Key Stage 3National Strategy

Standards and assessment: session 2

Objectives for session 2

To explore ways of sharing objectives and outcomes with pupils

To identify assessment opportunities in teaching unit 7.3

To explore planning for and recording of assessment

Key Stage 3 National Strategy© Crown copyright 2003

Slide 2.3

Expected participants’ outcomes

To be able to describe the difference between a teaching objective and a learning outcome

To be able to state clearly the objectives for the lesson and have strategies for sharing these with pupils

Key Stage 3 National Strategy© Crown copyright 2003

Slide 2.4

Objectives

Effective objectives focus on how pupils will:

use their knowledge of … to … (use ICT knowledge: factual information, for example, names, technical terms, descriptions, formulae)

be able to use … to find out ... (techniques and skills: analysing information, using a model etc.)

be able to use their … to find out ... (thinking skills: using information processing, reasoning skills, evaluation, creativity and enquiry, etc.)

be aware of … (attitudes and values: quality of evidence, sensitivity towards social and moral issues)

Key Stage 3 National Strategy© Crown copyright 2003

Slide 2.5

Lesson outcomes

Expected outcomes for pupils should make clear to pupils:

what they need to say, do or produce to demonstrate achievement of the lesson objectives

what evidence the teacher is looking for when assessing a pupil’s progress during the lessons and when marking work

what is expected of them so that they can assess their own and each other’s progress (self- and peer-assessment)

Key Stage 3 National Strategy© Crown copyright 2003

Slide 2.6

‘We are learning to …’ – the lesson objective

‘What I’m looking for …’ – the expected outcome for pupils

‘This is because …’ – the purpose of the activity

Unlocking formative assessment: practical strategies for enhancing pupils’ learning in the primary classroom, Shirley Clarke

Key Stage 3 National Strategy© Crown copyright 2003

Slide 2.7

Activity

Look at teaching unit 7.3 and read the objectives for lesson 3

Draft these objectives in language that pupils will understand

Key Stage 3 National Strategy© Crown copyright 2003

Slide 2.8

Assessment for learning is effective when pupils understand:

what the objectives, outcomes and assessment criteria are

how to identify the next steps in their learning and set their own targets

Key Stage 3 National Strategy© Crown copyright 2003

Slide 2.9

Ways of involving pupils in assessment

Give pupils opportunities to talk about what they have learned and what they have found difficult, using the objective as a focus

Encourage pupils to work and discuss together, focusing on how to improve

Ask pupils to explain the steps in their thinking

Give time for pupils to reflect on their learning

Identity with pupils the next steps in their learning that will enable them to meet their target(s)

Key Stage 3 National Strategy© Crown copyright 2003

Slide 2.10

Implications …

Pupils initially find such discussions difficult.

Pupils need to develop and be taught appropriate vocabulary.

Pupils start to recognise next steps and how critical reflection can support their work.

Key Stage 3 National Strategy© Crown copyright 2003

Slide 2.11

Ofsted have found:

Where practice is good, assessment information, including subject records and reviews of pupils’ progress, is regularly updated. The role of the form tutor is clearly identified and senior managers ensure that tutors have the time and support to do the job. Staff monitor pupils’ progress closely; targets for improvement are identified and those pupils who need it are given structured guidance about improving their work.

Annual report of Her Majesty’s Chief Inspector of Schools, 2000

Key Stage 3 National Strategy© Crown copyright 2003

Slide 2.12

In the minority of schools where assessment is good:

teachers make a point of explaining the lesson objectives

marking and assessment enables students to know how well they are doing

pupils carry out guided self-assessment on their performance

they use annotated printouts to focus on how they have used ICT and to enable the teacher to assess how much they have understood

there is careful internal moderation and they have paired with other schools to standardise their assessments

Secondary Subject report 2000/01: ICT

Key Stage 3 National Strategy© Crown copyright 2003

Slide 2.13

QCA

In retaining evidence and keeping records, schools should be guided by what is useful and manageable in planning future work.

QCA, 2000

Teachers can review the rate of progress by looking at work in students’ folders or exercise books and by the marks in their record books. One way to improve manageability would be to make a note only of those students who achieve significantly above or below the expected outcomes for the task.

Keeping track, QCA, 1999

Key Stage 3 National Strategy© Crown copyright 2003

Slide 2.14

Objectives for session 2

To explore ways of sharing objectives and outcomes with pupils

To identify assessment opportunities in teaching unit 7.3

To explore planning for and recording of assessment