Transcript Assessment for Learning

Assessment for
Learning
Produced as part of the Partnership Development Schools (PDS) Strategy Phase
3 2008-09 (Lead PDS: The Park Community School. Contact Chris Ley
([email protected])
Assessment for Learning?
•“..assessment….undertaken by teachers, and by their students in
assessing themselves, … to be used to modify teaching and
learning activities “
(Black & William 1998 p.2)
•“..seeking and interpreting evidence for use by learners and
their teachers to decide where the learners are… where they
need to go and how best to get there”
Assessment Reform Group 2002
Where do you expect to see AfL
• AfL should be
embedded within
every single aspect of
every one of your
lessons
• PLAN to use it
• Use it sparingly
• Act on the results
What makes “Assessment for Learning”
different from “Assessment”
• Both are intended to monitor and evaluate
teaching and learning
• Both can be referenced to published criteria
(SAT levels, GCSE grades etc.)
• Assessment tends to make students passive
learners and can lead to reinforcement of
failure
• AfL makes students active learners
Now have a go
yourself:
This is the first
page of a test sat
by Anna (Year 8)
She sat the test
very recently
Like many tests
you will set your
students, there is
no official mark
scheme!!!!
What
information is
there here?
Better?
Now what have we
got?
Any better?
What should we do
now?
How would we know
our actions have
been successful?
Better?
We’ve assessed
We’ve levelled
We’ve fed back
She’s read
She’s acted on it.
That it?
Other ways to use AfL
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Homework
Coursework
Peer reflection
Self marking of classwork
Oral questioning
Differentiating lessons
Alternative lesson “pathways”
Intervention at KS3 & KS4
8A Task Sheet (L3-5)
The journey of a cheese sandwich
Key words:
anus, carbohydrate, fat, gullet, large
intestine, liver, mouth, small
intestine, protein, stomach, teeth
You must explain the journey of a
cheese sandwich through your
digestive system.
You can choose to explain your ideas
through either:
• writing a story;
• drawing a cartoon.
• Top tips:
• Describe what happens in each
organ of the digestive
system.
• Consider which food groups are in
a cheese sandwich.
• Use scientific ideas of cells and
particles if you can.
• A typical homework task
• Used once for each
“topic”
• Levelled according to
KS3 structure
• Use peer marking or self
assessment
• Identify weaknesses and
set action plan for the
future
• Check that action has
been taken
• Identify exemplar pieces
of work for future
reference
Oral questioning
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Use open questions
Allow time for students to reply
Don’t use a lot of questions
Be careful who you ask
Correct misapprehensions wisely
Ask specific questions to specific students
Intervention
• Identify students who are underperforming
• Understand how they are “failing”
• Develop strategies to bring them back to
up to their target level
• Evaluate effectiveness
• Build action plans for the future
Displays
• Exemplar materials
• Level descriptors
• “How to” posters
• Topic contents
Hand - outs
By the end of this topic:
All of you will……….
 …………
 …………
Most of you…………
 …………
Some of you ………..
 …………
• A5
• Start of the topic
• Use for self or peer
reflection
• Reference to FFT
data
• Set action plans
• Ofsted approved
Marking
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Should we mark every piece of work?
Should we level every piece?
Should we comment on each piece?
Should we suggest improvements each
time?
• Tick. Have one levelled task every three
weeks or so.