Professional Learning Day 4 Assessment for Learning Objectives for the day: Develop knowledge and understanding of Assessment for Learning and why it.

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Professional Learning Day 4Assessment for Learning

Objectives for the day: Develop knowledge and understanding of

Assessment for Learning and why it is the key to effective learning

Identify the key principles underpinning AfL Critically evaluate current practice and share

ideas on how to improve AfL strategies in teaching, that impact on learning

What is the purpose of assessment?

Discuss

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Formative Assessment…

Some definitions“… undertaken by teachers and their students,

which provides information to be used as feedback to modify the teaching and learning activities in which they are engaged…the evidence is actually used to adapt the teaching work to meet the needs.” Black and Wiliam, (1998)

“… provides feedback which leads to students recognising the (learning) gap and closing it … it is forward looking …” Harlen, (1998)

Assessment FOR Learning3

Summative Assessment…

Some definitions“… assessment (that) has

increasingly been used to sum up learning” Black and Wiliam, (1998)

“… is carried out at intervals when achievement has to be summarised and reported.” Harlen, (1998)

Assessment OF Learning 4

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formative assessment

Provides information which can aid further progress, diagnose reasons for both good and poor performance, and target particular learning needs 

summative assessment

Measures and reports on pupils’ progress, as a ‘verdict’ on what has been achieved; it summarises achievement and occurs near the end of a piece of work 

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Formative Assessment Summative Assessment

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1) What key principles of AfL have I ignored?

2) Discuss your feelings with those on your table

3) What impact does the score have on your

learning?

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Sort the cards & discuss implications for classroom practice:

Categorise them into which are important for the teacher

Which important for the learner Rank

There are 10 key elements of AfL

What is AFL?

Does this surprise you?

Research presented by Dylan Wiliam – SSAT Academies Conference (2009)

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Inside the Black Box

1998 research paper

“Raising standards

Through classroom assessment”

Black & Wiliam

“formative assessment raises standards of achievement and equips children for lifelong

learning”

The history and theory behind AfL: The research

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Research informed PracticeThe research indicates that improving

learning through assessment depends on five key factors

o The provision of effective feedback to pupilso The active involvement of pupils in their own learningo Adjusting teaching to take account of the results of

assessmento A recognition of the profound influence assessment has

on the motivation and self esteem of pupils, both of which are crucial influences on learning

o The need for pupils to be able to assess themselves and understand how to improve

Black and Wiliam (1998: 5)

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What factors might inhibit this process? Discuss

Characteristics of assessment that promotes learning

o Assessment is embedded in a view of teaching and learning, of which it is an essential part

o It involves pupils sharing learning goals with pupilso It aims to help pupils to know and to recognise the

standards they are aiming foro It involves pupils in self assessmento It provides feedback which leads to pupils recognising

their next steps and how to undertake themo It is underpinned by the confidence that every pupil

can improveo It involves both teacher and pupils reviewing and

reflecting on assessment dataBlack and Wiliam (1998:7)

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From research … 5 “key strategies”

(Wiliam & Thompson, 2007)

Feedback: Give feedback that moves learners forward

Sharing learning Expectations: Clarifying and sharing learning goals. Engineering effective classroom discussions,

Questioning: questions, tasks and activities that elicit evidence of learning

Self Assessment: Activating students as owners of their own learning

Peer Assessment: Activating students as learning resources for one another

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Context within lesson Form / nature of the evidence Strengths Weaknesses How might we approach this during our school placement?

Whole Class Intro e.g. Mental / Oral Starter in Maths

Questioning, verbal discussion eliciting strategies children used to reach a solution.Whiteboard/show me visual tools. Talk partners

Practical activity Observations of play

Observations and discussions with children (particularly where children are using practical equipment)

Written outcomes Exercise books, test scripts.

Group work (similar to practical activity but may include some written outcomes)

Observations of learning and interactions, discussions,

Extended conversations with individual children

Discussions, questioning

Plenary feedback Verbal feedback, children referring to their written work, marking

Children’s self assessment Written feedback, traffic lights system, children’s comments on learning objectives, verbal responses, thumbs up/down signals

Marking and teacher’s written feedback

Written comments in workbooks and on worksheets

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So where are we now??

• Still an over emphasis on summative assessment, but with a view of to pupils make good or better progress

• Assessment Reform 2014– “as part of our reforms to the national Curriculum, the current system

of ‘levels’ to report children’s attainment and progress will be removed from September 2014 and will not be replaced. By removing levels we will allow teachers greater flexibility in the way that they plan and assess pupil’s learning…..The curriculum must include an assessment system which enables schools to check what pupils have learned and whether they are on track to meet expectations at the end of each key stage, and to report regularly to parents

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So what are schools doing?

When teaching and learning are visible – that is when it is clear what teachers are teaching and what students are learning, student achievement increases. As feature in Visible Learning for Teachers (Hattie, 2012)

Emerging → Developing → Secure → Exceeding 17

Revised Blooms Taxonomy (Krathwohl, 2002)

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• Learning Ladders• Stepping Stones• Command words

Curriculum progression objectives

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A wide range of feedback methods

Reforming assessment and accountability for primary schools

• From the academic year 2015/16, we will move from an absolute measure of progress (ie two levels of progress required between KS1 and KS2) to a relative measure. Key Stage 2 outcomes will be reported as a scaled score, where the expected score is 100. Pupil progress will be determined in relation to average progress made by pupils with same baseline.

