Transcript No Slide Title

KEY STAGE 3 STRATEGY
Assessment for learning
Core training
© Crown copyright 2004
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Key Stage 3 National Strategy
© Crown copyright 2004
KEY STAGE 3 STRATEGY
Assessment for learning
Session 1 Setting the context
© Crown copyright 2004
Session 1 objectives
For participants to:
•
understand the objectives and intended outcomes for
the AfL core training day
•
explore their current understanding of and views about
AfL
•
develop a greater understanding of the key principles
of AfL.
Slide 1.1
Key Stage 3 National Strategy
© Crown copyright 2004
Objectives for AfL core training
•
To deepen senior leaders’ understanding of how
assessment for learning can support improvements in
teaching, learning and standards
•
To provide senior leaders with an understanding of the
scope and purpose of the AfL materials
•
To support senior leaders in fulfilling their role in
implementing AfL at a whole-school level
•
To begin to identify how senior leaders can match the
relevant AfL modules to their own school priorities
Slide 1.2
Key Stage 3 National Strategy
© Crown copyright 2004
Intended outcomes from the AfL core
training day
Senior leaders will be able to:
•
make the connections between AfL and their prioritised areas for
development in teaching and learning in their school
•
articulate to colleagues in their school how AfL can improve
learning, motivate pupils and raise standards
•
motivate all colleagues to contribute to the whole-school
development of AfL and make the best use of the support
materials
•
implement strategies to secure and sustain a programme of
development with a clear focus on impact on pupils’ learning and
on standards
Slide 1.3
Key Stage 3 National Strategy
© Crown copyright 2004
Definition of 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 and how best
to get there.’
Assessment Reform Group, 2002
Slide 1.4
Key Stage 3 National Strategy
© Crown copyright 2004
Ten principles of assessment for
learning
Assessment for learning:
•
is part of effective planning
•
focuses on how pupils 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 peer and self assessment
•
recognises all educational achievement.
Assessment Reform Group, 2002
Slide 1.5
Key Stage 3 National Strategy
© Crown copyright 2004
Setting the context task
•
As part of the school monitoring and evaluation focus on
AfL this term you are about to observe the department
you line manage. What would you expect to see in a
classroom where assessment for learning is becoming
well established?
Slide 1.6
Key Stage 3 National Strategy
© Crown copyright 2004
The purpose of diamond ranking is to provoke discussion
or reflection about the relative importance of a range of
factors. It encourages a focus on the single most important
factor, then the next two, the next three… and so on.
most
important
least
important
Slide 1.7
Key Questions – Diamond Rank

How did you approach the task ?

Were there any cards that were difficult to position?

Did the top ranking cards have any similarities ?

How do the pupil - focused cards relate to the
teacher - focused cards ?

Which cards were top priority ?

