Transcript Document

School Development Planning Initiative
“An initiative for schools by schools”
Self-Evaluation of Learning and Teaching –
Assessment for Learning
Mark Fennell
NSPI: March 2009
School Self-evaluation
Premises
 Teacher inquiry
 SSE & CPD two sides of one coin
 Formative – AFL and SSE
 Activity based and theory driven
 Evaluation within action plan…SSE skills
 Only improved student learning outcomes
over time will justify exercise
 ‘Transfer of Training’ is Holy Grail
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Transfer of training
Teacher In-Service / CPD
 Information
 Knowledge
 Demonstration
 Application
 Practice over time
 Collaboration – Coaching…
(shared planning – observation – review)
… Sustained changed practice in classroom
resulting in improved student learning
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Joyce and Showers
(Adapted)
1. Knowledge

know the theory and skills / strategies
2. Demonstration…see how it works
3. Practice… 10/12 weeks – 50 classes
4. Peer Observation / collaboration / adaptation
 work together is planning and reviewing
 Observe without giving feedback
5. Evaluate, share, apply and extend
Leadership commitment & support / collaborative
& experimental culture are both essential
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Subject Department
Peer Coaching Team
Teachers learning from one another as
they work together on new approaches,
share ideas and review student learning
 Forge a common vision for department
 Commitment to collaborative learning
 Design lessons, strategies in common
 Report, discuss and amend
 Observe to learn from colleague’s
teaching
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Self-Evaluation
What are the technical challenges?
 Use of data

variety (qualitative & quantitative)

Interpretation

Judgment
Success Criteria

applying knowledge to practice

envisioning improvement

focused evaluation
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“If they can’t learn
In the way I teach,
can I teach in a way
they can learn?”
‘Active self-directed learning
rather than passive attendance
at a lesson is the goal
of AFL’
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Assessment for Active Student Learning
Homework
Setting the
learning
aim(s)
Success criteria
(how I will show it)
Class tests
Formative
feedback
after lesson
Framing the
lesson around
the learning
intention
Self-assessment
Peer assessment
Focus of lesson
(What I will learn)
Intra / inter
student
activity
Teacher –
pupil interaction
Effective
questioning
&
answering
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Forms of Learning
Success Criteria for AFL Classroom
Learning
teaching
 Active…what are the students thinking and
doing?
 Social…are they ever learning from one another?
 Emotional…what feelings motivate their learning?
 Assured…does challenge aid risk-taking or
retreat?
 Individual…are differences heeded & exploited?
 Meaningful…do new ideas relate to old ones?
 Independent…are they learning how to learn?
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 Powerful…is the learning improved?
Planning for AfL – Step 1
 Staff understand of AfL principles and
strategies.
 Watch demonstration e.g. film / role play
 Subject department reflection on
assessment practice
- Review subject specific resources
 Subject department review re AfL
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Planning for AfL – Step 2
 Collaboratively select / adapt strategies
worth trying with a target group of
students (often 1st, TY & 5th year)
 Use Action Plan Template
 Set success criteria – develop a vision
What would success look like?
 Agree roles, timing, resources, monitoring
and evaluation procedures
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ASSESSMENT ACTION PLAN
GROUP:_________________
DATE:____________
‘AFL’
STRATEGY
TARGET GROUP
(CLASS, YEAR,)
TIME
ALLOCATED
FOR EXERCISE
ACTIONS
(WHAT IS TO BE
DONE?)
SUCCESS
CRITERIA
(HOW WILL YOU
KNOW IF IT
WORKS?)
DATE FOR
REVIEW
Teachers can agree to try a number of techniques to see if there is any evident
improvement in learning, motivation or inclusion of all students.
A review after a set period of time can be discussed to see if the technique is helpful
and might be rolled out more widely, continued, stopped or amended.
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Planning for AfL - Step 3
 Implement agreed methodologies and
observation and monitoring plan
 Teachers meet to review progress and mutually
observe each other’s practice without giving
feedback
 Subject departments / AfL project groups meet to
review progress and discuss emerging issues or
difficulties
 Overt, informed leadership interest –
monitoring – support critical at this stage
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Planning for AfL - Step 4
 Each subject department evaluates AfL across
school, with aid of sample success criteria:
Prepare a report which outlines:

- what we tried (strategies, class groupings, ..
timescale , context factors)

- what happened (outcomes)

- what went well ( impact on learning - refer to
success criteria)

- what was not so successful – why?

- lessons learnt – aims for the future
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Planning for AfL - Step 5
 Hold a plenary session of all staff to review AfL
initiative
 Each department / project group displays ‘poster’
or gives brief presentation based on report
 Brief Q & A after each presentation
 Disseminate reports – newsletter / website /
planning folders / report to BoM – parents –
students
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Planning for AFL – Step 6
 Agree, in principle, follow up to project:
- Will subject departments embed and
extend AfL practice / will new AfL project
groups form and initiate a continuing AfL
exercise?
- Can there be a commitment to more
extensive use of AfL strategies?
- Does this need to be explored by a crosscurricular committee?
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Evaluation Reflection
What does the evidence tell us?
 What went well?
 Where were the greatest challenges?
 What would we do differently?
 What do we need to learn more about?
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SDPI South Dublin/N Wicklow

Marino Institute of Education
(HO)
 Dublin
01 805 772
Blackrock Education Centre:
 Mark Fennell, Regional
Coordinator
Tel:
01-2365011
Mobile: 0879678832
Email: [email protected]
Fax:
01-2365080
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