Transcript Assessment for Learning

Northern Ireland Revised Curriculum
Professional Development Programme
Course Handbook
Year 5
Assessment for Learning
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Contents
Programme for day
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Links between AfL and Personal Development & Mutual Understanding . . . . . . . . .
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Links between AfL and Thinking Skills & Personal Capabilities
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Constructivism ~ the work of Carol Dweck
The Learning Board
Range of adjectives
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A structured feedback system ~ ‘2 stars and a wish’
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Modelling Effective Questioning
What’s involved?
Examples of Learning Intentions
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Self-Evaluation ~ ‘Big Questions’
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Structured observation from DVD
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Next steps for me in Assessment for Learning
Frequently Asked Questions
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Back at School ~ Sharing ideas with colleagues
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Learning Log ~ Session 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Learning Log ~ Session 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Learning Log ~ Session 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Networking
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Key issues to raise with colleagues
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Programme
Session 1
9.15am – 10.20am
10.20am – 10.40am
Session 2
10.40am – 12.10pm
12.10pm – 1.00pm
Session 3
1.00pm - 2.30pm
Session 4
2.30pm – 3.00pm
Assessment for Learning in the Revised Curriculum
Outline
Picking up from Day 2
Constructivism ~ the work of Carol Dweck
Mapping the AfL strategies
BREAK
Practical experience of a range of AfL strategies
Sharing learning intentions and success criteria
Formative Feedback
Questioning
Scaffolding reflection
LUNCH
Impact of AfL in classrooms
Range of practical examples
Benefits to the learning environment
Considering the next steps
What’s next for me?
Networking opportunities
2
Links to Personal Development and
Mutual Understanding
Respect
Self-esteem
and self
confidence
Cooperation
Feedback
Feelings
and
emotions
Sharing the
Learning
AfL
Reflection
Questioning
Attitudes to
Learning
Dealing
with
conflict
Communication
Responsibilities
3
Links to Thinking Skills and Personal Capabilities
Asking questions
to deepen my
learning
Self
regulation
Managing
my own
learning
Time to Think
Feedback
Sharing the
Learning
AfL
Reflection
Working with
Response
Partners
Questioning
Learning is
visible and
explicit
Using information
to help me learn
Assessing
other’s work
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Constructivism ~ the work of Carol Dweck
Key principles:
Children’s beliefs about the nature of ability strongly affect their success in learning.
Carol Dweck’s highly influential research suggests the presence of two distinct ‘mindsets’
in the pupils in our classrooms.
Ability is fixed.
Difficulty and failure is
the environment
telling me that I don’t
have enough ability to
do the task, or cope
with the learning area.
Ability is changeable.
When I experience difficulty,
it means that I’m learning.
Failure tells me that I need
to work harder, or use
different strategies to
succeed.
• These mindsets relate to children’s beliefs about the nature of ability, or intelligence.
One mindset holds to the belief that ability is something that is fixed, the other that it
is changeable.
• Where children believe that ability is fixed, then on experiencing difficulty they feel a
sense of hopelessness ~ because there is nothing they can do about it.
• Where children believe that ability is changeable, then on experiencing difficulty they
feel a sense of optimism. They also believe very strongly in the importance of effort.
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We Are Learning To:
1.Use adjectives effectively
2.Work well in groups
Success Criteria:
• Choose words that best describe the friend you
would like to have
• Include a wide range of qualities
• Use classroom rules for group work
The Learning Activity:
• As a group, design a ‘Wanted Poster’ advertising
for a friend
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A range of possible adjectives
truthful
reliable
kind
happy
considerate
humble
trustworthy
dedicated
giving
jolly
caring
meek
sincere
devoted
big hearted
cheery
selfless
unassuming
straight-forward
dependable
charitable
positive
attentive
reserved
frank
faithful
open-handed
jovial
helpful
unpretentious
open
steadfast
loving
lively
sympathetic
reticent
candid
constant
magnanimous
joyful
patient
discrete
direct
trusty
noble
smiling
tolerant
self-effacing
straight
stalwart
decent
optimistic
reflective
shy
honest
loyal
generous
cheerful
thoughtful
modest
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A structured feedback system
First … Find 2 successes with reference to
the success criteria
Second … Find the part of the work which
provides most scope for a ‘jump’
~ not simply the worst part
Third … Write a short prompt telling the
learner exactly what to do to this
part of their work, and …
Fourth … provide time to read, process
and respond to your prompt.
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Modelling
Effective
Questioning
Prior notice
Tell children ~ in a few minutes I will be
asking a question about . . .