Which cards did you not include and why ?
Key Stage 3 National Strategy
© Crown copyright 2004
KEY STAGE 3 STRATEGY
Assessment for learning
Session 2
AfL in everyday lessons
© Crown copyright 2004
Session 2 objectives
For participants to:
•
understand the value and purpose of unit one as an
introduction to assessment for learning for teachers
•
identify the key features of assessment for learning in
good teaching and learning
•
identify strategies for improving assessment for learning.
Slide 2.1
Key Stage 3 National Strategy
© Crown copyright 2004
Assessment for learning –
key characteristics
Assessment for learning:
•
is embedded in a view of teaching and learning of which it is an
essential part
•
involves sharing learning goals with pupils
•
aims to help pupils to know and to recognise the standards for
which they are aiming
•
involves pupils in peer and self assessment
•
provides feedback, which leads to pupils recognising their next
steps and how to take them
•
involves both teacher and pupils reviewing and reflecting on
assessment data [information].
Assessment for learning: beyond the black box
Assessment Reform Group (1999)
Slide 2.2
Key Stage 3 National Strategy
© Crown copyright 2004
Task
Should we adopt assessment for learning
across our school as a focus for improving
teaching and learning?
Slide 2.3
Key Stage 3 National Strategy
© Crown copyright 2004
Session 2 objectives
For participants to:
•
understand the value and purpose of unit 1 as an
introduction to assessment for learning for teachers
•
identify the key features of assessment for learning in
good teaching and learning
•
identify strategies for improving assessment for learning.
Slide 2.1
Key Stage 3 National Strategy
© Crown copyright 2004
KEY STAGE 3 STRATEGY
Assessment for learning
Session 3 Overview, research
and big picture
© Crown copyright 2004
Session 3 objectives
For participants to:
•
understand the research basis for the AfL training
materials
•
become more familiar with the AfL training folder
•
begin to think about how senior managers can use the
AfL folder to plan to meet the development needs of
teachers.
Slide 3.1
Key Stage 3 National Strategy
© Crown copyright 2004
Characteristics of AfL
Below are two of the key characteristics of assessment for
learning:
•
AfL involves pupils in peer and self assessment.
•
AfL involves sharing learning goals with pupils.
Each person in a pair should select one of these to focus on.
Slide 3.2
Key Stage 3 National Strategy
© Crown copyright 2004
Key Stage 3 assessment for learning
training units
Guidance for Senior Leaders
(on ‘whole school’ development of AfL)
Unit 1
Assessment for
learning in
everyday lessons
Unit 3
Objectiveled lessons
Unit 2
The formative use
of summative
assessments
Unit 4
Oral & written
feedback
Unit 5
Peer & self
assessment
Unit 6
Curricular
target setting
Subject development
(development work to be led by subject leaders)
Slide 3.3
Key Stage 3 National Strategy
© Crown copyright 2004
Task 2
Scenario 1
•
Ofsted identified in the last report that assessment is
rarely being used to inform planning. Use the AfL folder
to identify a suitable approach to support staff moving
ahead in this area.
Scenario 2
•
In a recent round of self-evaluation an area identified for
development by the leadership team and independently
by a number of subject leaders was pupils’ abilities to
recognise how to improve their current level of
performance. Which sections of the AfL folder would you
access to help you move on this aspect?
Slide 3.4
Key Stage 3 National Strategy
© Crown copyright 2004
Subject development tasks
Identify
Plan
Do
Review
Select
next
appropriate
task
or
AfL
theme
Refine and improve practice
Slide 3.5
Key Stage 3 National Strategy
© Crown copyright 2004
An example subject development task
Task C – from unit 4.2 Written feedback
• In your department, agree key pieces of work for the next
term that represent milestones in pupils’ learning.
• Establish the marking criteria and share it with pupils with
explicit reference to standards in the subject.
• Focus your feedback on this criteria and guide pupils on
how they could improve.
Slide 3.6
Key Stage 3 National Strategy
© Crown copyright 2004
Session 3 objectives
For participants to:
•
understand the research basis for the AfL training
materials
•
become more familiar with the AfL training folder
•
begin to think about how senior managers can use the
AfL folder to plan to meet the development needs of
teachers.
Slide 3.1
Key Stage 3 National Strategy
© Crown copyright 2004
KEY STAGE 3 STRATEGY
Assessment for learning
Session 4
Objective led lessons
© Crown copyright 2004
Session 4 objectives
For participants to:
• gain an overview of unit 3 as an example of one of the
AfL units
• consider some of the issues surrounding delivering a unit
to a whole school
• explore and consolidate their understanding of objectives
and outcomes
Slide 4.1
Key Stage 3 National Strategy
© Crown copyright 2004
Objectives

To define what is meant by learning objectives and
learning outcomes

To demonstrate the purpose and importance of sharing
learning objectives with pupils

To provide strategies for sharing learning objectives with
pupils
Slide 3.1
Key Stage 3 National Strategy
© Crown copyright 2004
Expected outcomes of the unit

At the end of this unit participants will be more confident
in planning, using and sharing learning objectives with
pupils

All teachers will have started to consider the
implications for a consistent approach across the school
Slide 3.2
Key Stage 3 National Strategy
© Crown copyright 2004
Definitions
What the teacher intends pupils to learn
learning objectives
How achievement will be demonstrated by pupils
learning outcomes
Slide 3.3
Key Stage 3 National Strategy
© Crown copyright 2004
Task
Which of the cards would you describe as a learning
objective and which as a learning outcome?
Do any fall into both categories?
Do any fall into neither?
Slide 3.4
Key Stage 3 National Strategy
© Crown copyright 2004
Example
Learning objective
To be able to use appropriate language to interpret and
compare pie charts
Learning outcome
You can use the key words fraction, percentage and
proportion when reading information from a pie chart
Slide 3.5
Key Stage 3 National Strategy
© Crown copyright 2004
Example
Learning objective
To be able to use appropriate vocabulary to describe
works of art
The big picture
In knowing the appropriate words to use, you will be better
able to study, compare, understand and discuss the work
of artists, other pupils and your own work
Slide 3.6
Key Stage 3 National Strategy
© Crown copyright 2004
Teaching objectives are from frameworks or units of study and
help teachers provide pupils with the ‘big picture’
e.g. Pupils should be taught to recognise that when light travels from a source it is
transferring energy, and use this idea to explain the behaviour of light, including reflection and
absorption
Learning objectives for lessons in ‘pupil speak’ involve pupils in
the assessment process and promote independent learning
e.g. Use the idea of energy transfer to explain what happens when rays of light shine on
transparent, opaque and translucent materials
Learning outcomes help teachers and pupils recognise
achievement and support assessment and planning
e.g. Most pupils will be able to explain how the energy is transferred when rays of light shine
on transparent, opaque and translucent materials
Some pupils will not have made so much progress and will describe what happens when rays
of light shine on transparent, opaque and translucent materials
Some pupils will have progressed further and will be able to explain how the energy is
transferred when different coloured filters are placed in the paths of the rays of light
Slide 3.7
Key Stage 3 National Strategy
© Crown copyright 2004
Writing learning objectives –
common stems
By the end of the lesson pupils will:

