revised curriculum year 6 assessment for learning
TRANSCRIPT
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Revised CurriculumRevised Curriculum
Year 6Year 6
Assessment for LearningAssessment for Learning
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Programme9.00 Registration9.30 Welcome ,Introduction9. 35 AFL-WHY?
10.30 Coffee
11.00 Practical experience of a range of AFL strategies-Sharing the Learning, Formative Feedback
1.00 Lunch
2.00 AFL strategies continued-Reflecting on the Learning, Questioning
3.30 Plenary and Evaluation
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Course ObjectivesCourse Objectives
To provide:To provide:
** a sense of ‘Why AfL?’
** a knowledge of AfL in the classroom
**experience of AfL areas
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Time to consider next steps in developing own practice
Sharing Learning Intentions
Feedback for improvement
Questioning to deepen learning
Scaffolding children’s reflection about their learning
It’s based on a constructivist approach to learning . . .
We have to help children to construct their own learning. . .
We can’t learn it for them!
AfL . . . why?
Experience the range
Key content for todayKey content for today
Next steps
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Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide wherewhere the learners are in their learning, wherewhere they need to go next and
howhow best to get them there.
Assessment Reform Group 2002Assessment Reform Group 2002
A definitionA definition
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Summative
* after the learning
* outcome focus
* to prove the
learning * to
measure learning
* done to learners
* externally
referenced * widens
ability range
Assessment of and for learningAssessment of and for learning
FormativeFormative* during the learning* process focus* to improve the learning* to promote learning* done with learners* personally referenced* narrows ability range
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Mastery Mastery MindsetMindset
(After Carol Dweck)
Performance Performance MindsetMindset
Intelligence can grow
Intelligence is fixedEffort
leads to success
Ability leads to success
When the going gets tough ... I get smarter
When the going gets
tough ... I get found out
When the going gets
tough ... dig in and persist
When the going gets
tough ... give up, it’s
hopeless
I only need to
believe in myself
I need to be
viewed as able
Success is the making of
targets
Success is doing better than
others
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Mindsets: Reflecting on your own Mindsets: Reflecting on your own experience as a pupilexperience as a pupil
In pairsIn pairsTalk about the influences Talk about the influences
(positive/negative) that a particular (positive/negative) that a particular teacher had on your view of yourself as teacher had on your view of yourself as
learnerlearner
Think about relationships/classroom Think about relationships/classroom layout/marking/language used etclayout/marking/language used etc
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Active LearningActive Learning
Children have to construct their own Children have to construct their own learning . . . we can’t do it for them.learning . . . we can’t do it for them.
supported byPositive attitudes to learningPositive attitudes to learning
StructuresStructures SkillsSkills InformatioInformationn
Classroom Organisation
Rules & Routines
DiscussionNegotiation
SharingPlanning
Visual Displays & Posters
Thinking Diagrams
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P6 Assessment for Learning
Personal Reflection
AfL: Why?AfL: Why?
Children’s ‘mindsets’ The constructivist classroom
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Break
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FormativFormative e
FeedbacFeedbackk
ReflectinReflecting about g about LearningLearning
QuestioniQuestioningng
AssessmeAssessment nt forfor
LearningLearning
Sharing Sharing the the
LearningLearning
Pages 8 - Pages 8 - 1414
Pages 15 - Pages 15 - 2020
Pages 21 - Pages 21 - 2525
Pages 26 - Pages 26 - 3232
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Learning, Learning, Teaching & Teaching & Assessment Assessment
CycleCycle
InputInput
LearninLearning g
ActivityActivity
ImprovemeImprovementnt
PlanniPlanningng Learning Learning
IntentionIntentionss
Success Success CriteriaCriteriaFormativFormativ
e e FeedbacFeedbac
kk
Reflecting Reflecting about about
learninglearning
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Why Learning Intentions?Why Learning Intentions?
