Transcript (Powerpoint) Assessment for Learning

Assessment for Learning (AfL)
Unit 1:
Rationale and Overview
© PMB 2007
Learning Intentions for this Unit
You will:
• be able to answer the question ‘What is AfL?’;
• know the pedagogical context for AfL;
• know some of the outcomes of research into AfL practice in
classrooms and across schools;
• have an awareness of the key areas of classroom practice
associated with AfL;
• know where to access further information.
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Activity 2
Key Purposes of Assessment
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Assessment for Learning:
• Assessment for learning is the process of seeking
and interpreting evidence for use by learners and
their teachers to decide where the learners are in
their learning, where they need to go next, and
how best to get them there.
- Assessment Reform Group
© PMB 2007
Assessment of
&
for Learning
Summative Assessment
Formative Assessment
- occurs after the learning
- occurs during the learning
- to prove learning
- to improve learning
- measures learning
- grows learning
- done to learners
- done with learners
- widens the ability range…
- narrows the ability range
- externally referenced
- personally referenced
- outcome focused
- process focused
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What is AfL Based On?
• Based on the constructivist view, which says:
‘However neatly we may design, package and deliver
learning experiences, in the end learning is a process that is
instigated and managed by the learner. It’s the learner who
constructs the learning.’
• ‘How can I help my pupils to become better learners?’
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Activity 3
Draw the Titanic
• Be detailed.
• Draw it in profile.
• Depict it in full daylight and afloat.
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Full Marks Exemplar
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Why Use AfL in Your Classroom?
AfL helps pupils to:
•
•
•
•
understand the reason and focus for learning;
recognise success in learning;
identify and work towards a goal; and
understand how to make improvements and
achieve their goals.
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Evidence – Black and Wiliam
• There’s an over-emphasis on grading and giving
marks.
• To pupils, assessment that compares them with
others seems to be more about competition than
personal improvement.
• Feedback from these comparative assessment
approaches reduces morale.
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Evidence – Black and Wiliam
Range of typical performance enhancements in ‘assessment for learning’ groups
Performance Range in control groups
Low
High
Performance Range in Assessment for Learning groups
Low
High
Average effect size: 25% shift in
performance compared to control groups
after 2.5 years, and a reduced ‘spread’
in the performance range.
© PMB 2007
Source: Black and Wiliam (1998)
Evidence – Carol Dweck
• Rewards and rankings encourage pupils to focus on
marks rather than their learning needs.
• Students then avoid risk and difficult tasks.
- Carol Dweck
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AfL’s Main Elements
• Learning Intentions
• Success Criteria
• Formative Feedback
• Effective Questioning
• Peer- and Self-Assessment and Self-Evaluation
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AfL in the Classroom
Planning
Learning
Intentions
Improvement
Peer & SelfAssessment &
Evaluation
Learning, Teaching &
Assessment Cycle
Formative
Feedback
Input
Success
Criteria
Learning
Activity
© PMB 2007
AfL Summary
AfL
• is formative assessment;
• seeks to improve learning rather than prove it;
• can significantly and measurably improve pupil
performance; and
• requires understanding, careful planning and gradual
integration to be meaningful and successful.
© PMB 2007
Key Closing Messages
• Assessment for Learning can be invaluable as you seek
to implement the Revised Curriculum.
• There is much successful practice in schools already.
It’s not all new!
• It’s as much a change in culture as a change in practice
in classrooms.
• You can’t do it all tomorrow – it takes time!
© PMB 2007
Further information
Publications:
Websites:
Inside the Black Box, Raising Standards Through
Classroom Assessment (Paul Black and Dylan
Wiliam, 1998)
www.aaia.org.uk
Assessment and Learning in the Secondary
School (Ted Wragg, 2001)
Formative Assessment in the Secondary
Classroom (Shirley Clarke, 2005)
Formative Assessment in Action: Weaving the
Elements Together (Shirley Clarke, 2005)
© PMB 2007
www.qca.org.uk
www.slamnet.org.uk
http://arg.educ.cam.ac.uk