Ask fewer but better questions
Asking fewer questions allows more time to
invite more responses. Move away from quick
fire questions and quick fire answers.
Thinking time
Allow thinking time. This gives children the
opportunity to improve their responses. Most
teachers wait about one second before they
expect a response and they often answer
their own questions.
No hands up
Encourage all children to think about the
answer ~ not just the quick processors.
Think / pair / share
This allows each child to think of an answer
or an opinion. They must share with at least
one other person so no one can coast along on
the back of others’ thinking. This is helpful
for the less engaged child, the shy child and
the child who needs time to think.
Examples of open ended questions include:
• What do you think?
• How do you know?
• How can you find out?
• Why do you think that?
• Do you have a reason? How can you be sure?
• Is this always so?
• Can you think of different ways to . . . ?
• Is there another reason / idea / way?
• What if . . . ?
• Where is there another example of this?
• What do you think happens next?
• What do you think of that answer?
• Can you explain how you got to that answer?
• Which is the odd one out and why?
A good question challenges our thinking. It makes
the mind buzz. It arouses interest, raises further
questions, new ideas, differing views and requires
some difficult thinking.
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Questioning
(continued)
When evaluating, they can ask themselves questions
like:
How did I do it?
What method/strategy worked?
What did I learn?
Did my plan work out?
Can I learn from my mistakes?
Can I do it differently/better next time?
Important considerations:
Do we ask too many questions?
Do we need to ask fewer, but better questions?
Do we ask, then answer the question ourselves?
Do we ask the same type of questions?
Are we looking for an answer or an explanation?
Do we need to plan for more questions which provide
opportunities to challenge thinking and get children
discussing and debating?
Are some answers ignored?
Do we take responses seriously?
Do the same children provide the answers?
Is answering questions a competition between children?
Are children comfortable with giving wrong answers?
At the planning stage ~ What would be good questions to
ask?
How active are the children? Do they realise that their
learning depends on their readiness to express ideas and
discuss? It’s not about spotting right answers!
Are children encouraged to generate their own questions?
Do children value and respect the ideas/opinions of
others?
Encourage children to ask more questions
Value children’s questions as much as their answers ~ the
ability to question is one of the keys to effective learning.
Pausing, prompting, probing
Provide prompts and probes for fuller answers. Don’t just
accept the first response ~ the child may need a little help
and encouragement to give a fuller answer or to go deeper in
their thinking, e.g.
Is that the same as…?
Do you mean….?
Tell me more…?
Can you give me an example…?
Responding positively
Respond positively ~ prompts and scaffolds can help children
amend their answers. Ask other children if they agree or
would like to add anything. Answers which seem a bit ‘off
beam’ can provide great insights for the teacher ~ seek
clarification and explanation.
Appropriate language and content level
Questions should be clearly worded ~ challenging but
manageable so language and subject matter should be
appropriate for the age and stage of the children.
Metacognition
Thinking about thinking ~ allow children the opportunity to
reflect on their thinking through questioning. Metacognition is
the ability of the learner to plan, monitor, redirect and
evaluate how they think and learn, e.g.
When planning they can ask themselves questions like:
How am I going to do it?
Is it similar to anything I’ve done before?
Is it one of those?
When adapting they can ask themselves questions like:
Do I understand it so far?
Do I need to ask a question?
Am I on the right track?
Am I still on task?
Is there a better way?
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What’s involved?
Telling children what they’re
about to learn and why
and how?
• Publish Learning Intentions
~ perhaps using ‘WALT’
and the tricky bits?
• Framing good LI’s for
learning, rather than
activity
Scaffolding successful activity • Agree and publish Success
towards learning by telling
Criteria
them what to pay attention to
~ perhaps using ‘WALT’
~ explicitly
•
•
•
•
Giving feedback which is
focussed on improvement
• Keeping within the SC!!!
• Breaking old habits
• Structured, comment only
feedback
Coming up with SC
Keeping SC succinct
Keeping them few
Ensuring range
Ensuring that students reflect • Peer/Self Assessment
on the ‘what’ and the ‘how’ of • Structured plenaries
their learning
• eg 2 Stage MindMaps
• It probably won’t happen
unless you make it happen
• Training for objectivity
Using questioning strategies
that extend participation and
deepen learning
• Initially ~ no hands up!!!
•
•
•
•
‘No Hands Up’
Wait time
Response Partners
Low risk closed questions
• Scaffolding the wait time
• Breaking old habits
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Activity Intentions
Learning Intentions
Sort 3D shapes in a Venn diagram
Sort by 2 criteria relating to properties
of shapes
Write familiar words in hieroglyphs
Know that hieroglyphs are a form of
written communication
Make a plan of your bedroom
Investigate repeating patterns in a
variety of objects, pictures and textiles
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Self Evaluation – ‘Big Questions’
Developing prompts that help children to
evaluate the quality of their learning.
