Marie Delaney Assessment with meaning : how can we develop meaningful assessments for children with Special Educational Needs. 1.

Marie Delaney

Assessment with meaning : how can we develop meaningful assessments for children with Special Educational Needs.

1www.britishcouncil.ae

Issues

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Why and when do we assess?

What should we assess?

Who is the assessment for?

Issues arising for learners with SENs

Assessment of Learning vs Assessment of Learning : a place for both?

Assessment as a teaching tool : making assessment meaningful and motivating

Assessment of Learning

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Assessment by teacher

Grade given

Compares with standard expected at that age

Results easily communicated to parents/carers

Usually at the end of a unit

Usually test or exam

Summative – mark is taken as evaluation of learning.

Issues arising for Learners with SENs

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Working memory

Empathy

Problems in certain skills eg reading

Thinking time

Self-esteem

Stress and demotivation

Assessment of Learning

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Collaborative between teacher and learner

Priority = promote student’s learning. Design task or activity accordingly

Identify what learner already knows

Encourage learner to take active part in assessing progress

Occurs at all stages of learning and integral part of lesson

Measures progress not results

Learner measures against own goals and progress

Can be more motivating

Formative – guides learners to set their own goals

What do you think?

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Learners with SENs should do the same assessments and test as other learners

Learners with SENs should get extra time in assessments and tests

Learners with SENs should get someone to write for them in assessments and

tests

Learners with SENs should go to a different room to do assessments and tests

Learners with SENs should not be given grades as this discourages them

Learners with SENs should be marked on a different scale to other learners

Learners with SENs should have someone to read the assessment questions to

them

Questions to ask

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Can the learner have extra time in exams?

Can the learner have a scribe?

Can the learner use a laptop?

Can the learner do the exam in a smaller room?

Can the learner record their answers in a different format eg audio?

Can learners show their understanding in new ways e.g posters, podcasts, talk show role plays, drama ?

Assessment for Learning

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KWL Grids

PMI

Smiley faces

Assessment for Learning

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Level 3

In most of my reading

I can use a range of strategies to read

new texts with fluency, understanding

and expression.

Level 2

In some of my reading

I know and can read my key words.

When I get stuck on a word I work it

out e.g. by reading on, reading back,

blending phonemes.

Traffic lights

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Some other ideas

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Mini whiteboards

Talk partners

Think, Pair, Share

4 Bs – Brain, Buddy, Book, Boss

Muddiest point

ABCD cards

Thumbs up, thumbs down

Graphic organisers

Acknowledge strengths

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Kindest student

Most helpful student

Most creative answer

Perseverance

2 stars and a wish

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For peer assessment, ask students to give two stars and a wish.

Two stars = 2 things that are good

about the piece of work

A wish = something they can improve

to make it even better

*The learners could give the teacher 2 stars and a wish+ assessment of what was learnt

Top tips to make it work

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1. Give constructive feedback. You are still the teacher. For example, comment on something positive in the work and then ask a question which helps the learner to improve it next time.

2. Encourage a co-operative learning atmosphere through all your class activities and your class rules.

3. Have clear criteria for grading and let learners look at sample exercises which have been marked and discuss how the criteria have been applied.

4. Encourage learners to see the value of setting their own goals and to challenge themselves to do even better. Praise their independent learning. .

Resources

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What Really Works in Special and Inclusive Education – Using Evidence-Based Teaching Strategies.

David Mitchell (2008)

Routledge, Taylor and Francis Group

Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners

Diane Heacock (2002) Free Spirit Publishing

Working inside the black box : assessment for learning in the classroom.Letts publishing. 1990. Paul

Black

Inside the Black Box : Raising the standards through classroom assessment. Letts publishing.1990.

Dylan Wiliam

www.educationgov.uk

Want to know more?

• Marie Delaney • The Learning Harbour, Crosshaven, Co Cork, Ireland• Email : the [email protected]• www.thelearningharbour.ie• Teaching the Unteachable, October 2008, Worth Publishing,UK• What can I do with the kid who….2010. Worth publishing,UK• www.worthpublishing.com• www.caspari.org.uk• British Council CiSELT course and SEN course• www.teachingenglish.org.uk/webinars• www.pilgrims.co.uk ‘Dealing with Difficult Learners’