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APP: What’s Working Well • Assessment more integrated • AfL and APP – interdependency • Teacher confidence – less reliance on frequent testing • Share assessment responsibility • Impact on planning and pedagogy • Improved dialogue with pupils (& parents?) • Moderation activity APP - issues • Using guidelines as a tick sheet (over frequent use) • ‘Collecting’ evidence • Standardisation • Rewritten criteria – commercial manifestations • Exclusive focus on tracking Effective feedback and developing self and peer assessment Developing assessment for learning is not about adding a collection of teaching strategies into an existing repertoire. It is about reflecting on the impact of our teaching and being clear about what helps children learn and develop as learners. This includes developing social and emotional as well as cognitive skills. Teachers who most successfully develop and refine their assessment for learning practice never lose sight of the fact that AFL is something happening in children’s minds and all their planning and interactions with children aim to facilitate this. To help children judge how well they are doing we need to ensure there is a shared understanding of: •What children will learn •What they will be able to do after they have learned it •Why they are learning it •When they will get opportunities to use and apply the learning •How to judge the quality of the outcome using success criteria •What ‘good’ and ‘even better’ looks like, and how to evaluate how well they have done and what they could do even better. Well done! •9 10 Could be better x You have not written enough today 11 20 Neat handwriting use paragraphs If I knew how to use paragraphs I would have done so. What makes my work good? How can I make it better? Effective feedback – What we know now • Written feedback needs to be focused – linked to learning objectives and success criteria • Pupils should know where they have been successful and what they need to do to improve • Time should be given for pupils to respond to feedback Closing the gap: • Reminder prompt e.g say more about how you feel about this person • Scaffolded prompt e.g can you describe how this person is ‘a good friend’ , describe something that happened which showed you they were a good friend , (finish the sentence) he showed me he was a good friend when …… • Example prompt e.g choose one of these or make up your own- he is a good friend because he never says unkind things about me / my friend is a friend because he is always nice to me Oral Feedback • The language of the classroom, especially the incidental talk that goes on while children are working, gives strong messages to children about their achievement ‘I know you are having difficulty with this. Don’t worry – I’m going to help you.’ It’s making you think because you are learning something you didn’t know before and I am here to help. When you find something challenging, it is an opportunity to learn something new. This is how we learn. If everything is easy, it means you already knew how to do it, so there’s no new learning. How can you tell when feedback is truly effective? Can you show me some work you have done recently which you think is really good? Can you tell me why you are pleased with it? How could you have made it better? How well are we doing? Audit tools: Teaching and learning review tables Quality Standards for AFL 2.3 All teachers give pupils clear feedback which identifies next steps and provides opportunities in lessons for pupils to discuss and act upon the feedback 2.6 All pupils have the confidence, dispositions and skills to evaluate the quality of their work and level of understanding and work with their teachers and peers to take the next steps in their learning. Discussion • How effective is feedback in your school? • To what extent is peer and selfassessment impacting on the quality of learning? • How do you know? Feedback on Learning journey Learning objectives Success criteria Feedback - written and oral Self and peer assessment Current understanding of learning objectives • Learning objectives need to be decontextualised • Closed learning objectives • Open learning objectives require discussions with pupils about quality Separate the learning objective from the context of the lesson To write instructions for making a sandwich We are learning to write a newspaper report about pollution To describe Red Riding Hood SUCCESS CRITERIA • Not a simple fix-it list but aspects of the task on which pupils most need to focus. •Pupils should be involved in the process of creating success criteria •Should be the same for all learners •Quality ensured by modelling, questioning, the level of discussion in the classroom and feedback given. Ingredients of a cake Learning objective We are learning to … Write a story starter What will you need to do to achieve this? Remember to : Success criteria describe the setting describe the main character use powerful adjectives We are learning to write a set of instructions • • • • • • • • • • • • • Write the title and underline it Write down a list of equipment and ingredients that you will need Write in bullet points Use a capital letter to start each line Use imperative verbs at the start of each instruction Try to use a variety of different imperative verbs Add health and safety tips Include diagrams Use time connectives Finish each sentence with a full stop Check your work for spellings Include brackets Use your neatest handwriting ‘ You need to improve your writing by making your writing better.’ Creating the classroom culture ….. always starts by saying…”One thing I really like about your writing is…” knows that writing takes time and effort and he or she will always respect the writer’s feelings. will always tell the writer what they thought was the best parts of the writing will always end with… “Thank you for sharing your writing with me.” will help by asking useful questions like... “shall we use the checklist?” • Congratulations. You have won Prize in our competition – an ALL INCLUSIVE 5 holiday to Barbados. Two weeks total relaxation in luxurious surroundings .....sun, sea, award winning spa …… This holiday is subject to terms and conditions and must be taken between 8th January and 12th February. Reflection • What are the key points you will take from this session? • How will you use this in your school?