know that … (knowledge: factual information, e.g. names,
places, symbols formulae, events)

develop/be able to … (skills: using knowledge, applying
techniques, analysing information, etc.)

understand how/why … (understanding: concepts, reasons,
effects, principles, processes, etc.)
develop/be aware of … (attitudes and values: empathy,
caring, sensitivity towards social issues, feelings, moral
issues, etc.)
Learning objectives may also focus on how pupils learn (e.g. ‘to
appreciate how peer assessment can help you to improve your
own work’)

Slide 3.8
Key Stage 3 National Strategy
© Crown copyright 2004
Clip
1
What strategies did the teacher use to share the
learning objectives and outcomes with the
pupils?
How did the teacher make sure that the pupils
understood them?
Uses ‘WALT and ‘WILF’ to introduce objectives and
outcomes
Clarifies understanding of ‘certainty’ through questioning
pupils
Uses just one learning objective and one learning
outcome
Assesses pupils’ initial understanding of the ‘facts’ and
‘theories’ themselves and the need to weigh up certainty of
scientific understanding (through paddle exercise)
Further explains nature of outcome (fact file) and
what it will look like
Provides ‘big picture’ in terms of scientists’ concerns
regarding the environment
Clip
2
Uses flipchart to share learning objectives and
outcomes with pupils
Asks questions to probe understanding of learning outcomes
and rationale behind them
Reflects on learning objectives
Sets a brief task to help assess their overview understanding
of the planned outcome
Keeps to just two learning objectives
Goes through and breaks down the learning
outcomes
Provides success criteria cards
Exemplifies the outcome which helps set standard aimed for
Uses success criteria cards to provide reference points during
lesson
Links success criteria back to principles of good
design underpinning learning outcomes on flipchart
Clip
3
Overview of lesson placed in context of previous
lesson
Uses cards to give stories for pieces of music
Exemplifies achievement of learning objectives and
helps set standard by using a piece of music
Provides cards with objectives and success criteria
Key Stage 3 National Strategy
Pupils are questioned about previous lesson
Questions pupils to ensure they understand ‘elements of
music’
Uses a piece of music to exemplify the success criteria
Questions pupils about success criteria
Cards provide reference during lesson
Slide 3.9
© Crown copyright 2004
Task
If you were a pupil in each of the lessons on the video,
would you be clear on:

what you were aiming to learn in the lesson (the
learning objective)?

what you were going to do in the lesson (the activity
or task)?

what you were expected to demonstrate at the end of
the lesson (expected learning outcomes)?
Slide 3.10
Key Stage 3 National Strategy
© Crown copyright 2004
Establishing learning objectives

Teaching objectives provide the focus for learning objectives in
individual lessons

In foundation subjects, schemes of work/units of study provide
medium-term teaching objectives

In most lessons it is better to focus on two or three learning
objectives

Some learning objectives might relate to improving how pupils
learn (e.g. developing a thinking skill or learning strategy)

There may be a range of learning outcomes from one learning
objective

Objectives and intended outcomes have most impact when
they are shared in pupil-friendly language to help formulate
questioning and focus the plenary
Slide 3.12
Key Stage 3 National Strategy
© Crown copyright 2004
Ready for more?

