Learning ObjectivesLearning Objectives

By the end of this session you…By the end of this session you…

MUST:MUST:

have pretended to enjoy it.have pretended to enjoy it.

SHOULD: SHOULD:

have stayed awake.have stayed awake.

COULD:COULD:

even have got a couple of ideas to use.even have got a couple of ideas to use.

Assessment for Learning in MathematicsAssessment for Learning in Mathematics

Assessment for learning is the Assessment for learning is the process ofprocess of

seeking and interpreting seeking and interpreting evidence for use by learners evidence for use by learners and their teachers to decide and their teachers to decide

where the learners are in their where the learners are in their learning,learning,

where they need to go and how where they need to go and how best to get there. best to get there.

Assessment for LearningAssessment for Learningin Mathematicsin Mathematics

Or in simple…Or in simple…

‘‘knowing where they are, knowing where they are,

where they need to be and where they need to be and

how to get there’ how to get there’

Thinking about algebraThinking about algebra

Think of a number, call it n. Double it. Add 4. Divide your answer by 7. Multiply your answer by 2. The result is 4. Show me the equation.

AFL in contextAFL in context In classrooms where assessment for learning is

practiced, students know at the outset of a unit of study what they are expected to learn. At the beginning of the unit, the teacher will work with the student to understand what she or he already knows about the topic as well as to identify any gaps or misconceptions.As the unit progresses, the teacher and student work together to assess the student’s knowledge, what she or he needs to learn to improve and extend this knowledge, and how the student can best get to that point.Assessment for learning occurs at all stages of the learning process.

Factors that contributed to the Factors that contributed to the pupils’ learningpupils’ learning

Making the learning objectives and learning Making the learning objectives and learning outcomes clear to pupilsoutcomes clear to pupils

Placing the learning objectives in a longer-term Placing the learning objectives in a longer-term contextcontext

Allowing time to think before answering questionsAllowing time to think before answering questions Providing oral feedback which helps move pupils Providing oral feedback which helps move pupils

onon Requiring pupils to self and peer assessRequiring pupils to self and peer assess Focusing feedback on specific targets for Focusing feedback on specific targets for

improvementimprovement Allowing pupils to demonstrate their Allowing pupils to demonstrate their

understanding in different waysunderstanding in different ways

Simple topic ideasSimple topic ideas

Linear GraphsLinear Graphs FractionsFractions

‘‘Head Down’ assessment.Head Down’ assessment.

A line parallel to y = 3x – 2 would beA line parallel to y = 3x – 2 would be

a) y = 2x – 2 a) y = 2x – 2 or or b) y = 3x + 4b) y = 3x + 4

A line steeper that y = 3x +1 would A line steeper that y = 3x +1 would bebe

a) y = 4x – 4a) y = 4x – 4 oror b) y = 2x + 10b) y = 2x + 10

On average, one pupil misbehaving, talking out of turn or causing the teacher to stop the lesson wastes about 20 seconds of the lesson.

a) If there are 32 pupils in the class, what is the total learning time that is wasted from this one incident?

Give your answer in minutes and seconds.

b)On average, this happens 12 times a lesson. What is the total learning time that is wasted in the whole lesson.

Give your answer in hours and minutes.

10mins 40secs!

2hrs 8mins!!

Effective peer and self Effective peer and self assessmentassessment

Key requirements in developing these skills:Key requirements in developing these skills: Expected learning outcomes must be explicit Expected learning outcomes must be explicit

and transparent to pupilsand transparent to pupils Pupils need to be able to identify when they Pupils need to be able to identify when they

have met some or all of the success criteriahave met some or all of the success criteria Pupils need to be taught the skills of Pupils need to be taught the skills of

collaboration in collaboration in peer assessmentpeer assessment

Pupils need to be able to assess their own Pupils need to be able to assess their own progress to become more independent progress to become more independent learnerslearners

Socratic Questioning – tell Socratic Questioning – tell me more!me more!

Why are you saying that? Why are you saying that? What exactly does this mean? What exactly does this mean? How does this relate to what we have How does this relate to what we have

been talking about? been talking about? What is the nature of ...? What is the nature of ...? What do we already know about this? What do we already know about this? Can you give me an example? Can you give me an example? Are you saying ... or ... ? Are you saying ... or ... ? Can you rephrase that, please? Can you rephrase that, please?

Back to back mappingBack to back mapping

Back to back mappingBack to back mapping

Why?Why? Lasting learning occurs through focused attention to detailLasting learning occurs through focused attention to detail Listening & questioning skills are deliberately developedListening & questioning skills are deliberately developed Inclusive – by removing the need to read & writeInclusive – by removing the need to read & write It’s an exercise in cooperationIt’s an exercise in cooperation

VariationVariation Try using it with square paperTry using it with square paper Try face to face to allow for eye contactTry face to face to allow for eye contact Discuss what technical terminology could be usedDiscuss what technical terminology could be used What other area of maths could you use?What other area of maths could you use?

CodebusterCodebuster

7 9 13 4 5 6 9

1 5 7 8 2 6 7 10 11 10 12 10 9 3

o x e = i

3 x d = 12

y - o = r

3d = l

o + y = e

y2 = t

3 X o = n

n < 10

o + e = 12

yd = u - r

2p = n + i

3y + 2 = b

2y = n

How to save time marking…How to save time marking…

50 ideas for AFL in 50 ideas for AFL in MathematicsMathematics

AFL in AFL in Maths.docMaths.doc

Assessment for Learning should:

• be part of effective planning of teaching and learning;

• focus on how students learn;

• be recognised as central to classroom practice;

• provide learners with constructive guidance about how to improve;

• develop learners’ capacity for self-assessment so they can become reflective and self managing;

• recognise the full range of achievement for all learners.