Transcript Assessment for Learning - University of Greenwich, London

Assessment for
Learning
Learning outcomes
To appreciate the teacher’s role in
planning and assessment for learning
 To begin to understand how to make
accurate and productive use of
assessment
 TS 2, TS 6
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What does assessment do and
who is it for?
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Effective assessment:
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Provides children with feedback and encouragement and
fosters the development of self-evaluation skills
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Provides teachers with information that in turn informs
planning and determines future targets.
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Leads to more effective differentiation of learning
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Leads to more effective evaluation of learning and
teaching
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Provides pupils, parents/carers and other
professionals with information about their
child’s progress and attainment
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Provides Local Authorities and the
Department for Education with information
about standards
Assessment terms
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Formative:
On-going, day to day assessment that involves
giving immediate verbal and written feedback to
children in relation to how well they have fulfilled
the learning intentions.
Examples would be, marking alongside the child
with shared target setting and pupil self
evaluation
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Summative:
This provides a picture of what a child can
do in a particular curriculum area at a
given time.
Statutory Assessment Tests are an
example.
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Diagnostic:
This identifies particular needs of a child
and often involves commercially produced
materials, e.g. the Renfrew Language
Tests. Outside agencies, such as
Educational Psychology may also be
involved.
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Moderation:
This enables teachers and others involved in
assessment to agree on what is accepted as a
particular standard for a level or a grade. It
usually involves analysing samples of work
against published descriptors for attainment,
comparing outcomes, discussing discrepancies,
followed by more refined analysis and finally
agreement
Assessment terms
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Criterion referenced – when pupils are judged in
relation to criteria or standards that do not
depend on other pupil’s assessments
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Norm referenced – when pupils are placed in
rank order
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Ipsative – outcomes of assessment are used to
judge pupils against their previous achievements
Reporting
Tracking
progress
Planning
Teaching
Recording
children’s achievements
Evaluating
teaching & learning
Assessing
children’s learning
How to monitor and assess
Learning Objective
 Assessment method:
 product of learning
 process of learning
 Monitoring - an overview of learning
 Assessment - close examination of
learning
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QCA
‘Assessment for Learning involves using
assessment in the classroom to raise
pupil’s achievement. It is based on the
idea that pupils will improve most if they
understand the aim of learning, where they
are in relation to this aim and how they
can achieve this aim (or close the gap in
their knowledge)’
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Strategies for gathering evidence.
We need to find out what children know,
understand and need to do in order to
make progress.
 Observation
 Questioning
 Pupil self evaluation
 Feedback and responses to feedback
(including marking)
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Observation
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Includes:
Listening to how children describe their work
and their reasoning
Watching how they approach a task and interact
with others
Recording:
Narrative/free description
Checklist/pre-coded categories
Time sampling/structured description
Questioning
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Questions need to prompt children into thinking about
their own learning strategies and to share them with
others
Examples:
How can we be sure that…?
What is the same and what is different about…?
How do you…?
How would you explain…?
What does that tell us about…?
What is wrong with…?
Why is…true?
An example of assessment
Pupil self evaluation
‘…assessment for learning must involve pupils so as to
provide them with information about how well they are
doing and guide their subsequent efforts. Much of this
information will come as feedback from the teacher, but
some will be through their direct involvement in
assessing their own work. The awareness of learning
and the ability of learners to direct it for themselves is of
increasing importance in the context of encouraging
lifelong learning’
Assessment Reform Group, University of Cambridge 1999
Assessment for Learning : Beyond the Black Box
Learning intention and success criteria
We are learning
to….
We’ll know we have achieved
this because….
Self evaluation: thinking about what happens when
we are learning
Choose one or two and add the words of the learning intention:
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What really made you think/did you find difficult while you were learning to…?
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What helped you (e.g. a friend, the teacher, new equipment, a book, your own
thinking) when something got tricky about learning to…?
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What are you most pleased with about learning to…?
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What have you learnt that is new about …(quote learning intention)?
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How would you change this activity for another class/group who are learning to…?
Clarke,S (2005) Unlocking Formative Assessment Hodder Murray
Feedback and responses (including
marking)
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How clear is the feedback?
How do children interpret the feedback?
Strategies:
 Prompt an exchange – ‘I’ll tell you one good thing about
your work and then I want you to tell me another’
 Feedback ‘sandwiches’ – ‘I liked your description of…..
because….’
 or ‘ That is a powerful persuasive sentence, next time
you could also try….to be really convincing’
 Ask a question about the work – ‘why did you decide to
use pastel crayons for this section of the picture?’
Follow-up
Children should be clear about what is
expected – do you want them to practise
certain spellings, how/when/where will this
be done?
 Encourage children to reflect on their work
and if targets are set, refer to them in
subsequent marking/feedback
 SMART targets
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Making assessment effective
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Making assessments valid e.g. purposeful real –life
assessments such as using coins to give change in
numeracy
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Making assessments more reliable e.g. establishing
criteria and sharing them. Everyone knows what is
expected
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Making assessments manageable e.g. using other adults
in the classroom, involving the children
Making recording effective
You need to be able to remember:
 What’s been learned
 How it’s been learned
 When it’s been learned
 Plan for recording – use a proforma
 Develop a ‘shorthand’
 Use your records!
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Year/Class _____ Subject_________
Learning
Objective
Read whole
numbers up to
1000
3.11.06
Theresa
Up to 100
confidently
Kavita
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Richard
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Belgin
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Christian
Up to 50
Thomas
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Write whole
numbers up to
1000
9.11.06
Partition numbers
up to and
including 3 digit
numbers
Monitoring or tracking records
Topic: Capacity
Learning
Objectives
To be able to estimate
capacities using litres
To be able to measure
capacities using litres
To be able to compare
capacities using litres
Targets
Tommy
Chantelle
Mitchel
Jessie
Lucy
Jasmine
Monitoring records
Assessment records
James chose a book
independently and
Was keen to show
me the
tractor pictures
12.10.06
James joined in
the Hungry
Crocodile song this
morning and took a turn
with the puppet
13.10.06
James identified
the letter ‘J’ today on
his name card
13.10.06
James played with
the dressing up box
this afternoon
interacting with Ali
being a scary monster
15.10.06
Assessment records
Using your assessment records
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Review alongside your evaluation of the lesson
Look for progress or lack of progress
Look for problems or issues
Analyse why mistakes were made
Consider what the children’s learning says about
your teaching
Plan the next steps for individuals, groups or the
whole class
Assessing Pupil Progress
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APP is a process of structured periodic assessment for
mathematics, reading and writing.
It supports teachers by promoting a broad curriculum and by
developing teachers’ skills in assessing standards of attainment and
the progress children have made.
It involves 'stepping back' periodically to review pupils' ongoing work
and relate their progress to National Curriculum levels, and provides
information to help teachers plan for the next steps in children's
learning
It enables teachers to track pupils’ progress from Yr 1 to the end of
Yr 6
Reporting
Parents’ consultation evenings
 End of Year reports
 End of Key Stage reporting to LA
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Reading
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Jaques,K & Hyland,R (2007) Professional
Studies Primary and Early years Exeter:Learning
Matters Chapter 4
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Hayes,D (2004) Foundations of Primary
Teaching London: David Fulton Chapter 7
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Clarke,S (2005) Unlocking Formative
Assessment Abingdon:Hodder Murray
www.aaia.org.uk/publications/aaiapubs.asp
for the following publications:
 Self Assessment
 Pupils Learning from Teacher’s Responses
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