ev682 assessment for learning and development wb 9th november 2015
TRANSCRIPT
Assessment for Learning and Development
Considering approaches that make provision effective for all learners
Session aims
• To develop ideas about opportunities for formative assessment within planning and teaching.
• To extend understanding of Assessment for Learning.
There is a cycle
• Start by recognising what they know already
• You facilitate new/expanded knowledge and understanding
• You evaluate their ‘receiving’ (and your ‘giving’)
• You plan where to go next in their learning
(Detailed) Planning opportunities for learning What do I want the children to learn?
Effective teaching Teacher employing
a range of strategies facilitating
opportunities to learn.
Sensitive and focused
assessment
Feedback to learner
Subject research Reflection and consideration of ‘where next’
What do learners & teachers need to know?
• Learners need to know: – where they are in their learning
– where they are going
– how to get there
• Teachers need to know – where students are in their learning
– what to do about it
Assessment for Learning Strategies
• How are you going to check to see if learning is taking place? For example, are you going to provide a short peer assessment moment, where pupils use the given criteria to make judgments about their partner’s work?
• Are you going to ask for responses from all, or target your chosen pupils for that lesson who represent your ‘working towards’, ‘achieving’, or ‘working beyond’? Are you going to use layers of questioning to search for deeper understanding?
• How will you extract the information you need, to know how to proceed? AfL will guide your decision about provision
Assessment for learning 10 Principles
1. is part of effective planning
2. focuses on how students learn
3. is central to classroom practice
4. is a key professional skill
5. has an emotional impact
6. affects learner motivation
7. promotes commitment to learning goals and assessment criteria
8. helps learners know how to improve
9. encourages self-assessment
10. recognises all achievements
The Four basic Elements of AfL:
• Sharing Learning Goals
• Effective Questioning
• Self and peer evaluation
• Effective feedback
You need to be able to utilise these
Sharing Learning objectives
How might you present these LOs to children:
1) To explore narrative order and identify and map out the main strategies of a story
2) To be able to use and apply doubling and halving.
3) To recognise numbers to 10.
Supporting children to become self-evaluative
• Explain purpose
• Display a range of self-evaluative questions for the end of lessons
• Model possible answers children might have to the self-evaluative questions: ‘I think some of you might say you’re most pleased with . . .’ etc.
• After modelling, choose one question for the end of a lesson and link it with the learning intention: ‘What are you most pleased with about understanding pushing and pulling forces?
• Allow thinking time
• Use a variety of approaches: whole class, paired or group
• Avoid getting children to write self-evaluations (their thinking may be reduced to what is easy to write)
(Clarke, 2001)
Peer assessment
Key features • Pupils provide feedback on
others’ work.
• Can be a bridge between teacher assessment and self assessment
• A stage in the process of helping pupils become confident and skilled in self-assessment
Peer assessment for learning
• Asking pupils to look at
examples of other pupils’ work
can help them to understand
what was required from a task
and to assess the next steps
they might need to take
• Can also help pupils understand
the different approaches they
could have taken to the task
Key questions...
If you wanted to implement peer assessment in a particular class, what forward planning would be required?
How would you set about preparing pupils so that they could assess each other’s work effectively?
Consider the likely concerns of pupils and parents with regard to peer assessment.
How would you reassure them about the use of peer assessment?
GIVING FEEDBACK
Verbal
Written
Non-verbal
'The most powerful single moderator that enhances achievement is feedback'
[J. Hattie]
Lesson Evaluation
• Firstly, did the children learn what you hoped they would learn? If they did, what helped them? If they didn’t, why not?
• Secondly, what might you need to provide next lesson that extends or presents the learning in a different way?
• Thirdly, did you ‘perform’ well against your personal targets? How does this inform your own learning and personal plan of action
Remember the ongoing cyclical relationship between planning, teaching and assessment
Assessment of a child's needs and strengths
should be at the heart of the
teaching process
Assessment for learning and formative assessment in action?
Imagine that you are observing the lesson and
evaluating the teacher’s and children’s use of assessment for learning – evaluate the lesson in terms of assessment methods and ideas. Consider the teacher’s role
Sample lesson. http://www.tes.co.uk/teaching-resource/Formative-
Assessment-1-6083012/