Planning and Assessment for Learning

Session aims and objectives

to help students plan for effective teaching and learning

develop ideas about opportunities for formative assessment within planning and teaching

extend understanding of Assessment for Learning (AfL)

Explore ‘quality’ and equality

Assessment criteria 1. Lead and contribute to a critical dialogue (Face-to-face and

online) about the processes and dimensions of early learning and development and their implications for educational policy and practice;

2. Examine through drawing on research and work-based experience the factors that contribute to quality provision and the teacher’s role in this;

3. Demonstrate critical understanding of the theories and ideologies that inform teaching to ensure the progress of all learners;

4. Appraise how the informal and formal contexts of early education impact on teaching and learning;

5 Apply knowledge and understanding of a range of technological tools to support and enhance their own and others’ professional development.

Teaching and learning research Programme

Pollard – 10 principles

Colwell (2015)

“All planning starts with observing children in order to understand and consider their current interests, development and learning.” (DCSF 2008)

Bruce’s 10 principles? Importance of supporting children’s

play Child initiated? Schema? Interests?

Key elements of good lesson plans

Lesson/activity objectives which can be shared with pupils;

a clear structure for the lesson;

notes on key questions and teaching points;

notes on specific activities;

Key vocabulary and language structures

notes relating to needs of individuals or groups;

a note of how any additional support will be used;

What do learners & teachers need?

Learners need to know: where they are in their learning and development How they learn where they are going how to get there

Teachers need to know where students are in their learning and develeopment How they got there what to do about it

When assessment supports all these, it is formative

There is a cycle

Start by recognising what they know already and how they know it

You facilitate new/expanded knowledge and understanding

You evaluate their ‘receiving’ (and your ‘giving’)

You plan where to go next in their learning

Why Plan? What’s the point? Wider framework (medium-term and long-term

planning) Selecting appropriate teaching and learning

strategies Identify what you expect to see/hear Considered all learners? Detail beforehand e.g. layers of questioning What resources? How to organise What about you and your development?

Identified targets based upon previous lesson plan evaluation

What are you carrying over from last lesson? Think back to our ‘cycle’. Were all LOs achieved? Were the tasks appropriate? Did the pairings/groupings of pupils work? changes in adapting this lesson, to support pupil

learning

Harlen W. (2007) Assessment of learning pedagogy

assessment curriculum

Learning Objectives What is it you want your pupils to know,

understand, or be able to do by the end of this lesson? (experience?) Create a list of ‘openers’, such as:

Can describe…, can perform…, can explain…, can recall…, can compare…, can contrast…, can label…, can list…, can match…, can draw…, can collect…, can measure…, can choose…, can justify…, can select…, etc. etc. (is able to??)

Three is enough – . Keep them short – keep them simple – pitch them at an appropriate level

Differentiated Learning Outcomes In an attempt to inform assessment of a

wider spectrum of ability levels within one class group, we can recognise three levels of response to the learning objective.

Pupils who are ‘working towards/emerging

Pupils who are ‘achieving/expected Pupils who are ‘beyond/exceeding

Resources By thinking of what resources are

needed for this lesson, not only will this help you to plan ahead, but also supply a list for you to grab in the brief time you may have before the lesson starts.

Don’t miss anything out – there is nothing more annoying than not having a whiteboard marker when you need one!

Don’t forget people are a resource too.

Learning Across the Curriculum There may be links to other ‘moments’ of learning

in the day or week to connect up with It may be that the connection is between ‘subject

areas’, or key concepts that have already been introduced

You may also want to identify other types of learning e.g. social skills in working with others

It may be that your focus is on how you are incorporating technology in this lesson

However, an empty box doesn’t necessarily need filling!

Teaching Points Think of teaching points like ‘quality’ points extra information that has the potential to

enrich the outcome. There may be similarities here with what you

have identified in your differentiated learning outcomes, as they might act as criteria to know whether the task is being done correctly, and at what level it is being demonstrated

What role is/are the teacher/pupils taking in each activity?

Pupil Learning Activities This will chart a step-by-step progression of the

lesson Sometimes you may use description of the activity

only Sometimes you may find it helpful to write exactly

what you will say to introduce it Think about ALL of your learners so that any

inclusion strategies you have identified that may help specific individuals, may be helpful to all pupils

You may also want to identify here how you are using your other adults (TA, INA)

Organisation and Risk Assessment

The management of groups in the space e.g. how are you going to get them into random groups?

Any health and safety considerations?

Assessment for Learning Strategies How are you going to check to see if learning is

taking place? short peer assessment moment, Are you going to ask for responses from all, target your chosen pupils for that lesson who

represent your ‘emerging’, ‘expected’ or ‘exceeding’

Are you going to use layers of questioning to search for deeper understanding?

