Transcript
Assessment for Learning
(AFL)
Clarity about what is to be learnt
Term 1 2014Based on work from Evaluation Associates
Model:Video lessons of each capability x2 per term (lead/buddy to watch video) Triadic discussion with buddy teacher and lead teacher has watched video (Weeks 4 or 5 and Weeks 8 or 9)Lead teacher supports giving feedback
Sarah G/Bridgette/Krysten AngeEmily/Gina/Danielle Marie Lauren/Michelle Julie
Term 1 – Clarity Term 2 – Active ReflectionTerm 3 – Promoting Further LearningTerm 4 – discussion around matrix and goal setting for 2015
Assessment For Learning Archway of Teaching
Capabilities
Clarity about what is to be learnt•Learning Intentions•success criteria•relevance•exemplars•modelling
Assessment•curriculum understanding
•Pervasive quality
•Quality Management
Promoting Further LearningLearning Conversation•Feedback•Feed-forward
Active Reflection•About learning
•student engagement
•sense of partnership
Shared Clarity about next learning steps
Effective Learning
Building Learning-Focused RelationshipsThe archway is standing on a firm foundation of trusted and supportive relationships
Shared clarity about what is to be learnt
1. Learning intentions
2. Relevance
3. Examples/modelling
4. Success criteria
5. Alignment
Learning Intentions
Specific and challenging goals lead to success as they direct students’ attention, specify norms of performance and have positive effects on self-efficacy.
Hattie & Jaeger, (1998); Hattie & Timperley, (2007)
The first ‘active’ element of formative assessment in the classroom is the sharing of Learning Intentions.
Shirley Clarke, (2003)
1. Be clear in your own mind: What it is that you want the students to learn or understand Write it down in ‘teacher-speak’
2. Translate into student - speak• Take your ‘teacher - speak’ Learning Intention and put it into
language that your students can understand clearly.
The difference between learning intentions and tasks
To estimate the length of a horse
To create text that clearly conveys the sense of a character
To learn some qualities used in shaping a piece of music
To sing a song
To write a recount about school camp
Learn when to use capital letters and full stops.
The difference between global and specific LIs
Learning how to write a recount
Learning how to grab the readers attention
Learning how to use words to show the order of my events
Learning how to describe an event in more detail
Global: Learning how to persuade others in our writing.
Specific: Learning to write the opening paragraph of an argument.
More specific:
Learning how to get the reader involved and interested in my argument from the start, or…
Learning how to back up a point with convincing evidence.
Relevance Some challenges with relevance:1. We just forget to mention it2. We mention it only in passing
Some useful ideas:1. ask the students why its important to learn this?2. get the students to talk to their partner about why this is important3. Discuss with students why they will use/need this learning4. Share with students how it fits into the bigger picture
It is simply about making the learning explicit by focusing students’ attention on understanding quality. Learning is improved when notions of quality are combined with modelling.
Marshall & Drummond, (2006)
What exactly constitutes quality is complicated as it often involves the articulation of what is inside a teacher’s head and is affected by the teacher’s previous qualitative judgments about what students should be able to produce.
Sadler, (1998)
ModelLing/Exemplars
Common challenges with Modelling the Process or Examining an Exemplar
The timing of the modelling
The standard of the modelling
The alignment – ie does it really exemplify what the students are trying to learn?
Does it demonstrate the process that the students needs to use in order to proceed with the learning?
When do you model/ when do you use an exemplar?
Examples / Modelling
Writing: How to add detail to our writing
Inquiry: How to sort information
Maths: How to order fractions
Reading: How to predict what the story might be about
Success CriteriaCriteria are best revealed through an experience-socialization process involving such processes as: observation, imitation, dialogue and practice, further explanation, exemplars and quality discussion of the more complex or ‘invisible’ criteria.
Rust, Price & O’Donovan, (2003).
Criteria are best revealed with the use of exemplars to help typify the standard expected.
Gibbs & Simpson, (2004-05) Sadler, (1998)
Key ideas with success criteria not too many are they product criteria or process criteria?Whose idea were they?
‘Product’ and ‘Process’ Criteria:
Product:
What it is about the finished product that shows you’ve been successful
Process:
What steps I could take to make sure the finished product is successful
Depending on the learning, one may be more useful than the other.
Key ideas with co-constructing the success criteria
To help students be clear about our modelling
Either give SC, model how to construct SC OR if inviting students to construct SC with you help them make the links back to your modelling/example
So the students can have something definitive to refer back to, to check, to see if how well they are going
To guide teacher and students in self- and peer-assessment.
Follow with an opportunity to create the Success Criteria
The question you ask will make a big difference to what the students suggest
Try this one: “how did I get my audience interested in my story? What strategies did I use? Or what steps did I take? What did I do first? Let’s have a look back at my paragraph and see...”
Not “what will make you successful?”
Alignment is a crucial element in successful pedagogical approaches. Berliner argues that highly effective teachers deliver the curriculum in ways that align delivery and learning outcomes and that alignment can directly lead to success in learning.
Berliner (1987; 1990)
ALignment
Learning intentions, the model, the success criteria and task need to be separated but aligned.
The Learning Intention is what you want the students to learn or understand.
The Model is a demonstration of how to reach the learning intention
The Success Criteria answers the question “How will we know we have achieved this?”The instructions for the Activities and Tasks describe the activities the students will carry out in order to learn
NOT ALIGNED…LI: Learn how to describe an event
in detail (so the reader gets a better picture)
SC: I have written about: What I could see and hear What I was feeling My punctuation is correct I haven’t used ‘and then… and
then…’Task: Write a recount about
yesterday’s swimming sports.
ALIGNED…LI: Learn how to describe an
event in detail (so the reader gets a better picture)
SC: I have written about: What I could see What I could hear What I was feeling.
Task: Re-write your introduction by focusing on an event that gives the reader a vivid picture in their heads
Check that students understand Give frequent opportunities for students to check their understanding
with you or one another
Model for the students how they might think and share with others
Give students time to think before responding to a question – ‘Wait-time’
Display L.I and S.C
These need to be visually displayed so you and students can refer back to them
Some ideas to save your time & the school’s money: save on the computer record on a laminated card that can be shifted from the
whiteboard to a display area. Create a flip-chart or A3 Booklet so students can refer back
to them
Example of clarityPlease record on observation sheet
Observation forms
- Blanks and examples
ReadingModel II theory
Thoughts? Wonderings? Ah-has?
Giving FeedbackConversation forms
Talk it through with lead teacher first
It’s about the practice rather than the person (emotions)
It may be tricky – work through the process
Be specific (don’t waffle to protect ppl) – address the issue (keep the purpose in mind)
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