assessment for learning seminar downing college, university of cambridge friday 16 th november 2007...

Assessment for Learning Seminar

Downing College,University of Cambridge

Friday 16th November 2007

Rachel Hawkes, Assistant Principal, Comberton Village College

Professional Standards for teachers

CoreC12Know a range of approaches to assessment, including the importance of formative assessment.

Post-thresholdP5Have a more developed knowledge and understanding of their subjects/curriculum areas and related pedagogy including how learning progresses within them.

R. Hawkes Assessment for Learning Seminar November 2007

Professional Standards for teachers

CoreC8

Have a creative and constructively critical approach towards innovation; being prepared to adapt their practice where benefits and improvements are identified.


What do we want our learners to look like?What skills do we want them to have?

Successful learners

Confident individuals

Responsible citizens


How would you define assessment for learning? “It’s about the way a teacher might assess a pupil in order to determine what that pupil or group needs to take their learning further. Then to use that information to change, modify, and tune the teaching to meet that need. “

Professor Paul BlackInterview with GTC, Assessment for Learning


Assessment for Learning checklist (QCA)

“To effectively use assessment for learning teachers need to:

• know their pupils well, know why pupils make mistakes………….

• encourage pupils to take responsibility for their learning by providing opportunities for pupils to describe… the strategies they use.

• the process of learning has to be in the minds of both learner and teacher

QCA, 10 principles of Assessment for Learning


Improving learning through formative assessment depends on 5 deceptively simple key factors:

1. Modelling quality: showing pupils the learning strategies and goals

Communicating clearly what the pupils will be learning and how they can recognise their success – being clear about what a good piece of work is – looking at work that meets and doesn’t meet the criteria.

2. Dialogue and the provision of effective feedback to pupils

Giving pupils feedback that give them specific guidance on how to improve their work.


4. The active involvement of pupils in their own learning.

Giving pupils the opportunity to express their understanding – giving them the chance to think and express their ideas

5. The need for pupils to be able to assess themselves and understand how to improve

(adapted from Bourdillon and Storey 2002)

3. A recognition of the profound influence assessment has on the motivation and self-esteem of pupils

Appreciating how comments and feedback to pupils can create a positive or negative culture


AfL in pratice

• Share the learning objectives and identify learning outcomes

• Develop the skills of peer and self-assessment

• Provide positive feedback

• Create opportunities for reflection and review


Strategies to promote Active Learning

Pupils know their learning aims

• clarify knowledge & skills to be learnt

• clarify success criteria

Pupils think for themselves

• make tasks as open-ended as possible

• allow choice of task (inc. homework)

• include a variety of ways of working inc. group & pair work

Pupils extend responses & explain their thinking

• plan open-ended questioning

• extend questioning based on pupil responses

• encourage pupils to ask questions

• variety of strategies to promote maximum engagement of all e.g. ‘no hands’ policy

Pupils achieve their full potential

• know the pupils well through dialogue and marking of their work

• plan differentiated tasks to meet their needs

Pupils know about their own progress

• inform the pupils of their levels of achievement

• show pupils examples of good, (assessed) work

Pupils know how to improve

• give opportunities for pupils to draft-mark-reflect-improve their work

• give opportunities for pupils to reflect on and review their targets

• give opportunities for pupils to use success criteria and objectives to assess their own and others’ work

Pupils assess themselves and others

• allow pupils to give feedback and set targets for themselves and others

RHawkes 07

AfL/Active learning in oral interaction• Thinking time • Pupil talk in pairs• ‘no hands up’ policy• Suspend IRE/IRF sequence – ask several pupils first• Prolonged interactions with pupils• More paired and group activity• Pupils respond to answers of others• Teacher responds to content more than form• Spontaneous interaction encouraged• Lots of ‘I think that’ and ‘because’• Teacher position in class• Gesture and eye contact to promote active listening• Pupil talk scaffolded• Teacher modelling – ‘role play partner’• Time for memorisation practice and mastery


1 pelo rubio ojos verdes pelo corto

2 soy alto soy baja soy moreno

3 es negro es blancaes de talla

media

¿Cuál es la excepción? ¿Por qué?

