helping pupils to reflect on their learning.... or ‘self and peer assessment’ good practice...

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Helping pupils to reflect on their learning .... or ‘self and peer assessment’ Good Practice Working Party, 28 September 2007

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Page 1: Helping pupils to reflect on their learning.... or ‘self and peer assessment’ Good Practice Working Party, 28 September 2007

Helping pupils to reflect on their learning .... or ‘self and

peer assessment’

Good Practice Working Party, 28 September 2007

Page 2: Helping pupils to reflect on their learning.... or ‘self and peer assessment’ Good Practice Working Party, 28 September 2007

How can we help our pupils to reflect on their learning?

WILF:

• opportunity to share existing good practice;• agreed understanding of self and peer

assessment;• opportunities for our pupils to reflect on their

learning.

Page 3: Helping pupils to reflect on their learning.... or ‘self and peer assessment’ Good Practice Working Party, 28 September 2007

Where are we at?

• Good Practice Group has focused on ‘assessment for learning’ since 2005.

• INSET courses in November 2006 addressed ‘Assessing KS3 pupils.’

• ‘Primary secondary transition’ INSET courses in 2006-07 focused on the ‘Skills Framework: Plan, Develop and Reflect.’.

Page 4: Helping pupils to reflect on their learning.... or ‘self and peer assessment’ Good Practice Working Party, 28 September 2007

What are the existing good practices? ESTYN Inspection Report 2005/06: Good practice is found where schools …• Understand how well pupils are doing and use that

understanding to plan what pupils should do to improve their work.

Transforming Schools: a discussion paper 2007:• Inspection evidence shows that where teachers set tasks

which require pupils to solve problems and to work with others, pupils achieve more and usually understand the work better. In these circumstances, pupils also understand how they need to improve and what they need to learn next. Currently not enough lessons regularly include these features.

Page 5: Helping pupils to reflect on their learning.... or ‘self and peer assessment’ Good Practice Working Party, 28 September 2007

Where are we at?

AfL Self-evaluation: Against the key questions of the Assembly’s

Thinking and AfL programme:• Primary and secondary teachers are aware of

the principles; • Schools are developing good practice;• Need to develop: reflect/self and peer

assessment; classroom organisation to support the development of AfL and Thinking.

Page 6: Helping pupils to reflect on their learning.... or ‘self and peer assessment’ Good Practice Working Party, 28 September 2007

What are the existing good practices?

• Teachers use success criteria in lessons. Some examples of very good practice, e.g. use of completed examples, planning small stages.

• Some very good examples of purposeful comments with reference to success criteria and targets for improvement.

Page 7: Helping pupils to reflect on their learning.... or ‘self and peer assessment’ Good Practice Working Party, 28 September 2007

Question: What’s the next stage?

Answer: Helping our pupils to reflect on their learning

The Skills Framework refers to: • Reviewing outcomes and success criteria; • Reviewing the process/method; • Evaluating own learning and thinking;• Linking and lateral thinking.

Page 8: Helping pupils to reflect on their learning.... or ‘self and peer assessment’ Good Practice Working Party, 28 September 2007

How can we help our pupils to reflect on their learning

WALT:• reference to success

criteria; • providing feedback

to peers; • self and peer

assessment strategies;

WILF:• frequent reference

to success criteria; • learners reflecting on

their learning; • departments willing to

trial new strategies.

Page 9: Helping pupils to reflect on their learning.... or ‘self and peer assessment’ Good Practice Working Party, 28 September 2007

Task: Journey to Plas Menai

WALT:• describe the journey

to this morning’s meeting;

• use adjectives, comparisons and metaphors;

• check spelling and punctuation;

WILF:• discussions that

refer to success criteria;

• observations of the discussions;

• success criteria for ‘peer-assessment.’

Page 10: Helping pupils to reflect on their learning.... or ‘self and peer assessment’ Good Practice Working Party, 28 September 2007

Task: Modelling examples

“The alarm was screeching like a banshee this morning as I reached for my boring suit. I zoomed along the winding lanes with the hedges clawing the dirty windows. As I saw my tired colleagues falling from their cars, it suddenly dawned on me that I had to try and keep them awake this afternoon!”

Page 11: Helping pupils to reflect on their learning.... or ‘self and peer assessment’ Good Practice Working Party, 28 September 2007

Task: Modelling examples

“The alarm was screeching like a banshee this morning as I reached for my boring suit. I zoomed along the winding lanes with the hedges clawing the dirty windows. As I saw my tired colleagues falling from their cars, it suddenly dawned on me that I had to try and keep them awake this afternoon!”

Page 12: Helping pupils to reflect on their learning.... or ‘self and peer assessment’ Good Practice Working Party, 28 September 2007

Reflect:Are there lessons to learn from the experience?

Try to respond to the requirements of the

Skills Framework!:• Reviewing outcomes and success criteria; • Reviewing the process/method; • Evaluating own learning and thinking;• Linking and lateral thinking.

Page 13: Helping pupils to reflect on their learning.... or ‘self and peer assessment’ Good Practice Working Party, 28 September 2007

Reflecting on the task: Journey to Plas Menai

WALT:• describe the journey

to this morning’s meeting;

• use adjectives, comparisons and metaphors;

• check spelling and punctuation;

WILF:• discussions that

refer to success criteria;

• observations of the discussions;

• success criteria for ‘peer-assessment.’

Page 14: Helping pupils to reflect on their learning.... or ‘self and peer assessment’ Good Practice Working Party, 28 September 2007

Reflect:Are there lessons to learn from the experience?

What are the main points? In your groups, jot down the three most important points on post-its.

Page 15: Helping pupils to reflect on their learning.... or ‘self and peer assessment’ Good Practice Working Party, 28 September 2007

Reflect:Are there lessons to learn from the experience?What are the main points? In your groups, jot down the three most important points on post-its.

Negative Positive

General

Personal

Page 16: Helping pupils to reflect on their learning.... or ‘self and peer assessment’ Good Practice Working Party, 28 September 2007

Self-evaluation: How can we equip our teachers to further develop self/peer assessment?

…what can stop a teacher from doing this?

…main priorities for moving forward?

What guidance would be useful to help your staff move forward?