Assessment for Learning in the MFL Classroom Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL
Jan 29, 2016
Assessment for Learning
in the MFL Classroom
Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL
WALT?
1. What does AfL mean for our teaching?
2. See how it fits into the MFL Classroom
3. See Ideas and Sample techniques for MFL teaching
4. Hear Student responses to AfL
Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL
Types of Assessment:Summative and Formative• Summative Assessment: provides a
picture of a student’s performance at a specific time.
• Formative Assessment: informs the learner and teacher of the next step in the learning process
• Balance of Formative and Summative is necessary.
Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL
Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL
What exactly is AfL ?How do I use it in my classroom?
You are already!
Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL
Sharing the learning intention
and success criteria Effective
questioning
Formative
feedback
Peer assessment
Self assessm
ent
Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL
AfL: Teaching and Learning that encourages both the teacher and the learner to become aware of
Where students are at in their
learning
What areas need
to worked on
How to improv
e these areas
= AfL(Teaching a learning
skills)
Some AfL techniques
Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL
What are learning intentions?
• Learning intentions are statements that describe the learning activities/tasks that a lesson or series of lessons will focus on.
• They are frequently linked to one or more learning outcome.
• Learning intentions also identify the new learning that will take place in class
(PDST)Assessment for Learning in the MFL Classroom
M. Harney. M.Ed SL
Sharing the learning intention and success criteria
• Topic• Learning intentions• Success criteria
Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL
Establishing Criteria for Success
• Clear and simple points• Generate these with the students• A good answer should have.......• I am looking for...... In your answer• These can then be used further for
self and peer assessment
Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL
Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL
Why are success criteria important?
• Improve understanding• Empower students • Encourage independent learning• Enable effective feedback • Are linked to the learning intentions• Are specific to an activity/task • Are discussed and agreed with students prior to
undertaking the activity/task • Provide a scaffold and focus for students while engaged in
the activity/task • Are used as the basis for feedback, peer-assessment and
self-assessment(PDST)
Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL
Revisiting the learning intention
• Thumbs up / happy faces(Thumbometre!!!)
• Think pair share
Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL
Smiley FacesStudents draw smiley faces to describe where they are at with their
learning of a topic
Confident and Ready to move on
Not quite there but more practice and help needed to feel confident
Confused and need to look at this topic again
Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL
Traffic Lights
Use traffic lights as a visual means of showing understanding.
Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL
Just a Minute Quiz!!!
Students have 60 seconds to share as much as they have learned from the lesson.
Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL
Mini white boards
Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL
What do we mean by formative feedback?• ‘Feedback to any student should be about the
particular qualities of his or her work, with advice on what he or she can do to improve, and should avoid comparisons with other students.’ (PDST)
Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL
For feedback to be effective• Relate the feedback to the learning intention and success criteria • Identify where success has occurred • Set a goal for improvement• Show where and how improvement could take place• Allow time for students to make improvements • Start small (PDST)
Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL
Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL
Deux etoiles et un voeu
Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL
Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL
Exemplar work and redrafting
Post-its/ Feedback/ Effective questioning
Student :Write one question you have about verbs/ grammar• “When do the verb endings
change from er – é, ir – i, re- u?”
Write one thing you know about verbs/ grammar.• “Reflexives in the past tense
take the verb être but does not take the verb être in the present”
Self Assessment
• Student index card• Choose their own
vocabulary• Make their card at the
beginning of the week• Study it for the week• On Friday we put them
all in a box and I quiz the students whose cards I draw from the box.
Exit ticket
Password – they have to answer a question – or give one thing they learned as they exit
Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL
formative feedback
Easi-speak microphones
Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL
Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL
How peer assessment/peer feedback can support student reflection?
• Feedback is in a language that the students use • Strengthens the student voice in the classroom• Can produce valuable feedback(PDST)
Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL
Effective questioning• It is the framing, delivering, timing, soliciting and
responding to questions in order to provide information about student knowledge, understanding and skills that informs the teacher's planning and selection of teaching strategies to move students from where they are to where they need to go.• Research shows that teachers ask approximately
one question every 72seconds. ……38% of these are actually answered by the teacher (PDST)
Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL
Students write Questions
·About what you would like to know on a new topic
·To ask the teacher or other students in order to assess their learning
Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL
Make questioning more effective
• Ask fewer questions
• Ask more ‘open’ questions
• Sequence questions
• Prepare key questions
Ask in a way that -
• Involves the whole class
• Think, pair, share
• Provide think time
• Try ‘no hands up’
• Use wrong answers to develop understanding
• Prompt students
• Listen and respond positively• Model questioning for
students
• Provide opportunities for students to practice their skills
• Plan time for students’ questions and for dealing with them effectively
(PDST)Assessment for Learning in the MFL Classroom
M. Harney. M.Ed SL
Effective questioning
“Emma, how could you develop Siobhan’s answer to include more detail?”
“Paul, how might you combine all we’ve heard into a single answer?”
Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL
Wait-time
3-5 seconds
Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL
Effective questioning
Benefits of AfL
Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL
Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL
What the students said 1st – 5th year
“Before I wouldn’t know what or why I was making a
particular mistake, but now I know”
“They make me feel good about what I’ve done
and where I’m at while also
showing me what I have to
work on”
“It is a different way of
learning and an easier way”
“Makes you want to learn more”
Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL
(2013, M. Harney): 78 students, 3 classes, 3 different teachersQ. Do the following modes of AfL help you in your learning?
Establish
ing Learning Goals
Revisiting Le
arning Goals
Peer Asse
ssment
Self A
ssessm
ent
Clarifying Le
arning Criteria
0
10
20
30
40
50
60
70
yesnosometimesblank
Do you find it helpful when the teacher goes through the Objectives Board at the start of a class?
Yes 87%
No 13%
Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL
3: I use the Objectives Board for:
Organising myself17%
Updating myself6%
Refocusing myself15%
To know what I am supposed to be doing in
class27%
To understand what I am learning
22%
To identify my chal-lenges and strengths
13%
Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL
Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL
Start with a small change in your mfl class ,
one technique and
build from there.
Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL
Revisiting our intentions …..
1. AfL ensures meaningful and engaged teaching and learning in all classrooms
2. AfL fits naturally and easily into the MFL Classroom
3. As MFL teachers, our subjects are vibrant and we use a lot of AfL techniques already
4. Language is made to be spoken, AfL creates a fun and natural class for the MFL student.
Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL
Merci, Danke, Gracias,Grazie!