Solving numerical problems Algebra

Ma3 Shape, space and measures

Properties of shape Properties of position and movement Measures

Ma4 Handling data - levels 2 to 4

Processing and representing data Interpreting data

Ma4 Handling data - level 5 and above

Specifying the problem, planning and collecting data Processing and representing data Interpreting and discussing results

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•AFs are based on the National Curriculum Programmes of Study and Level Descriptors.

• AFs are NOT learning objectives.

• For each AF there are 2 or 3 bullet points at every level.

Using APPUsing APP

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Benefits of APPBenefits of APP

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•It gives a detailed profile of what a pupil can do in relation to the AFs

• It provides high quality evidence to inform next steps in pupils’ learning and reporting on pupils’ progress

•It uses a teacher’s assessment of a sample of pupils to get a periodic view of progress and attainment across a whole class

•It helps to develop more responsive teaching

• It embraces assessment approaches which have traditionally been defined as formative and summative

• It provides a NC level from an informed, holistic judgement, rather than relying solely on total marks accumulated in a test.

BUT it is not the only strategy used and it is NOT used in every school- find out how teachers assess in your school on SE!

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Key elements of AfLKey elements of AfLSharing learning intentions and success

criteriaQuestioningEffective feedback – verbal or

markingPeer and self assessment

Black & Wiliam (1998)

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FeedbackFeedbackHow can teachers give effective

feedback to pupils?How can teachers ensure that

this feedback impacts on pupil learning?

◦What does the teacher need to do?

◦What is the role of the pupil?

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Oral feedback – most effective

Written feedback

Target setting

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Oral / verbal feedback :Oral / verbal feedback :

‘ The quality of dialogue in feedback is important and most research indicates that oral feedback is more effective than written feedback.’

(QCA – www.qca.org.uk)

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Oral Feedback …Oral Feedback …Most natural and frequent type of

feedback in the classroomTailor made to the individualPowerful in meeting the needs of the

learner*Requires careful language choices*Use of LO / SC separates the learner

from the learning – preserves self-esteem*Use LO / SC to ensure praise is authentic

– avoid ‘blanket praise’

MarkingMarking

Effective marking identifies:

Clear areas of success against the learning objective

Specific improvements which can be made to ‘close the learning gap’

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Feedback needs:Feedback needs:

To be based on clear learning intentions / success criteria

To highlight where success has occurred and where improvement could take place

To be in a form which is accessible to the learner EY? KS1?

To give strategies for improvement (often oral), if this is beyond the means of the learner

*Allocated time in which to take place or be read

*Some focused improvement, based on the feedback, to take place.

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Marking: research shows Marking: research shows that:that:

Teachers focus on 4 features of children’s work before the learning intention. What are they?

•Presentation (handwriting / neatness)•Surface features of writing (full stops, capital letters and especially spelling)•Quantity•Effort

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A possible strategy:A possible strategy:Highlight 2/3 places where the

child has achieved best against the learning intention

Indicate, perhaps with an arrow, 3 places where an improvement could be made

Write a prompt to help the child make a small improvement.

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Types of promptTypes of promptA reminder prompt:

◦ More suitable for brighter children – reminds of what could be improved:

◦ Say more about how you feel about this person

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A scaffold promptA scaffold prompt: provides more : provides more structure than a simple reminderstructure than a simple reminder

A question

A directive

An unfinished sentence

Can you describe how this person ‘is a good friend’?

Describe something which happened to show you they were a good friend

He showed me he was a goods friend when ….

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An example promptAn example prompt: successful with all, : successful with all, but especially less ablebut especially less able

Choose one of these or your own:

He is a good friend because he never says unkind things about me.

My friend is a friend because he is always nice to me.

Clarke, S (2001)

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And crucially… ‘For assessment to be

formative the feedback information has to be used.’

(Black and Wiliam 1989)

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Effective marking:Effective marking:On SE, ask yourself:

Can the children read my marking comments?

Do they understand them?Will I give them time to read what I

have written?Will there be time for some

improvement to be made as a result?

Is the time I have spent, which may be considerable, going to result in a proportional improvement in learning?