©rh05

KS3 Spanish Core Language

yo – Itú – youél/ella – he/sheUsted – you (polite, sing.)nosotros – wevosotros – you (fam.pl.)ellos/ellas – theyUstedes – you (polite, pl.)

tengo I have

tienes you have

tiene he/she/you have (pol.sing)

tenemos we have

tenéis you have (fam.pl.)

tienen they/you have (pol.pl.)

tener – to have ser – to besoy I am

eres you are

es he/she is/you are (pol.sing)

somos we are

sois you are (fam.pl.)

son they/you are (pol.pl.)

estoy I am

estás you are

está he/she is/you are (pol.sing)

estamos we are

está you are (fam.pl.)

están they/you are (pol.pl.)

estar – to be

Time words

ahora – nowantes – beforedespués – afterhoy – todayayer – yesterdaymañana – tomorrowotra vez - againsiempre – alwaysa menudo – oftena veces – sometimesnunca – neverla semana pasada – last weekla semana que viene – next week

Referring to thingsuna cosa – a thingesto – thiseso – thatalgo (más) – something (else)otro – (an)othermucho – a lot(un) poco – (a) littlemuy – verytodo – all/everything

Making linksy – ando – ortambién – alsopero – butporque – becausecon – withsin - without

Asking questions¿Por qué? – why?¿Qué? – what?¿Cuándo? – when?¿Dónde? – where?¿Quién? – who?¿Cuánto(s)? – how much/many?¿Cómo? – how?

Referring to placesaquí – hereallí - there

OpinionsPienso que – I think thatCreo que – I believe thatMe parece que – it seems that..

Sentence buildingpuedo/puede I can/he,she can

quiero/quiere I want to/he,she wants to…

tengo que/tiene que I have to/he has to…

voy a/va a + verb I’m going to/he is going to…

(no) me/le gusta I (don’t) like to/he doesn’t like to

me/le encanta I love to/he loves to…

me/le gustaría I/he,she would like to…

Pronouns

Saying what you did

fui – I wenthice – I didví – I sawjugué – I playedcomí – I atebebí – I drank

KS3 Spanish Key Skills

Memory

1 Sound/meaning 2 Visual/meaning

3 Spelling (core language words only)4 (improved)

speed of recall

Pronunciation

1 repeat correctly

2 retain pronunciation

3 pronounce accurately from text

Sentence building

1 say whole sentences from visual prompts

2 adapt sentences to make new meanings

3 Use key verbs to build new sentences

Comprehension

Infer/guess meaning from key words/cognates

AfL/Active Learning in written work• Modelling – pupils are clear about the task

objectives and what makes a good piece of work

• Levels – pupils understand the descriptors• Learning objectives & outcomes are the focal

point for teacher’s written feedback• Feedback shows what students have done

well and how to improve• Feedback promotes further independent

thought on next steps • Progression – teacher is clear about this• Self & peer assessment - students develop

the skills needed to reflect critically on own and others’ work


Present (reg)

Present (rad ch)

Present (reflex)

Future (ir a)

links

opinions

reasons

adjectives

questions

negatives

spelling errors

Present (reg & irreg)

Future

Preterite

Imperfect

Verb & infinitive

links

opinions

reasons

adjectives

questions

negatives

comp./sup.

spelling errors

present

past (preterit)

past (imperfect)

past (perfect)

future

conditional

subjunctive

links

opinions

reasons

negatives

comp./sup.

spelling errors

The ‘tick grid’ marking scheme

Year 7 Spanish Year 8 Spanish GCSE Spanish

“One of the main obstacles is that often pupils don’t recognise what a good piece of work looks like – they don’t have a sufficiently clear view of the aim to be able to steer themselves.”