The first ‘active’ element of formative assessment in the classroom is the sharing of learning intentions with children . . . Without the learning
intention, children are merely victims of the teacher’s whim.
Unlocking Formative Assessment Shirley Clarke, 2001
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Learning IntentionsLearning Intentions
• Planned for
• Knowledge/skills/understanding
• Learning rather than doing
• Shared/displayed
• Child friendly
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Context/Context/ActivityActivity
Learning Learning IntentionIntention
Success Success CriteriaCriteria
• As a group, design a Poster showing why you should brush your teeth
1. Persuade others to your point of view
2. Work well in groups
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Learning, Learning, Teaching & Teaching & Assessment Assessment
CycleCycle
InputInput
LearninLearning g
ActivityActivity
ImprovemeImprovementnt
PlanniPlanningng Learning Learning
IntentionIntentionss
Success Success CriteriaCriteriaFormativFormativ
e e FeedbacFeedbac
kk
Reflecting Reflecting about about
learninglearning
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Shirley Clarke, 2001Shirley Clarke, 2001
Process success criteria summarise the key steps or ingredients the pupil needs in order to fulfil the learning intention ~ the main
things to do, include or focus on.
ProcessProcess Success Success Criteria Criteria
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Process Success CriteriaProcess Success Criteria provide a scaffold and focus for pupils while engaged in
the activity
They are:They are:
* linked to the learning intention
* Specific to an activity
* discussed and agreed with children before they begin the activity
* used as the basis for feedback and self/peer assessment
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Context/Context/ActivityActivity
Learning Learning IntentionIntention
Success Success CriteriaCriteria
• As a group, design a Poster showing why you should brush your teeth
1. Persuade others to your point of view
2. Work well in groups
•Use persuasive language
•Design clear visually attractive poster
•Use classroom rules for group work
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Context/Context/ActivityActivity
Learning Learning IntentionIntention
Success Success CriteriaCriteria
Workshop Workshop Think about an activity you do Think about an activity you do
with your classwith your class
??
??
??
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Next Steps – Sharing the Learning Next Steps – Sharing the Learning (LI)(LI)
•Start with one learning areaStart with one learning area
•Separate the learning from the Separate the learning from the activityactivity
•Display and read aloud the L.I.Display and read aloud the L.I.
•Explain the process to pupilsExplain the process to pupils
•Monitor the impact on pupils’ Monitor the impact on pupils’ learninglearning
•Reflect and evaluate with staffReflect and evaluate with staff
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Next Steps-Sharing the Learning (SC)Next Steps-Sharing the Learning (SC)• Start with one area-plan with
colleague if possible• Plan “process” success criteria• Model how it is arrived at• Share and display• During lesson remind pupils to focus
on the success criteria• Keep success criteria few and succinct
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Learning Intentions Learning Intentions ((WWee AArere LLearningearning TTo)o)
Success CriteriaSuccess Criteria((WWhat hat II Am Am LLooking ooking FFor)or)
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FormativFormative e
FeedbacFeedbackk
ReflectinReflecting about g about LearningLearning
QuestioniQuestioningng
AssessmeAssessment nt forfor
LearningLearning
Sharing Sharing the the
LearningLearning
Pages 8 - Pages 8 - 1414
Pages 15 - Pages 15 - 2020
Pages 21 - Pages 21 - 2525
Pages 26 - Pages 26 - 3232
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Learning, Learning, Teaching & Teaching & Assessment Assessment
CycleCycle
InputInput
LearninLearning g
ActivityActivity
ImprovemeImprovementnt
PlanniPlanningng Learning Learning
IntentionIntentionss
Success Success CriteriaCriteriaFormativFormativ
e e FeedbacFeedbac
kk
Reflecting Reflecting about about
learninglearning
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Characteristics of Formative Feedback
the desired goal
some understanding of how to close the gap
• Feedback should provide:
evidence on where they are now
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Formative FeedbackFormative Feedback• Is timely• Relates to the focus of the learning• Identifies where success has occurred• Identifies where and how improvement can take place how• Allows time for improvement• Is accessible to the pupil
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Types of FeedbackTypes of FeedbackOral Feedback Written Feedback