•What did you find easy about learning to … ?
(add the learning intention)
•What really made you think while you were learning to … ?
•What helped you (eg a friend, the teacher, new resources, 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 … ?
•How would you change this activity for another group/class who
were learning to … ?
•What new questions would you like to ask now about learning to … ?
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Structured Observation of DVD Clips
Clip1: Learning Intentions/Success Criteria
First impressions?
Clip 2: Questioning
What have you learnt?
Clip 3: Formative Feedback
What could you take from this into your own
practice?
Clip 4: Reflection
What are the benefits to these children’s
learning?
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Next steps for me in Assessment for Learning
•Discuss with pupils what they must do when you ask a
question.
•Extend wait time to 5 seconds after you have asked a
question.
•Experiment with hands up at the end of five seconds or no
hands up at all so that anyone can be asked for a response.
•Have ‘talking partners’ or threes as a regular feature of
your lessons.
•Say that if it’s making you think it means that you are
learning something new - make this a good thing.
•Dabble with self- evaluation: getting pupils to reflect on
what helps them learn.
•At the beginning of units of work, introduce the elements
to be covered in a visual form. Try to involve the pupils in
some way. Use this at the beginning and end of a lesson to
remind children of the connections of what has been learned
and how it links to future learning.
•Share/write up learning intention. Explicitly separate from
the activity/ context.
•In short term plans separate the learning intention from
the activity/ context.
•Plan process success criteria (what they will need to do in
order to achieve the learning intention) Start with one
subject only and plan with someone if possible.
•Ask pupils for success criteria just before they start to work
and write it up or put them up as you go during the teaching
part of the lesson.
•During lessons, remind pupils to focus on the success
criteria.
Remember to:
• Build on what you are already doing.
• Start slowly… Select an “easy” subject.
Continue to move slowly and don’t be in a
rush to explore all areas of learning.
• Talk to other teachers about what you are
doing - compare notes – plan together. Jot
down notes about things you’ve tried out
and what happened.
• Look for impact on children’s learning and
your own teaching.
• Think of yourself as an action researcherthese pieces of advice are only starting
points or ‘ways in’. Experiment and
modify your ideas as you go along.
• Refer to the ‘Key Stages 1 & 2 Curriculum
Support and Implementation Box’.
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Frequently Asked Questions
Should I start every lesson with learning intentions?
No, only when you are introducing new learning.
????
What about the capital letters and full stops, if the learning intention is not focussed on
these?
Have a lesson/s where the learning intentions are ‘writing using capital letters and full stops’
or develop a list to remind children what to do ‘during’ their activities, e.g. remember full
stops, capital letters.
What do we do about our schemes/planners?
Do not start rewriting these. Experiment with the strategies and even consider using post it
pads on your schemes to record any learning intentions or success criteria which you trial. Share
your feedback with other colleagues.
More work?
You are not going to do this all the time at first. Try a few lessons and see how it goes.
What about pupils who aren’t fluent readers accessing the learning intentions & success
criteria?
Assist children to generate their own little icons to illustrate the meaning of text.
What about children who have satisfied all the success criteria?
Select a criterion which they can use to extend their work to make an improvement.
What if there are no successes in a child’s work?
Consider writing a range of success criteria so that they cater for different abilities. Ensure
that you do not have too many points in the criteria.
What about telling parents about the changes? They expect to see all the spelling mistakes
corrected?
Consider a parents’ evening to inform parents. A booklet for parents is being produced which
will outline the strategies.
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Back at school ~ sharing ideas with colleagues
Assessment for Learning
It is recognised that after your development days you will not feel that you are experts in the areas
covered! However, it is important that the principal and staff are kept informed and involved. In order
to assist you in this process, the following steps are suggested.
Meet with your colleague/s
Share the programme/information from the day.
Discuss the learning log/summary sheets and personal learning.
Ask – What will this mean for us in our classrooms?
Meet with the principal
Share the programme / information from the day.
Discuss the learning log/summary sheets and personal learning.
Describe the activities you will be trying out in your classroom.
Plan how to disseminate to the rest of the staff.
Meet with the staff
The Stage 4 self-evaluation process will be on-going throughout 2006-07. It is anticipated that at Stage
5, dissemination from Primary 1 and Primary 5 teachers from their Personal Development & Mutual
Understanding, Thinking Skills & Personal Capabilities and Assessment for Learning days will inform
whole-staff discussion. It will be at the discretion of each school how this is progressed.
