Transcript Assessment is for Learning

Assessment is for
Learning
The following slides are quick explanations of
some of the most common Assessment is For
Learning techniques and thinking skills
activities that are being used in different
departments within Shawland’s Academy.
Assessment is For Learning
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Brainstorming
Diagnostic Questioning
CUBE Strategy
Extended Reading
Extended Writing
Fair Questioning
Hot Seating
Jigsawing
Mind Maps
No Hands Up
Open Questions
Plenary
Post Box
Rubrics
Starter Quiz
Teacher Demonstration
Think Time
Think, Pair and Share
Traffic Lights
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Using Wrong Answers
Wait Time
Exemplar
Modelling
Sharing Criteria
Success Criteria
WALT, WILF
Comment Only Marking
Merit Stamps
Next Steps
No Marks Homework
Oral Feedback
Self Assessment
Summative Assessment
Targeting Comments
Two Stars and a Wish
Critical Friend
Evaluation
Peer Assessment
Next Steps
Wipe Boards
Thinking Skills
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Classification
Concept Maps
Fact or Opinion
Five Ws
Flow Charts
Fortune Lines
Hot Potatoes
Layered Decision Making
Living Graphs
Living Maps
Making Predictions
Memory Maps
Mind Movies
Most Likely To
Mysteries
Odd One Out
Reading Photographs
Taboo
Venn Diagrams
Dominoes
Paired Crosswords
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Contents Page
Brainstorming
A means of solving a problem, developing a
strategy, or generating ideas by asking individuals
or a group to get together and produce as many
thoughts on a topic as they can in a short space of
time.
Click to see an example from Glasgow City Council
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Diagnostic Questioning
Aims to reveal an underlying problem in
learning or to find out about a learner's
ways of learning, in order to help them
achieve learning aims.
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CUBE Strategy
An acronym for: Circle the words that
tell you what to do; Underline the key
words; Box any sources you have to
refer to; Explain in your own words what
you have to do.
Click here to see an example
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Fair Questioning
A wide, open and inclusive approach to receiving
responses to questions. Questioning which takes
appropriate account of pupils' experience, including
school work and social and cultural background; or
that which does not aim to 'trick' them into providing
answers based on ignorance of the topic.
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Hot Seating
A process where a pupil sits on a
particular chair or seat to answer
questions, and his or her responses
become the basis for assessment by the
teacher and/or other pupils.
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Jigsawing
Different groups or individual pupils work on
different aspects of a learning task or research
project, perhaps using different resources. They are
expected to know their part of the work well enough
to teach it to others. The pooled learning then
constitutes a totality to which the different groups
or individual pupils have contributed separate
elements.
Click here to see an example
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Post Box
A strategy to discover potential areas of
misunderstanding, involving the use of a ‘post
box’, where pupils can post questions
anonymously. A box is set up as the 'post box'
into which pupils 'post' questions. The
teacher collects the 'post', reads the
questions at random and addresses any
misunderstandings in session with the whole
class.
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Rubrics
A set of graded criteria, often in the form of a grid,
which describe the essential quality indicators of a
piece of work or product, in order for it to be
accurately assessed. Rubrics provide learners with
learning intentions and success criteria, and can also
be useful for encouraging interactive dialogue about
quality.
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Teacher Demonstration
A modelling exercise in which the
teacher works through the different
stages of an activity, emphasising the
stages of the process and the criteria
for success.
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Think Time/Wait Time
A strategy also referred to as wait
time. Time given to learners to reflect
critically or creatively on a question or
problem, or to pose another question.
Click here to see an example
from Glasgow City Council
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Think, Pair and Share
An activity to encourage higher-order thinking that
involves pupils thinking individually, then pairing with a
partner, then sharing ideas with the wider group.
Think time or wait time is followed by discussion with
a partner. The pair then share pooled ideas with the
whole class..
Click to see an example
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Traffic Lights
A means of self-evaluation that displays
how well a pupil has understood a topic
or activity based on the colours of a
traffic light. Green means 'I can do
this'; amber means 'I'm reasonably
confident'; and red means 'I need
assistance'.
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Using Wrong Answers
A teaching strategy where wrong
answers are valued and used to explore
areas of misunderstanding.
Click here to see an example
Why is this
wrong?
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Classification
In groups pupils are given a number of
statements. They then have to decide
which statements belong to which
category.
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Concept Maps
Pupils are given a number of statements,
they then have to link up related
concepts and justify the relationship
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Fact or Opinion
Pupils work in pairs or groups, studying
different statements. They have to
decide what are facts and what are
opinions. They must justify each either
in a report or classroom discussion.
Fact or
Opinion?
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Five Ws
What? Where? Who? When? and Why?
Pupils come up with as many questions as
they can on a particular topic, and
answer these, or each others, using
different resources. Then they must
use theses questions to write a report.
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Flow Charts
This helps represent sequences of
events either known or unknown. In
pairs of groups pupils are given a
statement. They then have to think of
the sequence of events that lead to the
statement.
