Assessment for Learning - cass.welbni.org

Revised Curriculum Year 6 Assessment for Learning Programme 9.00 9.30 9. 35 10.30 Registration Welcome ,Introduction AFL-WHY? 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? Its based on a constructivist approach to learning . . . We have to help children to construct their own

learning. . . Experience the range Sharing We cantLearning learn it for them! Intentions Feedback for improvement Questioning to deepen learning Next steps

Scaffolding childrens Time to consider next reflection about their steps in developing own learning practice A definition Assessment for learning is the process of seeking and interpreting evidence for use

by learners and their teachers to decide where the learners are in their learning, where they need to go next and how best to get them there. Assessment Reform Group 2002 Assessment of and for learning e v i t a Summ Formative

g n i n r a e l * during the lear e h t r e

t ning f s u *a c o f e * process focus m o c t

u *o e h t e v * to improve the o r p o t * learning

to * * to promote lea g n i n r rning g n lea i n r

a le * done with lear e r u s a s ners r e me n r

a e l * o personally refer t e n o d enced * y l

l na *snarrows ability r e t n x e e d i * range w

* d ce n e r e f re e g n a r ability

Mastery Mindset Intelligenc e can grow Effort leads to success When the going gets tough ... I get smarter Succes

s is the makin g of target s Performance Mindset I only need to believe in myself When the

going gets tough ... dig in and persist (After Carol Intelligenc e is fixed Ability leads to success I need to be viewed as able

When the going gets tough ... I get found out When the going gets tough ... give up, its 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

Skills Classroom Discussion Organisation Negotiation Sharing Rules & Planning Routines Informatio n Visual Displays &

Posters Thinking Diagrams supported by Positive attitudes to learning Children have to construct their own learning . . . we cant do it for them. P6 Assessment for Learning Personal Reflection AfL: Why?

Childrens mindsets The constructivist classroom Break Sharing Pages 8 the 14 Learning Pages 26 32 Reflectin g about Learning Assessme

nt for Learning Formativ e Feedbac k Pages 15 20 Pages 21 25 Questioni ng Planni

ng Improveme nt Reflecting about learning Formativ e Feedbac k Learning, Teaching &

Assessment Cycle Learning Intention s Input Success Criteria Learnin g Activity

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 teachers whim. Unlocking Formative Assessment Shirley Clarke, 2001 Learning Intentions Planned for Knowledge/skills/understanding

Learning rather than doing Shared/displayed Child friendly Context/ Activity As a group, design a Poster showing why you should brush your teeth

Learning Intention 1. Persuade others to your point of view 2. Work well in groups Success Criteria Planni ng

Improveme nt Reflecting about learning Formativ e Feedbac k Learning, Teaching & Assessment

Cycle Learning Intention s Input Success Criteria Learnin g Activity

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 Context/ Activity As a group, design a Poster showing why you

should brush your teeth Learning Intention 1. Persuade others to your point of view 2. Work well in groups Success Criteria

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 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 (We Are Learning To) Success Criteria (What I Am Looking For) Sharing Pages 8 the 14 Learning Pages 26 32 Reflectin g about

Learning Assessme nt for Learning Formativ e Feedbac k Pages 15 20 Pages 21 25 Questioni

ng Planni ng Improveme nt Reflecting about learning Formativ e Feedbac k

Learning, Teaching & Assessment Cycle Learning Intention s Input Success Criteria

Learnin g Activity Characteristics of Formative Feedback Feedback should provide: evidence on where they are now some understanding of how to close the gap the desired

goal 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 During the lesson/activity Personal and immediate Interactive (two-way) Written Feedback 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. Patricks 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 Planni ng Improveme nt Reflecting about learning Formativ e

Feedbac k Learning, Teaching & Assessment Cycle Learning Intention s Input Success

Criteria Learnin g Activity Reflecting about Learning Self-assessment: reflecting on WHAT has learnt Children use been 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 WiliamVideo 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. Blooms taxonomy Consider pupil led questioning P6 Assessment for Learning P6 Assessment for Learning Personal Personal Reflection Reflection Knowledge/experience of AfL Strategies

Reflecting on the learning Active Learning Structures Skills Classroom Discussion Organisation Negotiation Sharing Rules & Planning Routines

Informatio n Visual Displays & Posters Thinking Diagrams supported by Positive attitudes to learning Children have to construct their own learning . . . we cant do it for them. Course Objectives To provide:

* a sense of Why AfL? * a knowledge of AfL in the classroom * experience of AfL areas

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