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Marking ActivityMarking Activity

Read the child’s work you have been given.

L.O.To write in the style of a Traditional

Tale

Find 2 stars and wish (the exact number is decided by the age of the child, length / complexity of task etc.)

Add a suitable comment and an improvement prompt.

Success Criteria:

Use vocabulary associated with a traditional tale ( once upon a time, they lived happily ever after)

Is the setting in some kind of alternative reality?

Is there a hero/ heroine who has to overcome some sort of difficulty?

Does someone in the story have magical powers?

Is there a villain or villains who try to stop the hero/heroine from succeeding in his/her quest?

Is there a happy ending?

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Marking ActivityMarking Activity

Read the child’s work you have been given.

L.O. To write simple instructions

sequentially and use diagrams as part of

the set of instructions

Find 2 stars and wish (the exact number is decided by the age of the child, length / complexity of task etc.)

Add a suitable comment and an improvement prompt.

Success Criteria:

Use vocabulary associated with instructions

Maintain consistency in non-narrative including purpose and tense

Make adventurous word and language choice appropriate to the style and purpose of the text

How well did you do?How well did you do?

How many of you Referred to the learning objectivePut positive commentsPut a development pointConsidered how the child would

feel getting it back (especially since they met the learning objective)?

Mentioned neatness?

Self-assessmentSelf-assessmentEmphasis on thinking and

articulating –not writingArticulation can be in small

groups and pairsA range of questions displayed as

a poster may broaden the scope for analysis, for example …….

Self-evaluationSelf-evaluationWhat really made you think while you

were learning to….?What helped you?What do you need more help with

about learning to…?What are you most pleased with about

learning to….?What have you learnt that is new

about…?

Source: Clarke, S (2001) Unlocking Formative Assessment. London: Hodder and Stoughton

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Peer review / markingPeer review / marking Children need to really understand what

success looks like before they critique a friend’s work.

Children need time to consider the marking comments that they make to a friend.

Paired marking partners should be roughly the same ability.

The response partner should begin with a positive comment

See Clarke, S (2003) Effective Feedback in the Primary Classroom, London: Hodder & Stoughton, pp.135 - 142

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Look at the examples you have Look at the examples you have been given….been given….These self and partner evaluation

sheets vary in complexity.Feedback would be recorded but

discussion forms a vital part of the process.

Can you see how the prompts relate to success criteria that have been identified and discussed earlier in the writing process?

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Target settingTarget setting Target setting in the classroom can:

focus the teacher’s attention and effort on clearly defined priorities for children’s learning and progress;

help children to have a clear idea of what they need to do to improve their work and achieve high personal standards;

help parents know what they can do to support their children’s learning;

enable teachers to evaluate the effectiveness of their teaching strategies.

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Remember ...Remember ...As a rule, if you are teaching,

some record of assessment should be completed.

Assessment is not the same as Lesson Evaluation. What’s the difference?

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Lesson Evaluation on SELesson Evaluation on SEThis is about YOU.It needs to be:

◦ clearly focused on the intended LO◦ sharp◦ focused on pupil learning◦ evidence based◦ USED – evidence of impact on

next lesson plan ◦ NOT A DESCRIPTION OF THE

LESSON!

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A Possible ApproachA Possible Approach

LO(s) at the top Bullet pointed

What went well against the LI? Where’s my evidence? What did I do to support this?

What went less well against the LI? Where’s my evidence? What do I need to do now to address this? Transfer this onto the next lesson

plan***

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BibliographyBibliography Black, P., Harrison, C., Lee, C., Marshall, B., Wiliam,

D. (2003) Assessment for Learning: Putting it into Practice. Glasgow: Open University Press

Clarke, S. (2001) Unlocking Formative Assessment. London: Hodder and Stoughton

Clarke, S. (2003) Enriching Feedback in the Primary Classroom. London: Hodder and Stoughton

Clarke, S. (2005) Formative Assessment in Action: Weaving the Elements Together, London: Hodder & Stoughton

Dean, J. (2005) The Effective Primary School Classroom. Abingdon: Routledge Falmer