norfolk conference session
DESCRIPTION
Ideas on assessments in geography: "done with students not to students..."TRANSCRIPT
What do you think of it so far ?Creative Geography Assessments
Alan ParkinsonSecondary Curriculum Development Leader
Geographical Association
Rubbish ! ??
GA Book“Assessing progress in your KS3
geography curriculum”
£9.99GA
Members
“The quality of assessment in primary and secondary schools is
generally weak. Assessment focuses insufficiently on giving constructive
feedback to pupils about their geographical knowledge, skills and
understanding.”
OFSTED, 2008
“The quality of assessment in primary and secondary schools is generally
weak. Assessment focuses insufficiently on giving constructive feedback to
pupils about their geographical knowledge, skills and understanding.”
OFSTED, 2008
Tim Brighouse“He tells you what you did wrong and explains
how you can get it right.”
“When you’ve handed in your work, she does the same, but if you only do as she has suggested you won’t get top marks. You have to think for
yourself about how to improve it...”
“It’s got to the point where I can tell how I can improve... Mr. B calls it metacognition...”
Smart assessment...Reducing marking
Growing naturally from tasks & feeding back into next stage of sequence ?
Student requests ?
Continuous / terminal / peer / periodic / transitional / formative / summative ?
Why assess ?What are we assessing ?
Are we assessing geography or are we assessing students ?
What specific knowledge, skills and understanding do we need, or
want, to assess ?Consider your own contexts...
Kenny O’ DonnellAsked Year 7 students
http://geodonn.blogspot.com
When I suggested that sometimes constructive criticism of a piece of
work from a peer would be something more easily accepted, only one student agreed and the
rest had no faith in themselves to be a critical friend for others. 73% of my s1 felt that observations by a teacher were the most important feedback that they would receive.
uMapper wiki mapsAdding details of a hurricane to an
interactive map...
Exam question...You will have 1 minute to answer
the following question...
What were the key messages that you got from Alan Kinder this
morning ?
Assessment- not just about the task...
What do you do with your assessment results ?
Diagram Fig. 4 from Weeden
“Although many geography departments now have relevant data, they are used too
rarely to plan schemes of work or sequences of lessons..”
OFSTED 2008
“travelling with a different view”
Good AfL could be shown by:1. Sharing lesson objectives and outcomes with students and
e.g. sharing success criteria with students, clarifying the knowledge, skills and understanding to be learnt etc)
2. Helping students to know and recognise the standard they are aiming for (e.g. by periodically informing students of the levels they are working at, providing examples of good work,
modelling how a task should be completed etc)3. Providing effective feedback (e.g, by referring back to
learning objectives and success criteria, providing oral feedback while students are on task, emphasising success, setting next steps, explaining how to achieve next steps)
4. Involving students in peer and self assessment (e.g. developing opportunities for students to assess themselves
and each other against the learning objectives or success criteria, using strategies such as traffic lighting etc)
5. Promoting confidence that all students can improve (e.g. by using assessment to build self-esteem, developing
learning partnerships between students and teachers etc)6. Reflecting on learning (e.g. by providing students with time to act on feedback given, involving students in the
process of reflecting on assessment information and targets, providing opportunities for a draft-mark-reflect-improve
cycle etc)With thanks to Christine Lloyd Staples for these 2 slides
Example marking grids...Student-friendly level descriptors...
You can’t level a piece of work...Footsteps sheet in Toolkit book
Of or ForTests Feedback
Looking back Looking forward
Proving Improving
Summative Formative
Peer AssessmentTraining needed...
Students need to know what they are looking for, and how they know that they have seen it...
Opportunities for assessmentORAL EVIDENCE
QuestioningListening
DiscussionPresentations
InterviewsDebates
Audio recordingVideo recording
Role play
WRITTEN EVIDENCEQuestionnaires
DiariesReportsEssaysNotesStories
Newspaper articlesScriptsPoems
Descriptions
GRAPHIC EVIDENCEDiagrams
Sketches and drawingsGraphs
Overlays
PRODUCTSModelsGames
Photographs‘Presentations’...
Learning Event GeneratorDeveloped by John Davitt
The Learning Event GeneratorGEOGRAPHY VERSION
Can be edited for your own context
Excel macro
The “Dos” and the “As”You decide what they are....
Next steps...Think of a forthcoming
assessment that you have to do...How might you change it in the
light of what you’ve heard today ?
http://slideshare.net/geoblogs
Climate for LearningWhat’s it like in your classroom ?
or