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

Jan 15, 2016

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  • Issues *

    Why and when do we assess? What should we assess?Who is the assessment for?Issues arising for learners with SENsAssessment of Learning vs Assessment of Learning : a place for both?Assessment as a teaching tool : making assessment meaningful and motivating

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  • Assessment of Learning *

    Assessment by teacherGrade givenCompares with standard expected at that ageResults easily communicated to parents/carersUsually at the end of a unit Usually test or examSummative mark is taken as evaluation of learning.

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  • Issues arising for Learners with SENs*

    Working memoryEmpathyProblems in certain skills eg reading Thinking timeSelf-esteem Stress and demotivation

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  • Assessment of Learning*Collaborative between teacher and learnerPriority = promote students learning. Design task or activity accordinglyIdentify what learner already knows Encourage learner to take active part in assessing progressOccurs at all stages of learning and integral part of lessonMeasures progress not results Learner measures against own goals and progressCan be more motivatingFormative guides learners to set their own goals

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  • What do you think? *Learners with SENs should do the same assessments and test as other learnersLearners with SENs should get extra time in assessments and tests Learners with SENs should get someone to write for them in assessments and testsLearners with SENs should go to a different room to do assessments and testsLearners with SENs should not be given grades as this discourages themLearners with SENs should be marked on a different scale to other learnersLearners with SENs should have someone to read the assessment questions to them

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  • Questions to ask * 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 ?

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  • Assessment for Learning *

    KWL GridsPMISmiley faces

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  • Assessment for Learning *

    Level 3In most of my reading I can use a range of strategies to read new texts with fluency, understanding and expression.Level 2In 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.

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  • Traffic lights *

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  • Some other ideas *

    Mini whiteboards Talk partners Think, Pair, Share4 Bs Brain, Buddy, Book, BossMuddiest pointABCD cardsThumbs up, thumbs down Graphic organisers

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  • Acknowledge strengths * Kindest studentMost helpful studentMost creative answerPerseverance

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

    Two stars = 2 things that are good about the piece of workA 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

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  • Top tips to make it work *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. .

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  • Resources *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 LearnersDiane Heacock (2002) Free Spirit PublishingWorking inside the black box : assessment for learning in the classroom.Letts publishing. 1990. Paul BlackInside the Black Box : Raising the standards through classroom assessment. Letts publishing.1990. Dylan Wiliam www.educationgov.uk

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  • Want to know more?

    Marie Delaney The Learning Harbour, Crosshaven, Co Cork, IrelandEmail : the learningharbour@gmail.comwww.thelearningharbour.ieTeaching the Unteachable, October 2008, Worth Publishing,UKWhat can I do with the kid who.2010. Worth publishing,UKwww.worthpublishing.comwww.caspari.org.ukBritish Council CiSELT course and SEN coursewww.teachingenglish.org.uk/webinarswww.pilgrims.co.uk Dealing with Difficult Learners

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