STCM Teach Meet 2Thursday 26th November 2015

STCM Recipe for LearningAssessment Opportunities

Assessment Opportunities

Session Content

Intro: Recipe for Learning / Assessment Opportunities reflection and review

GO Develop: Departmental Book Look and Standardising Marking Technique

GO Time: Sharing GO practice for Assessment Opportunities

Wrap up: Summary and next steps

Outline for this Teach Meet:

Learning FocusThis must be stated using the following stems (as relevant):

To know….

To understand….

To be able to….(skill)

Our recipe1. INFORMATION – good or better teaching starts by using quantitative and qualitative data

to identify where learners need to head next2. LEARNING FOCUS– good or better teaching is organised around achieving excellent

outcomes incrementally and over the long term based on clear understanding of Learning Objectives

3. BIG PICTURE – great teaching ensures learners see where new learning fits into where they currently are

4. LESSON SHAPE AND STRUCTURE – good or better teaching is coherent in its sequence and builds knowledge, understanding and skills incrementally

5. ASSESSMENT OPPORTUNITIES – good or better teaching has progress checking as part and parcel of its structure

6. ADAPTABILITY – good or better teaching is flexible and ensures that pace and content is responsive to the needs of individuals, groups and the whole class, teaching differentiates to support and stretch

Our recipe is a recipe for learning

5. Assessment Opportunities:a. How do you check on progress during the lesson?b. How do you ensure students know what they are doing both during and at the end

of the lesson?c. How do you measure progress over time?

Our initial reflection to these questions: - See www.stcmgo.wordpress.com for the GO Group Blog- Paper copies on each table- Please have a read through the responses

Why effective marking and feedback matters...- Marking and feedback allows students to make progress- Identified as one of the top 2 cost-effective strategies for

raising pupils attainment, according to The Sutton Trust- If done well, to criteria, allows targeting of skills, knowledge

and understanding- If not done well, it is tokenistic and therefore a waste of time- Can open up opportunities for student reflection and an

awareness of how the learner best learns (‘Metacognition’ - the other top cost-effective Sutton Trust strategy)

- It indicates the stage at which a student is at with their learning: - how much a student knows, understands and is able to

commit a skill to

Book LookIn your department teams, spend 10 minutes swapping books and examples of marking.

Consider: • How WWW and EBI are being used• If feedback / feedforward is based around knowledge, understanding or

skills / specific criteria• Where and how opportunities for student responses have been created• Where you can see good practice in your own marking and in that of others

Standardising Marking TechniqueIn your department teams, spend 10 minutes marking a piece of work to exemplify the following:

• Feedback / feedforward is based around knowledge, understanding or skills (ie, what is the LF/criteria for assessment?)

• WWW and EBI, explicitly linked to your LF/criteria, are being used

• Then decide how you would ask students to act on the feedback (including how and when this could take place).

• What would you expect to see when students respond to your feedback?Please write your department and HOD name on top of marking, then return to JD.

Purple Pens

Assessment Opportunities during lessonsQuestioning / Bloom’s Taxonomy

RAG for tasks, differentiation, planner cards and pit-stops

Self assessment

Peer assessment Mini-quizzes

Thumbs up, down and in-between

Answer Garden

Kahoot! Removing points, downloading results and ‘ghost mode’

MonitoringMonitoring through Google Classroom

Mini whiteboards

STCM Teach Meet 2 Wrap-up● The Big Picture and Learning Focus to be visible in every lesson

● Learning Focus must use stems: to know, to understand, to be able to

● Marking and Feedback to use WWW and EBI, linking back to Learning Focus or related criteria for the task

● Marking and Feedback to result in student reflection / response time, clearly visible in books through students using purple pens

● Explore the use of PLCs in your subject areas

● Next Teach Meet: Tuesday 19th January