Teacher’s Leading Learning Conference

   To be able to access appropriate resources To understand reasons why researched evidence supports AfL To understand various strategies that could be used to implement AfL practice

Success Criteria

 To commit to 1 different assessment tool (or start developing one) that you could use in your classes in 2013

What do we

K

NOW?

What do we

W

ANT to Know?

What did we

L

EARN?

Assessment for which the first priority is to serve the

purpose of promoting pupils’ learning

. It thus differs from assessment designed primarily to serve the purposes of accountability (reporting).

An assessment activity can help learning if it provides information to be used as feedback, by teachers, and by their pupils, in

assessing themselves and each other

, to modify the teaching and learning activities in which they are engaged.

Black et al., 2002

John Hattie Effect Sizes – Researched Evidence 1. Self reported grades (self assess) 4. Formative assessment 1.44

0.90

10. Feedback 0.75

21. Self verbalising and questioning 0.64

Why would self assessment be so effective?

Why are some students successful in Drama, Music and Sport, but not in school?

 AfL v Formative Assessment - Formative Assessment intends to inform the teachers about student achievement - AfL also wants to inform students and teachers about their own learning.

AfL focuses on day-to-day progress in learning http://bibliotecadigital.academia.cl/bitstream/12 3456789/586/1/Rick%20Stiggins.pdf

https://www.youtube.com/watch?v=t8vUF90eZPs Making Classroom Assessment Work

     Clarifying and understanding

learning intentions

and criteria for success Engineering

effective classroom discussions

that elicit evidence of learning Providing forward

feedback

that moves learners Activating students as instructional resources for each other Activating

students as the owners

of their own learning

 Use evidence about learning to adapt instruction to meet student needs

http://www.connect2learningresources.com/ass essment_for_learning_lr_tkl.html

2 Minute pause …

     Weaker feedback only  Knowledge of results (KoR) Feedback only  KoR + clear goals or knowledge of correct results (KCR) Weak formative assessment  KCR+ explanation (KCR+e) Moderate formative assessment  (KCR+e) + specific actions for gap reduction Strong formative assessment  (KCR+e) + activity

   How do we give feedback?

How can we involve students in the assessment process?

How can we encourage students to take responsibility for their own learning?

    Feedback  Not giving complete solutions  ¾ of the way through a test  Only descriptive feedback … no letter grades

(US Chemistry)

 Only letter grade for students who reach the ‘A’ standard Sharing learning intentions  Annotated examples of different standards to ‘flesh out’ assessment rubrics  Opportunities for students to design their own tests Students as owners of their own learning  Traffic Lighting Students as instructional resources for one another  Pre-flight checklist

Scenario –You are preparing students for verbal presentations (using IT) on successful entrepreneurs. In your assigned number spend 3-4 minutes coming up with some task specific things for your descriptor that you would look for in the A standard.

C3 * Communicate business information using appropriate formats

Rating A

effectively, accurately and comprehensively describe and analyse information structure an organised, accurate and complete response to a task adapt and modify communication methods and styles to suit various purposes and types of information design and execute presentations that are appropriate and effective

Task Specific

 Student designed standards Legal Studies Foundation

 How would you expect your students to participate effectively in a group?

For group work in Business Studies    

C

ooperate

O

rganised

R

espect

P

roductive

 Reviewing the syllabus  Using an excel tool to allow students to

track

their

progress

 https://www.youtube.com/watch?v=Zc67rq8 XmtA

1. Establish

learning goal

at the beginning 2. Ensure the students know what they have to do to be successful –

success criteria

3. Have a way of checking that students have met this goal at the end of the lesson … 10 Point Quiz Exit Card Whiteboards

 Working with a partner or independently chose one of the ideas discussed that you could aim to trial in 2013  If time try to start develop the assessment tool

 1.

2.

Common themes amongst the research Make sure the students know what they are expected to learn (

Learning Intentions

) Involve students in the assessment process to ensure they know how they can meet the standard

(Success Criteria)

3.

4.

5.

Teach them how to assess themselves

(self assessment)

More

Descriptive Feedback

less Evaluative Ensure that they can

track

their own

progress

What did we

Learn

?

Use the whiteboards and markers to show 1 key thing that resonated with you to consider for 2013

   Websites http://www.dylanwiliam.net/ http://annedavies.com/assessment_for_learning_tr_tjb.html

http://annedavies.com/  Reading – Dylan Wiliam http://www.bookdepository.com/book/9780854737888?redirecte

d=true&gclid=CM6E0ezMj7QCFQFBpgodHDcAqg Reading – Anne Davies http://connect2learning.com/making-classroom-assessment work-3rd-edition