• During the lesson/activity After the task• Personal and immediate Comments only• Interactive (two-way)
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• Workshop -Workshop -FeedbackFeedback
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A Strategy for Written A Strategy for Written FeedbackFeedback• Find 2 successes against the success criteria
• Find the part of the work that has most scope for an immediate ‘jump’ (not simply the worst part)
• Write a short prompt telling the child exactly what to do to this part of their work
• Provide time for them to read, process and respond to your prompt
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St. Patrick’s P S – video clip
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Next steps-formative feedbackNext steps-formative feedback
• Choose an activity eg literacy writing • Focus on one group of children at a time• Any verbal feedback during lesson should
be focussed on learning intention and success criteria
• Give immediate specific written feedback related to L I SC
• Give pupils time to make improvements
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Knowledge/experience of AfL Strategies
Sharing the Learning
Formative Feedback
P6 Assessment for Learning
Personal Reflection
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LunchLunch
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Learning, Learning, Teaching & Teaching & Assessment Assessment
CycleCycle
InputInput
LearninLearning g
ActivityActivity
ImprovemeImprovementnt
PlanniPlanningng Learning Learning
IntentionIntentionss
Success Success CriteriaCriteriaFormativFormativ
e e FeedbacFeedbac
kk
Reflecting Reflecting about about
learninglearning
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Reflecting about LearningReflecting about Learning
Self-assessment:Self-assessment: reflecting on WHAT has
been learnt•Children use success criteria to assess their own work prior to the teacher marking it
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Self-evaluation:Self-evaluation: reflecting on HOW they are learning understanding themselves as learners
• Children use self-evaluation questions to prompt reflection during short plenary sessions
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Self Evaluation Questions• What really made you think/did you
find difficult while you were learning to..? (quote learning intention)
• What helped you( e.g. a friend, the teacher, new equipment, a book, your own thinking) when something got tricky about learning to….?
• What do you need more help with about learning to?
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• What are you most pleased with about learning to…
• What have you learnt that is new about …(quote learning intention)?
• How would you change this activity for another group/class who were learning to….?
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Next Steps-Reflecting on the Next Steps-Reflecting on the LearningLearning
• Establish structures and routines to enable reflection
• Model the process• Plan for reflection time• Make it purposeful
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Dylan Wiliam-Video on
Questioning
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Questioning• Research has shown that a
question is asked every 72 seconds
• 38% of the questions are answered by the teachers
• Only 8% encourage pupils to talk and think
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Questioning strategiesQuestioning strategies
•Prior noticePrior notice
•Extend the wait timeExtend the wait time
• Try no hands upTry no hands up
•Use ‘think – pair – share’Use ‘think – pair – share’
•Plan for children to ask a questionPlan for children to ask a question
** Write down what you thinkWrite down what you think
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NextNext steps-Questioningsteps-Questioning• As a staff reflect on using
questioning to deepen understanding and enhance participation
• Research and develop understanding – eg. Bloom’s taxonomy
• Consider pupil led questioning
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P6 Assessment for Learning
Personal Reflection
P6 Assessment for Learning
Personal Reflection
Knowledge/experience of AfL Strategies
Reflecting on the learning
Questioning
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Active LearningActive Learning
Children have to construct their own learning . Children have to construct their own learning . . . we can’t do it for them.. . we can’t do it for them.
supported byPositive attitudes to learningPositive attitudes to learning
StructuresStructures SkillsSkills InformatioInformationn
Classroom Organisation
Rules & Routines
DiscussionNegotiation
SharingPlanning
Visual Displays & Posters
Thinking Diagrams
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Course ObjectivesCourse Objectives
To provide:To provide:
** a sense of ‘Why AfL?’
** a knowledge of AfL in the classroom
** experience of AfL areas