Remember the ongoing cyclical relationship between planning,

teaching and assessment

Assessment of a child's needs and strengths

should be at the heart of the

teaching process

The Four basic Elements of Assessment for Learning :Sharing Learning GoalsEffective QuestioningSelf and peer evaluationEffective feedback

You need to be able to utilise these

Assessment for learning 10 Principles

1. is part of effective planning2. focuses on how students learn3. is central to classroom practice4. is a key professional skill5. has an emotional impact6. affects learner motivation7. promotes commitment to learning goals

and assessment criteria8. helps learners know how to improve9. encourages self-assessment10. recognises all achievements

Assessment for learning in action

BEFORE a

phase of teaching

DURINGa

phase of teaching

AFTERa

phase of teaching

What might be involved in each part?

Sharing Learning Goals

Effective Questioning

Self and peer evaluation

Effective feedback

Professor Wiliam (2012) A "really crucial aspect" of AfL:

"designing your teaching on the assumption that pupils aren't going to get it all the time".

"AfL is all about better teaching” not better assessment

Role of questioning for learning Guess what’s in

my head? how can we be sure that...? 

what is the same and what is different about...? 

is it ever/always true/false that...? 

how do you...?  how would you explain...?  what does that tell us

about...?  what is wrong with...?  why is...true?

SST Sustained Shared Thinking That’s

interesting… I wonder if.. When I ….

Supporting children to become self-evaluative (Clarke, 2001)

• Explain purpose• Display a range of self-evaluative

questions for the end of lessons• Model possible answers children might

have to the self-evaluative questions: ‘I think some of you might say you’re most pleased with . . .’ etc.

• After modelling, choose one question for the end of a lesson and link it with the learning intention: ‘What are you most pleased with about understanding pushing and pulling forces?

• Allow thinking time• Use a variety of approaches: whole class,

paired or group• Avoid getting children to write self-

evaluations (their thinking may be reduced to what is easy to write)

Peer assessmentKey features• Pupils provide feedback

on others’ work.• Can be a bridge

between teacher assessment and self assessment

• A stage in the process of helping pupils become confident and skilled in self-assessment

Peer assessment for learning

• Asking pupils to look at examples of other pupils’ work can help them to understand what was required from a task and to assess the next steps they might need to take

• Can also help pupils understand the different approaches they could have taken to the task

Key questions...If you wanted to implement peer assessment in a particular class, what forward planning would be required?

How would you set about preparing pupils so that they could assess each other’s work effectively?

Consider the likely concerns of pupils and parents with regard to peer assessment.

How would you reassure them about the use of peer assessment?

GIVING FEEDBACK

Verbal

Written

Non-verbal

'The most powerful single moderator that enhances achievement is feedback'

[J. Hattie]

Theme : Whole child V’s ELGs

Harrison and Howard (2009)

Formative assessment Summative assessment

Mainly about improvement

Mainly about accountability

Looks forward Looks backward Favours descriptive feedback

Favours tests and scores

Informs on quality Samples knowledgeCan lead to improvements in learning

If overused, can have a negative impact.

Assessment for learning and formative assessment in action?

Imagine that you are observing the lesson and evaluating the teacher’s and children’s use of assessment for learning – evaluate the lesson in terms of assessment methods and ideas. Consider the teacher’s role

Sample lesson.

Lesson Evaluation This is split into 3 parts (2 parts ‘pupil’: 1 part

‘teacher’) Firstly, did they learn what you hoped they

would learn? If they did, what helped them? If they didn’t, why not? Helps to focus on your three ‘representative’ pupils’ achievements

Secondly, if they didn’t,what might you need to provide next lesson that presents the learning in a different way?

Thirdly, this one’s more about you! What was fab about your delivery today? Did you ‘perform’ well against your personal targets?

Black, P., Harrison, C and Lee, C. (2004) Working Inside the Black Box: Assessment for Learning in the Class

Harrison, C. and Howard, S. (2009) Inside the Primary Black Box

Shirley Clarke has written a great deal about AfL and formative assessment: http://www.shirleyclarke-education.org/

‘A rehearsal of thought on paper’ Detail in the thinking

beforehand is likely to contribute to a successful lesson

The more prepared you are, the more confident you are likely to be

Your planning is a vehicle for your learning – the more you invest, the more effective you become as a teacher

Session aims and objectives

to help students plan for effective teaching and learning

develop ideas about opportunities for formative assessment within planning and teaching

extend understanding of Assessment for Learning (AfL)

Explore ‘quality’ and equality