Transcript WALT We are learning today or We are learning to

Assessment for Learning
Trinity Croft C. of E. J. & I. School
1.12.14
By the end of the session trainees will:
 Understand the AfL cycle
 Have experience of writing learning
objective/outcomes
 Share practical strategies which will support
AfL and differentiation
 Have a clear view of techniques for
differentiation for use in in planning and
classroom delivery
 Understand the principles of high quality
marking and feedback
‘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 there’.
Assessment Reform Group (2002)
SUMMATIVE ASSESSMENT
measures what HAS BEEN learnt
Mental maths
test
KS 2 SATs
Phonics screen
End of unit
assessments
Spelling test
PM benchmark
reading assessment
EY Profile outcomes
End of half term
assessments on
EMAG/Otrack
FORMATIVE ASSESSMENT
finds out what needs to be learnt
By…
Listening in on
children’s working
conversations
Working with a
group on a
writing task
Marking the maths
work from today’s lesson
Children answering
questions in shared session
Noticing misconceptions
during a lesson
Feedback from another
adult on what has been
achieved
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Is part of effective planning
Focuses on how students learn
Is central to classroom practice
Is a key professional skill
Is sensitive and constructive
Fosters motivation
Promotes understanding of goals and criteria
Helps learners know how to improve
Develops the capacity for self assessment
Recognises all educational achievement
assess
plan
teach
& assess
Learning Objectives
Needs to be
 Clear and concise
 Worthwhile
 Link to learning
 Not be activity led
WALT
• To write a
newspaper report
about pollution
What they were
really learning
Context
To write a
newspaper report
Pollution in our
town
11
WALT
• To be able to sort
shapes
What they were
really learning
Context
To use a Venn
diagram
Sorting shapes
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Look at the cards can you sort them into
objectives (WALT) and activities (context)
Feedback
Using success criteria, teachers
will:
• Have a clear overall picture of the
intended outcome of the lesson
• Make explicit the steps to success
• Consider what a quality outcome
will look like for different ability
groups
17/07/2015
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Using Success Criteria,
learners will:
 Be clear about the steps in their learning
 Be able to monitor their own work against the
success criteria
 Know how and when they got there
For maximum impact
success criteria need to be:
• Linked with key skills for knowledge
• Known by teachers first
• The same for all - differentiation by
supported activity
• Generated by pupils
• Constantly referred to
• Used for self and peer assessment
• Broken down into further criteria
• Generic
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In pairs/ as a group prepare a success criteria
for
Writing Instructions.
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All children (ideally) should be working on the
same, broad objective, regardless of their
attainment level.
Access to working towards the objective or
expectation of what can be achieved is
tailored to suit specific needs.
Differentiation should always be planned for.
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Adult Support
Resources
Outcome
Task
Split Input
Peer Support
Recording
Information
Role
Questioning
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WALT – use written methods for
multiplication.
HAPs
MAPs
LAPs
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Ofsted inspections – Clarification for schools
Every school does it differently – check your
school policy
Closing the gap
Best feedback is 1:1, given
quickly and directly to the
child.
Immediate impact – able to
act on it.
For children to have the
greatest gains in learning
from a task they need to be
given feedback on how this
is done.
More than this they need to
act upon that feedback.
Reminder prompt
Scaffolded prompt
Example prompt
Involves the students making a comment on
their work, then teacher commenting on their
work and their comments and then the
student commenting on my comment.
The point being that this engages them in a
learning conversation that focusses on how
they will act on feedback and make
improvements.
- Students
- The teacher
- Students
Feedback needs to be:
‘Just in time’,
‘Just for me’,
‘Just where I am in my learning
process’,
‘Just what I need to help me make
progress’.
Most critical part.
No point in marking if they
are not given chance to
follow it up.
Children follow up on 1:1
feedback by writing a
response
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Please make sure you have signed the
register and completed your evaluation