Revised Curriculum Year 6

Assessment for Learning

Programme 9.00 Registration 9.30

Welcome ,Introduction 9. 35 AFL-WHY?

10.30 Coffee 11.00 Practical experience of a range of AFL strategies-Sharing the Learning, Formative Feedback 1.00 Lunch 2.00 AFL strategies continued-Reflecting on the Learning, Questioning 3.30 Plenary and Evaluation

Course Objectives

To provide:

*

a sense of ‘Why AfL?’

*

a knowledge of AfL in the classroom

*

experience of AfL areas

Key content for today

AfL . . .

why

?

It’s based on a constructivist approach to learning . . .

We have to help children to construct their own learning. . .

We can’t learn it for them!

Experience the

range

Next steps Sharing Learning Intentions Feedback for improvement Questioning to deepen learning Scaffolding children’s reflection about their learning Time to consider next steps in developing own practice

A definition

Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide their learning, where where the learners are in they need to go next and how best to get them there .

Assessment Reform Group 2002

Assessment of and for learning

Mastery Mindset

Intelligence can grow Effort leads to success When the going gets tough ... I get smarter I only need to believe in myself Success is the making of targets When the going gets tough ... dig in and persist

(After Carol Dweck) Performance Mindset

Ability leads to success Intelligence is fixed I need to be viewed as able When the going gets tough ... I get found out When the going gets tough ... give up, it’s hopeless Success is doing better than others

Mindsets: Reflecting on your own experience as a pupil In pairs Talk about the influences (positive/negative) that a particular teacher had on your view of yourself as learner

Think about relationships/classroom layout/marking/language used etc

Active Learning

Structures Classroom Organisation Rules & Routines Skills Discussion Negotiation Sharing Planning Information Visual Displays & Posters Thinking Diagrams

supported by

Positive attitudes to learning

Children have to construct their own learning . . . we can’t do it for them.

P6 Assessment for Learning

Personal Reflection AfL: Why?

Children’s ‘mindsets’ The constructivist classroom

Break

Sharing the Learning Pages 8 - 14 Pages 26 - 32 Reflecting about Learning Assessment

for

Learning Formative Feedback Pages 15 - 20 Pages 21 - 25 Questioning

Planning Improvement Reflecting about learning Formative Feedback

Learning, Teaching & Assessment Cycle

Learning Activity Learning Intentions Input Success Criteria

Why Learning Intentions?

The first ‘active’ element of formative assessment in the classroom is the sharing of learning intentions with children . . . Without the learning intention, children are merely victims of the teacher’s whim.

Unlocking Formative Assessment

Shirley Clarke, 2001

Learning Intentions

• Planned for • Knowledge/skills/understanding • Learning rather than doing • Shared/displayed • Child friendly

Context/Activity Learning Intention Success Criteria

• As a group,

design a Poster showing why you should brush your teeth 1. Persuade others to your point of view 2. Work well in groups

Planning Improvement Reflecting about learning Formative Feedback

Learning, Teaching & Assessment Cycle

Learning Activity Learning Intentions Input Success Criteria

Process

Success Criteria

Process success criteria summarise the key steps or ingredients the pupil needs in order to fulfil the learning intention ~ the main things to do, include or focus on.

Shirley Clarke, 2001

Process Success Criteria

provide a scaffold and focus for pupils while engaged in the activity

They are:

* linked to the learning intention * Specific to an activity * discussed and agreed with children before they begin the activity * used as the basis for feedback and self/peer assessment

Context/Activity Learning Intention Success Criteria

• As a group,

design a Poster showing why you should brush your teeth 1. Persuade others to your point of view 2. Work well in groups

•Use persuasive

language

•Design clear visually

attractive poster

•Use classroom rules

for group work

Workshop

Think about an activity you do with your class

Context/Activity Learning Intention Success Criteria ?

?

?