Professor Paul BlackInterview with GTC, Assessment for Learning


Prepare the text for your PowerPoint presentation on your family. You will need 5 slides only (but you can add additional slides if you wish) and you may add in photos or drawings at home. In this lesson, you will be planning and writing the text. Include the following information:

• a description of yourself

• how many people in your family and who they are

• a detailed description of one family member and a comparison of yourself with that person

• a description of the hobbies and interests you and your family have

• a description of your plans for next weekend

Year 8 End of Unit project

YoMe llamo Isabel. Soy de Granada y vivo en Madrid con mi familia. Tengo 13 años y mi cumpleaños es el 7 de agosto.

Tengo el pelo negro y los ojos marrones. Soy baja y delgada.

Como persona, soy divertida y habladora. Nunca soy perezosa.

Mi familiaÉsta es mi familia. Hay cinco personas en mi familia: mi madre, mi padre, mi hermana, mi hermano y yo.

Mi madre se llama Mayra y tiene 40 años. Tiene el pelo corto y los ojos verdes. Es muy simpática y optimista.

Mi padre se llama Luis y tiene 42 años. Tiene el pelo negro y los ojos marrones como yo. Es muy enérgico y gracioso.

Mi hermana se llama Tania y tiene 16 años. Mi hermano se llama Martín y tiene 11 años.

Mi hermanoMi hermano Martín es bastante alto y delgado. Es más alto que yo. Tiene el pelo al rape y los ojos verdes (como mi madre).

Como persona es muy divertido y gracioso. ¡Pero yo pienso que es mucho más perezoso que yo!

Le encanta el deporte, especialmente el fútbol. Es aficionado de Barcelona. ¡Qué aburrido! Yo detesto el fútbol – prefiero el rugby!

El tiempo libreA mí me encanta la música. Escucho música siempre en casa y en el autobús. Me gusta también practicar la equitación y jugar al hockey en el colegio con mis amigas.

A mi madre le encanta leer porque es relajante. Le gusta a veces hacer ciclismo.

A mi padre le gusta mucho hacer deporte. Es muy deportista. Le encanta jugar al tenis y al ping pong.

El fin de semana que vieneEste fin de semana voy a descansar en casa y hacer mis deberes. El sábado voy a salir con mis amigos. Vamos a ir al cine.

Mi hermano va a jugar en un partido de fútbol en Newmarket. Después va a mirar la tele y chatear por internet – es muy perezoso.

El domingo mi familia y yo vamos a ir a un restaurante para el cumpleaños de mi abuela.

Present (reg & irreg)

5

Future 2

Preterite

Imperfect

Verb & infinitive

2

links 3

opinions 3

reasons 2

adjectives 5

questions 2

negatives 2

comp./sup. 2

spelling errors

Use verb forms other than ‘I’ and choose some ‘radical’ verbs and other irregulars – e.g. ser/tener/jugar/hacer/pensar

Say a little about your plans for next weekend and what the rest of your family will be doing too.

You use this when you say you like doing something – i.e. me gusta bailar.

Links are ways to join sentences or halves of sentences together – e.g. y, también, pero, sin embargo, después, luego

As well as ‘me gusta’ etc.. Why not also include pienso que, creo que, a mi parecer, me parece que, en mi opinión

porque = because!

p.2 – 4 vocabulary book

see p.5 vocabulary booke.g. nicer than, funnier than, bigger than..

“Self-assessment will only happen if teachers help pupils, particularly the low-attainers, to develop the skill. This takes time and practice.”

Working inside the black box Dept of Education & Professional Studies, King’s College, London


A Auxiliary verb required/incorrect

Adj Wrong position or agreement error

G Gender error

I Infinitive verb required

M Meaning unclear

P Plural required

PP Past participle required/error

Sp Spelling error

T Tense incorrect

V Verb required/incorrect

WO

Word order incorrect

@ Incorrect use of à/de

Activity 1Look at the following list of words and give each one a number rating 1-5 based on how well you know the word.

