pontefract education trust inset day - larks hill...
TRANSCRIPT
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31st October 2011
Assessment for Learning
in Practice
Alison Smith & Amanda Lightfoot Larks Hill Junior & Infant School
Pontefract Education Trust
INSET day
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Today’s programme:
What is Assessment for Learning?
What is good Assessment for Learning?
Some examples of A4L.
Comment only marking.
Peer marking.
Questioning and group work.
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What is Assessment for
Learning?
“The process teachers and learners use to
decide:
where learners are in their learning
where they need to go
how best to get there.”
Paul Black Co-author of “Inside the Black Box.”, “Working inside the
Black Box.” and “ Assessment for Learning: Putting it into Practice.”
Why Assessment for Learning?
Raises attainment and ensures maximum
progression
Engages children
Children become active learners in their lessons
It recognises the achievements of all children
Assessment for learning takes account of how
children learn (VAK)
Assessment for learning motivates learners
Promotes good behaviour
Is a vehicle for evaluative and next steps learning.
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So is Assessment for Learning
just another fashionable phrase
or…
Something we do already to different
degrees but which we can use to
improve our pupils’ learning and maybe
even help us to work smarter not
harder?
Classroom techniques
Sharing objectives
Success Criteria
Modelling (share levelled work/ask the children to level)
Questioning techniques
Classroom environments –learning walls
Photos/visual aids
Plenaries and mini-plenaries
Marking – comment based,. With responses
Self and peer assessment
Target setting and ‘next steps’ learning.
Share your objective, it should be evident
throughout the lesson so children can refer
back to it, especially during a plenary.
A whole school approach e.g. L.I or
W.A.L.T
The learning objective should be
precise and measureable
For example an UFS objective maybe:
To be able to count reliably a set of
random objects to 10
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Success Criteria
Are a brilliant way of breaking the children’s
learning objectives into steps
•Count one by one
•Move each one as you count
•Put them in a line
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Your first task:
Today it’s Katie’s Birthday.
She’s baked some cookies. We’d like to know what you think.
What would the Objective be?
Please take one....
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Criteria:
Taste:
Appearance:
Texture:
Now…..
What if I said that
Katie was only
four years old?....
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New criteria:
What would change
in your judgement?
Taste:
Appearance:
Texture:
What would you do
to improve them?
What would her
next steps for
learning be?
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Target setting
There is little value in simply setting targets.
Paul Black, one of the current experts in the field says that target setting doesn’t necessarily raise standards. It is what we do to help them attain their targets which counts:
According to research there a 4 things which help us do this:
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Formative assessment
Comment-only marking, with responses
Peer marking
Questioning and dialogue in class.
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Questioning enables
us to get pupils to do
more of the thinking
and makes the
learning process more
transparent for them.
Why use effective questioning? to assess what pupils know, understand and
can do
Is 13 odd or even?
‘Err...Yes, I think so’ or ‘No it’s not.’
Why is 13 an odd number?
Effective questioning
Techniques.
Analysing pupil responses to reveal their
misconceptions
‘its got a 1 in it’
‘it ends in 3’ ‘because the units digit is 3 and odd
numbers have a units digit of 1, 3, 5, 7 or 9’ It’s an odd number because when you divide
13 by 2 there is one left over’
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Give everyone a chance
to think.
Hands down!
Lollipop sticks
Mini white boards.
Pick a number / loto.
Beanbags/ball
Numbered seats.
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Promote Group Work
Discussing answers to
encourage learning e.g.
Table Talk or Talking
partners.
Re-explaining = rethinking,
revisiting, reprocessing, re-
presenting and re-enforcing
learning and understanding
Marking
Creating a teacher/pupil dialogue in
books has been an invaluable resource
for assessment for our learners.
This dialogue is a very powerful tool and
the responses can be surprising.
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STOP! Do you really need to correct
EVERY mistake in pupils’
books?
Do you re-mark tasks which
pupils have marked under
your instruction in class?
Must you really correct all
the mistakes in a task with
more than one focus?
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Did you need to phone a friend for the
answers to those? The answer to them all is-
NO
Correcting repeated mistakes.
Checking through tasks group-marked in
class.
Short answered tasks.
Focused marking.
Patch marking -‘flag pole’
Remember the adage, “Work smarter not
harder”. Mark fewer, more relevant tasks
but mark them “smarter.”
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Comment-only marking – see book marks
Use of purple pen for general marking
High-lighting objectives or key words etc. in ‘Yippee Yellow’
Where a learning objective has not been met this is highlighted using ‘Green for Growth’ –learners are then given an opportunity to respond/correct misconceptions.
For a positive response
Highlight a correction/area of error
VF Verbal Feedback
TP Team Point
X These are appropriate, but avoid pages of them
In green pen Learners have the opportunity to respond to marking
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Peer marking Peer marking and self-assessment have
an essential role
Key elements are: Using criteria to forward their own
learning.
Engaging and involving pupils in their learning.
Demonstrating examples of good work. ( Did I hear someone say “modelling?)
Modelling
At the start of the
lesson show a piece of
pupils’ work on the IWB.
This could be a test,
question, or photo
Use levelled work to
show the children the
differences between a
level 4 and 5 response
for instance
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Peer marking in practice.
Pupils are regularly involved in the
peer marking of tasks.
This can save valuable time but,
even more important, when
correctly led it can reinforce
learning.
Self assessment
Encourage the
children to write their
own comments about
the work- this is
brilliant as part of the
plenary.
What would you do
differently?
For example: Two
Stars and a wish.
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Plenary: AfL needs to be integrated into our planning and is
not just a “ bolt-on”.
Questioning and dialogue should be implicit.
It involves sharing objectives and setting success criteria with pupils, so they can recognise the standards they are aiming for.
It enables pupils to take responsibility for their learning through the use of peer and self-assessment.
It provides feedback which offers specific advice on what needs to be done to improve.
It provides pupils with the opportunity to improve by acting on the feedback given.
It relies on and reinforces the belief that every learner can maximise their progress
Useful websites
AfL Northern Ireland:
http://www.neelb.org.uk/teachers/cass/ddgp-elearning/assessment-for-learning/support-materials/
Everything on this one is great!
Geoff Barton:
http://www.geoffbarton.co.uk/teacher-resources.php