Next Steps – Sharing the Learning (LI)

• Start with one learning area • Separate the learning from the activity • Display and read aloud the L.I. • Explain the process to pupils • Monitor the impact on pupils’ learning • Reflect and evaluate with staff

Next Steps-Sharing the Learning (SC)

• Start with one area-plan with colleague if

possible

• Plan “process” success criteria • Model how it is arrived at • Share and display • During lesson remind pupils to focus on the

success criteria

• Keep success criteria few and succinct

Learning Intentions

(

W

e

A

re

L

earning

T

o)

Success Criteria

(

W

hat

I

Am

L

ooking

F

or)

Sharing the Learning Pages 8 - 14 Pages 26 - 32 Reflecting about Learning Assessment

for

Learning Formative Feedback Pages 15 - 20 Pages 21 - 25 Questioning

Planning Improvement Reflecting about learning Formative Feedback

Learning, Teaching & Assessment Cycle

Learning Activity Learning Intentions Input Success Criteria

Characteristics of Formative Feedback

•

Feedback should provide: evidence on where they are now the desired goal some understanding of how to close the gap

Formative Feedback

• Is timely • Relates to the focus of the learning • Identifies where success has occurred • Identifies where and how improvement can take

place how

• Allows time for improvement • Is accessible to the pupil

Types of Feedback

Oral Feedback Written Feedback

• During the lesson/activity • Personal and immediate • Interactive (two-way)

After the task Comments only

• Workshop -Feedback

A Strategy for Written Feedback

• Find 2 successes against the success criteria • Find the part of the work that has most scope for an

immediate ‘jump’ (not simply the worst part)

• Write a short prompt telling the child exactly what to

do to this part of their work

• Provide time for them to read, process and respond to

your prompt

St. Patrick’s P S – video clip

Next steps-formative feedback

• Choose an activity eg literacy writing • Focus on one group of children at a time • Any verbal feedback during lesson should be

focussed on learning intention and success criteria

• Give immediate specific written feedback

related to L I SC

• Give pupils time to make improvements

P6 Assessment for Learning

Personal Reflection Knowledge/experience of AfL Strategies

Sharing the Learning Formative Feedback

Lunch

Planning Improvement Reflecting about learning Formative Feedback

Learning, Teaching & Assessment Cycle

Learning Activity Learning Intentions Input Success Criteria

Reflecting about Learning Self-assessment:

reflecting on WHAT has been learnt

•Children use success criteria to assess their

own work prior to the teacher marking it

Self-evaluation:

reflecting on HOW they are learning understanding themselves as learners

• Children use self-evaluation questions

to prompt reflection during short plenary sessions

Self Evaluation Questions

• What really made you think/did you find

difficult while you were learning to..? (quote learning intention)

• What helped you( e.g. a friend, the teacher,

new equipment, a book, your own thinking) when something got tricky about learning to….?

• What do you need more help with about

learning to?

• What are you most pleased with about

learning to…

• What have you learnt that is new about

…(quote learning intention)?

• How would you change this activity for

another group/class who were learning to….?

Next Steps-Reflecting on the Learning

• Establish structures and routines to

enable reflection

• Model the process • Plan for reflection time • Make it purposeful

Dylan Wiliam Video on Questioning

Questioning

• Research has shown that a question is

asked every 72 seconds

• 38% of the questions are answered by

the teachers

• Only 8% encourage pupils to talk and

think

Questioning strategies

•Prior notice •Extend the wait time •

Try no hands up

•Use ‘think – pair – share’ •Plan for children to ask a question

* Write down what you think

Next steps-Questioning

• As a staff reflect on using questioning to

deepen understanding and enhance participation

• Research and develop understanding –

eg. Bloom’s taxonomy

• Consider pupil led questioning

P6 Assessment for Learning P6 Assessment for Learning Knowledge/experience of AfL Strategies Reflecting on the learning Questioning

Active Learning

Structures Classroom Organisation Rules & Routines Skills Discussion Negotiation Sharing Planning Information Visual Displays & Posters Thinking Diagrams

supported by

Positive attitudes to learning

Children have to construct their own learning . . . we can’t do it for them.

Course Objectives

To provide:

*

a sense of ‘Why AfL?’

*

a knowledge of AfL in the classroom

*

experience of AfL areas