Making AfL work Monday 18th July 2011 LAS Conference
Jan 22, 2016
Making AfL work
Monday 18th July 2011
LAS Conference
Aims…
Share best practice amongst ourselves To consider ways of raising profile of AfL Discuss strategies for supporting marking
and feedback Consider possible QA systems
What is AfL?
Create a tweet with no ore than 140 characters on what AfL is and attempting to sell to pupils?
AfL Definition
Learners have responsibility Informs of how they are doing Guide subsequent efforts Much of this comes from feedback from the
teacher Encourages lifelong learning
Assessment for Learning: Beyond the black box
1999
Feedback central to learning
Raising profile of AfL in our schools
Currently works well
What are the gains of AfL?
For pupils, LSAs and teachers?
Ideas for engaging staff in AfL Staff meetings Top tips Paired observations SGP item on all
agendas Buddies/ triads CPL/ AfL Newsletter Professional library Blogspot Wizkids
We will
Help you to understand how you can improve by….
Help you to know how well you’re working by…
Help you to know how to improve by….
Displayingwhat you need to do to get great marksProviding regular assessment taskswith feedbackModelling answersTeaching explicitly what makes a good learnerMaking guidance electronically available to you and your parents through the College VLE and website
Planning & delivering eff ective lessonsAsking a range of questions to get you thinking about your learning and progressProviding a range of assessment tasks, including, quizzes, tests, pieces of writ ing etcSett ing pieces of work in class and regularly at home
Setting clear learning objectives and ensuring that you understand themMaking sure you know how well you are doingGiving verbal and written f eedbackMaking sure you know what you need to do to improve, using ‘even better if’Having a focussed plenary that lets us both know how well you’ve doneRecording your progress and keeping your tutor, Head of House and your parents informed
You must
Understand how you can improve by…..
Know how well you’re working by…
Know how to improve by….
Understanding that your role in assessment is vitalThinking about what cr iter ia you are being assessed against (this is called success criteria)Aiming to meet or exceed your target gradeAskingand AnsweringquestionsListening activelyPlanning your workDoing your best
Knowing how well you are performing, against cr iter ia by:Marking your own workMarking other peoples workComparing modelled answersGiving specific feedbackReceiving specific feedback
Asking if you are unclear about the objectives of a lesson or the tasks setLookingat your previous answers and targets before attempting a similar questionSett ing your own targets f or improvementHaving targets set for youUsing specific criteria f or improvementUsing ‘even better if’Knowing what the next level looks likeContributing honestly in the plenary
Assessing Learning at Swanmore College of Technology
Effective feedback
Purposeful feedback Success and improvement strategy – Shirley
Clarke Marking linked to the learning objective Give children time to act upon advice
Nile activity
Have a go..
Learning Objective: To understand the significance of the River Nile in Ancient Egypt.
Hello! My name is Miktancomen, and I live in Ancient Egypt. The part of Egypt in which I live is called “the black land”. We call it this because of the darkish/blackish silt that washes up every year after the Nile, our most precious life source*, floods. The black silt that comes from the huge river enables the crops to grow (that’s a lot of needed food).
Trade is also very important to us. When my father, Johnakten, lets me take a break from working in the field, I go down to the Nile back and watch the trade ships go in and out of Egypt. A few years before my birth our first female Pharaoh, Hatsheput, led her army into Africa and gained more trade routes for us. It has brought us great wealth.
*say why it’s a precious life source. What would happen if itdid not flood?
Summary of the Success and Improvement Strategy
Show success – highlight where the learning objective has been met
Indicate where an improvement could be made
Make an improvement suggestion Allow time for the improvement to be made
Self and peer assessment
Success criteria – generated by children, planned for by teachers
Smiley faces Traffic lights 2 stars and a wish Highlighting – e.g. yellow where LO has been
met, blue where an improvement can be made
Questioning
Research shows that teachers ask about 300- 400 questions per day; most are lower order
Increasing the number of higher order questions will raise attainment by 50%
Teachers should really plan questions- perfect examples of differentiation
Bloom’s Taxonomy
Knowledge (recall) Comprehension (understanding) Application (considering practical relevance) Analysis (investigating) Evaluation (making judgments) Synthesis (using information to move
forward)
To generalise….shockingly
Lower Who? What? Where? When?
Closed
Higher Why? How? Which? Explain?
Open
Gold rules of questioning
Wait time- ideal is 3-5 seconds Phrase questions carefully- give clear
feedback Beware ‘run –on questions’ but don’t be
afraid of ‘off piste’ questions Don’t always use hands down Have ‘question time’ from pupils Learning questions
Why are you not green?
You are not a plant You are not
decomposing You are not entirely
inexperienced You are not ill You envy no one
The QA of AfL
Agree what you are looking for Trialling it with all staff Agreeing what works with all staff Buddy up Not just booklooks… Have a system for when and how this is fed
back to relevant staff SBP…
Any questions?