Look at the VKS (Vocabulary Knowledge Scale) below:

1. I don’t remember having seen this word before.2. I have seen this word before but I don’t know what it means.3. I have seen this word before and I think it means….4. I know this word: it means…….5. I can use this word in a sentence, e.g……….

(ref: Wesche M & Paribakht T.S. (1996) “Assessing second language vocabulary knowledge: depth versus breadth”, The Canadian Modern Language Review 53, 1:28)

Look at the following Spanish words and award them a number (1 – 5) according to the criteria below:1. I can pronounce this word and I know what it means2. I know what it means3. I think I know what it means4. I know I have learnt this word but I can’t remember what it means5. I have never seen that word before

1. Buenos días 2. tengo 3. dos 4. muy bien

5. ¿Cómo estás?

6. mi cumpleaños

7. enero 8. gracias

9. catorce 10. un bolígrafo 11. no tengo 12. estoy mal

13. noviembre 14. dieciocho 15. ¿Qué tal? 16. veinte

“Peer assessment is uniquely valuable because pupils may accept, from one another, criticisms of their work, which they would not take seriously if made by their teacher”

Working inside the black box Dept of Education & Professional Studies, King’s College, London


1 Subject variety (other than ‘ich’)

2 Number of present tenses

3 Number of past tenses

4 Number of future tenses

5 Number of opinions

6 Number of different adjectives

7 Number of adjective endings

8 Number of appropriate R2/R3 articles

9 Number of inversions

10 Number of WO3 constructions

11 Number of modal verbs

12 Number of um … zu … clauses

13 Number of idioms

http://www.ittmfl.org.uk/modules/teaching/1e/janejones.htmJane Jones, Senior Lecturer at King’s College, LondonVideo clips classified by area of AfL

http://www.shambles.net/pages/learning/mfl/mflassess/Page of links including video, links to QCA documents etc..

http://www.ittmfl.org.uk/modules/teaching/1e/er.htmRecommended reading list for AfL in MFL

http://www.norfolkesinet.org.uk/pages/viewpage.asp?uniqid=4251Some resources to download to aid self and peer assessment in MFL

http://www.qca.org.uk/qca_4361.aspxCase study of AfL in MFL to download

http://www.sunderlandschools.org/mfl-sunderland/mflnetwork.htmSunderland Network resources to download for AfL in MFL

http://www.teachers.tv/video/572AfL in MFL – several videos of teachers using AfL techniques

Professor Paul Black on AfL - Interview with GTChttp://www.gtce.org.uk/newsfeatures/features/136105


Rachel HawkesEmail: [email protected]

Tel: 01223 262503 ext.222

“The active involvement of pupils is absolutely essential if personalised learning is to work.”


mailto:[email protected]

Rachel HawkesEmail: [email protected]

Tel: 01223 262503 ext.222

What have I learned?


• One new idea

• One thing I will do (differently?)

• One thing I will pass on

Frequently Asked Questions

Will it (AfL) be more work?

Will it be more meaningful?

Will the pupils know where they are without a grade?


Primary pupils have formative assessment strategies embedded as the mainstay of their KS1 and KS2 learning. They experience trauma (first 2 terms of year 7 at least) on transition to the overwhelmingly summative approach in secondary schools. This is one of the main difficulties for pupils on transition from primary to secondary.

KS2/KS3 transition

Summary of research being conducted into AfL by Jane Jones, King’s College, London.


A ‘mixed economy’ is best

Research findings suggest that pupils most want a mixture of self-assessment, peer assessment, teacher formative feedback and summative assessment. They do tire of just one approach that becomes routinised and dull and want a variety of assessment experiences. They do want teachers just to correct their work sometimes and give them a grade. However, an assessment for learning approach that makes pupils central to the learning dialogue and is underpinned by learning strategy training creates more autonomy and confidence among learners and improves teaching and learning in the classroom.


assessment for learning seminar downing college, university of cambridge friday 16 th november 2007...

Documents

active learning pupils

pupils feedback

needs pupils

learning strategies

selfesteem of pupils

learning teachers

hawkes assessment

learning objectives