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Fortune Lines
Happiness
Students are given a line graph with time on
the horizontal, and ‘happiness’ on the vertical.
Next, some form of historical data, such as a
diary, dated letter extracts, quotes, made-up
or real, placed on cut-out cards, or as text,
are provided and need to be placed on the
graph in the most suitable position.
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Time
Hot Potatoes
Software that enables you to create
interactive multiple-choice, shortanswer, jumbled-sentence, crossword,
matching/ordering and gap-fill
exercises
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Layered Decision Making
Pupils are given a question, such as
where a new industry should be located.
They are then given a series of
statements to consider, such as
closeness to motorways, settlements
etc. The pupils have to decide how
these would influence the initial
statement.
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Living Graphs
Students are given a line graph and a
number of separate statements relating
to the context of the graph. They have
to decide where on the graph it was
most likely to have occurred.
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Living Maps
Similar to living graphs, but using real
O.S maps or sketches. The task is
simply to be able to interpret the map
well enough to place the statements
given, cut out on card, in suitable places
– and to be able to justify their
location.
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Making Predictions
Students examine resources or watch a
short video clip, and then have to think
about what happens next.
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Memory Maps
Groups take it in turn, one at a time
within each group, to come out and
study the master map for about 12
seconds. They go back and begin to draw
their version of it, giving instructions to
number two in that group as to where to
concentrate on looking next time. All
group members go up 3 or 4 times each.
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Mind Movies
Teacher selects a passage of text relevant to
the work being done. Students can be invited
to close their eyes if this helps imagine the
scene. At a certain point, the teacher stops,
and asks the students to run the ‘mind film’ on
a bit further to see what they perceive
happening next. Sounds can be played to aide
thinking. This can then be discussed in pairs,
or written up as a report.
Click here to see an example
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Most Likely To
Involves presenting students with a list
of options and requires them to identify
which they think are most likely to be
representative of a given situation,
activity or location.
Click to see an example
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Mysteries
Evidence on 20 to 30 slips of paper is
given to pupils. Pupils must decide what
the relationship is between the
statements. To solve a ‘Mystery’ the
groups must produce a reasoned
argument and support it with evidence
contained on the data slips and drawn
from their wider understanding and
knowledge.
Click here to see an example
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Odd One Out
The strategy uses a very simple format
in asking students to pick out the odd
one from a list of words, numbers,
pictures or symbols.
Click to see an example
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Reading Photographs
Pupils work individually, in pairs or in
groups. They are given photos and
captions. They have to match up the
correct picture with the right caption.
Click here to see an example from Glasgow City
Council
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Taboo
A game involving describing given words
without being able to use those which
most naturally come to mind.
Click here to see an example
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Venn Diagrams
Students are given separate but
overlapping words, and a number of
different statement cards. They have
to decide where these statements fit on
the diagram.
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Dominoes
This is a game
that can be used in
the classroom to
reinforce pupil
understanding of a
particular topic.
Pupils work in pairs/groups and the aim is to
match up the correct words with the correct
definitions.
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Click here to see an example
Paired Crosswords
This is a technique that is particularly
beneficial to bilingual pupils to reinforce their
understanding of key terminology. However it
can also be used as a revision exercise for all
pupils.
Pupils work in pairs. One pupil has all the
‘across’ words the other has all the ‘down’
words. The pupils take it in turn to describe
each word to their partner.
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Click here to see an example
C = circle the words that tell you what to do.
U = underline the key words
B = box any sources that you have to refer to
E = explain in your own words what you have to do
Study reference Diagram Q4
Choose one of the three soil types and, with the aid of the
reference diagram provided, describe and explain the
processes which have contributed to its formation.
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Mind Movie – Sound Effects
Hurricane Mind Movie
You are in bed…fast asleep. You wake up suddenly with the clap of
thunder. The winds are so strong that you hear your windows
shaking. Without any warning the room is shaking and you can
hear noise of people screaming outside… it is terrifying.
The most frightening part is the sound. This is not a dull rumble of
thunder. This is a deafening, roaring sound coming from
everywhere…it sound like the end of the world. Other sounds
break in: Windows shattering, the house creaking, people crying.
You realise that the horrendous creaking all around you is the
building you live in. Walls, ceilings and floors look like they will
collapse at any moment. The deafening sound of the winds get
stronger and stronger. The rain gets louder and louder.
You realise that you must get out of this house and find
somewhere safe. Everything is rattling, and you try to open the
door, but it slams shut in the winds, your hear the sound of the
windows breaking and you try for the door again, this time you get
out, but it is pitch dark.
What happens next…?
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MYSTERY
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Can you unlock the mystery?
• In your group, decide the best way to sort out
the information.
• Remember there is no right answer! As long as
you can justify your answer, that is fine!
• Write your opinion – make sure you include
your reasoning. Say things like ‘and so..’ or
‘because..’ or ‘and this shows that…’
Information Cards
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Next
• What factor’s influence charities
decisions to give aid to countries?
• List the 3 factors you think would have
most influence and explain how they
might affect people.
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