This may be through:
The sharing of the programme and key learning points.
The P1 and P5 powerpoint presentations will be available on the PMB web site: www.pmbni.org.uk
Using the briefing sheets and critical questions from the Stage 4 self-evaluation pack and the CCEA DVD.
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Briefing Sheet:
Assessment for Learning
Key
Concepts
and
Messages
 Assessment for learning is built on the constructivist theory of learning.
 Learning is seen as an activity, not just a product.
 Pupils are actively involved in their own learning?
 Pupils construct their own understanding.
 Learners take responsibility for their own learning, and eventually for their own assessment too.
 Make learning and assessment transparent. Learning intentions and success criteria are shared with learners.
 Make learning transferable
Key
Classroom
Strategies
 ‘Big Picture’ strategies – enabling learners to see the breadth, depth and connections in their learning.
 Sharing learning intentions and success criteria.
 Using questioning strategies that enhance participation and deepen learning.
 Formative feedback – telling learners where they have been successful, where they should focus and providing
them with the time and support to make improvements.
 Self-evaluation, as well as peer and self-assessment, where emphasis is not just on what they have learnt, but
how.
Key
Outcomes
Research indicates key outcomes of assessment for learning practice to be:
 Enhanced performance, especially those in lower ability groups.
 Enhanced self-esteem and self-confidence leading to more risk-taking behaviour especially with new l earning
opportunities.
 Greater resilience displayed by learners when they meet difficulties.
 Increased independence for learners.
 Greater teacher awareness of the needs of learners and the learning they are meant to gain from activities.
 A community of learners, built through positive changes in the classroom climate.
Implications
for
Leadership
and
Management
 A need to revisit and challenge the school’s vision statements – what does the school seek to achieve for its
learners?
 A need for discussion on beliefs about learning and how this affects the organisation of teaching and learning
activities.
 To ensure that pupils’ learning experiences are consistent with the school’s aims.
 To balance summative and formative assessment and understand the role of both, separately and relatively.
 To help parents understand the developments in assessment, especially in relation to the feedback we
provide to learners.
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Prompts for Staff Discussion:
Critical Questions
Key
Concepts
and
Messages
Key
Classroom
Strategies
1.
2.
3.
4.
What do we believe about the ways in which pupils learn?
In what ways can assessment best serve pupils’ learning?
What are the benefits and problems of pupils taking increased responsibility for their learning?
What exactly do we mean by ‘transferable’ learning?
1. How important is it for pupils to get a big picture view of new learning?
2. What strategies do we currently use to help set pupils up for new learning?
3. To what extent do we use these strategies in our current practice? What are the benefits and practical
issues relating to the practice?
4. Of the strategies listed, which ones do we need to focus on for development, and what immediate steps
do we need to take?
1. What are the most pressing needs of our pupils?
Key
Outcomes
Implications
for
Leadership
and
Management
How do these compare with the outcomes cited for Assessment for Learning practice?
1. What is our school seeking to achieve for its learners?
2. Do we seek a core of similar outcomes?
3. How does our present assessment practice help fulfil these aims?
To what extent does it need to change to realise them more fully?
4. Do we need to review our summative assessment procedures? How can our summative data be used
formatively?
5. How can parents be informed to aid their understanding of our assessment practices?
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Learning Log
Session Title: AfL in the Revised Curriculum
Issues raised in this session:
The impact that these issues could have on
children's learning:
Things I could do differently as a result of these
issues:
Issues I need to research/reflect on further:
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Learning Log
Session Title: Practical experiences of AfL strategies
Issues raised in this session:
The impact that these issues could have on
children's learning:
Things I could do differently as a result of these
issues:
Issues I need to research/reflect on further:
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Learning Log
Session Title: Impact of AfL in the classroom
Issues raised in this session:
The impact that these issues could have on
children's learning:
Things I could do differently as a result of these
issues:
Issues I need to research/reflect on further:
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Schools involved in AfL action research
Cohort 1
Cohort 2
Millington,
Portadown
Hart Memorial,
Portadown
Saints &
Scholars, Armegh
Kilkeel
St Malachy’s
Camlough
St Joseph’s
Meigh, Newry
St Patrick’s
Aghacommon,
Lurgan
St Patrick’s
Newry
St Patrick’s
Mayobridge,
Newry
The Armstrong,
Armagh
Insert the names of
schools ~ or teachers &
schools as appropriate!
This is SELB ~ maybe
using own ELB’s
cohorts!!
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