Ensure there is a clear focus in your planning on what you intend
pupils to learn (the learning objectives) and the evidence to
demonstrate that pupils have achieved them (the learning outcomes)

Over the next four weeks introduce and focus lessons with learning
objectives

Question pupils during the lessons to check that:
they understand the learning objectives
they can explain how they will know when they have achieved
them

Plan the use of questions and plenaries to focus on learning
objectives and on recognising learning outcomes. Involve pupils
actively in this

Having planned and shard the learning objectives with pupils, focus
your written feedback on these objectives
Slide 3.13
Key Stage 3 National Strategy
© Crown copyright 2004
Session 4 objectives
For participants to:
• gain an overview of unit 3 as an example of one of the
AfL units
• consider some of the issues surrounding delivering a unit
to a whole school
• explore and consolidate their understanding of objectives
and outcomes
Slide 4.1
Key Stage 3 National Strategy
© Crown copyright 2004
KEY STAGE 3 STRATEGY
Assessment for learning
Session 5 Leading and
managing developments in Afl
© Crown copyright 2004
Session 5 objectives
For participants to:
• have an overview of the management guidance and how it
can be used effectively
• know how to identify the appropriate whole-school and
departmental areas for development.
Slide 5.1
Key Stage 3 National Strategy
© Crown copyright 2004
Planned outcomes
Participants will have:
• demonstrated familiarity with the content and materials in
the Guidance for senior leaders
• discussed possible models for delivering training to all staff
and in departments
• made some initial plans on the most appropriate model for
their school.
Slide 5.2
Key Stage 3 National Strategy
© Crown copyright 2004
Leadership team plans
• Steered by leadership team
• Identified
• Evidenced
• Prioritised
• Staged training
• Allows time to review and embed
• Moves from general to subject
Slide 5.3
Key Stage 3 National Strategy
© Crown copyright 2004
KEY STAGE 3 STRATEGY
Assessment for learning
Session 6
Securing developments in Afl
© Crown copyright 2004
Session 6 objectives
•
To enable senior leaders to begin to plan for securing
assessment for learning developments
Slide 6.1
Key Stage 3 National Strategy
© Crown copyright 2004
Central training - Coaching

Coaching part A and B from ‘Sustaining
Improvement’

Two half-days: Wednesday 9 June & Friday 2 July

2 teachers from each school
Key Stage 3 National Strategy
© Crown copyright 2004
Central training – Coaching
Who attends?

Two teachers from the same department – one Head of
Department and one main scale teacher

Two teachers from the same department – both main scale

Two teachers from different departments who get on well

Two teachers from different departments who don’t know
each other

Two Heads of Department

Two ASTs
Key Stage 3 National Strategy
© Crown copyright 2004
Levels of coaching relationships
A small number of teachers are trained to use ‘coaching
conversations’ as part of their range of interactions with
other teachers
A small number of teachers are trained and provided with
one-off time to set up a coaching link with one other teacher
Some staff are trained and provided with time to establish
an on-going coaching relationship with a group of teachers
A team of staff trained to undertake a formal coaching
programme with a group of other teachers
A large group of teachers become formal coaches and are
coached
All staff are involved are involved in coaching as the main
means of professional development in the school
Key Stage 3 National Strategy
© Crown copyright 2004
Coaching – Part B
Content of module:

The role of feedback and establishing trust

Model of a coaching conversation

Analysis of DVD coaching conversation

Preparing for the coaching conversation
Key Stage 3 National Strategy
© Crown copyright 2004
KEY STAGE 3 STRATEGY
Assessment for learning
Session 7
Plenary and evaluations
© Crown copyright 2004
Session 7 objectives
For participants to:
•
•
reflect on the objectives and outcomes of the day
consolidate and refine an understanding of AfL
•
establish the ‘next steps’ back in school in relation to AfL.
Slide 7.1
Key Stage 3 National Strategy
© Crown copyright 2004
Setting the context task
•
You have identified that in a department you line manage
AfL is not well-established. Pupils currently achieve below
expectations, lack motivation and do not demonstrate
independence in their learning. What would you identify
as the priorities for the subject leader to remedy this
situation in their department?
Slide 7.2
Key Stage 3 National Strategy
© Crown copyright 2004
Objectives for AfL core training
•
To deepen senior leaders’ understanding of how
assessment for learning can support improvements in
teaching, learning and standards
•
To provide senior leaders with an understanding of the
scope and purpose of the AfL materials
•
To support senior leaders in fulfilling their role in
implementing AfL at a whole-school level
•
To begin to identify how senior leaders can match the
relevant AfL modules to their own school priorities
Slide 7.3
Key Stage 3 National Strategy
© Crown copyright 2004