• New performance indicators will be published by September 2015

• Details of revised GCSE examinations are still unknown, some schools decided that using highest level expectations of success at GCSE should be used to form expectations from Y7 upwards.

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Proposed performance descriptors KS2

• Working towards national standard• Working at national standard• Working above national standard

• Consultation https://www.gov.uk/government/consultations/performance-descriptors-key-stages-1-and-2

Closes 18/12/201421

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Dfe Guidance

https://www.gov.uk/government/publications?keywords=assessment&publication_filter_option=guidance&topics%5B%5D=all&departments%5B%5D=department-for-education&official_document_status=all&world_locations%5B%5D=all&from_date=&to_date=

Beyond levels…..

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What AfL strategies have you used and seen in your schools and classes to date: Foundation to

KS2 & KS3-5?

What form did the AfL take? How were pupils involved in their

own learning How did you adjust your teaching to

take account of assessment results (informal or formal)

How were pupils motivated by your assessment practice?

What form did the feed back to pupils take?

Put you best

ideas on a Post –it with the

Key Stage

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Primary to feed back on Secondary practice & vice versa

Primary from one school feed back on another Primary school practice

What could you/will you borrow across phase?

Marking for improvement

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Marking focuses on what the learning intention for the piece of work was and provides constructive feedback in both written and oral form. The teacher makes constructive use of their marking to amend their future planning.

Feedback in written form refers to the learning intention and details what the child did successfully and is specific in identifying what could be improved. There is opportunity given to pupils to respond to this feedback by making small but significant improvements.

Pupils are aware, either in written or oral form, and are able to improve upon their previous best.

Marking for Improvement

Recording Assessments for a Focus Group: Poor

Name Assessment Comments Target Date

Child A Didn’t concentrate very well. Took a long time to get started. Could write some numbers well.

Work on concentration and doing more work.

Child B Worked hard. Achieved the learning intention for smaller numbers but not for bigger ones.

Work on bigger numbers

Child C Tried hard. Got most of the answers right with support. Wasn’t sure about the last 3 questions.

Practice some more in next lesson

Learning Intention: To know how to write and represent 2-digit numbers using knowledge of place value

Date:

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Separate activities for Primary and Secondary

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Recording Assessments: Improved

Name Assessment Comments Target Date

Child A Can accurately write two-digit numbers up to 30 for a provided representation but in own representations does not recognise the base 10 structure used in place value.

Understanding the need to group in tens plus remaining ones for 2 digit numbers

Child B Succeeds with writing teen numbers but creates incorrect additional columns for writing numbers with more than 1 ten

Understanding that all the tens need to be combined and written in tens column

Child C Can accurately write most two digit numbers up to 30 for a provided representation but does not understand the need to use zero as a place holder for empty columns.

Understanding of zero as a place holder in 2-digit numbers

Learning Intention: To know how to write and represent 2-digit numbers using knowledge of place value Date:

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Feedback Matrix

Specific

Negative Positive

Non-Specific

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Types of prompt

Reminder Prompt: is simply a re-iteration of the learning intention

Scaffold Prompt: involves the teacher deciding what she would like the child to write, then finding a way to hand it back to the child

Example Prompt: models a choice of possible improvements, but asks if the child has an idea of his/her own

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Examples

LO: To be able to introduce a character for a story (written or oral)

Child writes “This person is a good friend”

Reminder Prompt:Say more about how you feel about

this person

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Scaffold Prompts:Can you describe how this person is a good

friend?

Describe something that has happened that showed you what a good friend this person is

He showed me he was a good friend when ...

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Example Prompt:Choose one of these statements to tell

me more about your friend:He is a good friend because he never

says unkind things to me OrMy friend helps me with do things

when I am having trouble

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Discussion

• How do children respond to marking in your school / class?

• Do you need to correct EVERY mistake in pupils’ books?

• Do you re-mark tasks which pupils have marked under your instruction in class?

• Must you really correct all the mistakes in a task with more than one focus?

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Subject: Mathematics

Name (ALPHABETICAL BY SURNAME) You could list children by group

LO/Date 10/10/2014 To be able to count on or back in steps of 5

LO/Date 11/10/2014 To be able to prove why a number is in the five x table

LO/Date 12/10/2014 To use my knowledge of the %x and 10X table to solve problems

LO/Date Comment Next steps

AS AC / AV BG • CC / Surprised CT / GE • GT / HE / KT / KE / ML MM / NN / OP / OD / OF RF / RB • RE • ST / SN / SB TY / TT • TS •

I have illustrated three different ways of recording whole class assessment

Mastered

Achieved /

Working towards •

What does this data tell you about the learning in mathematics? What would you do next?

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Subject LO/Activity Observations Next steps ImplementedWriting: vocabulary, grammar, and punctuation

Use expanded noun phrases to describe and specify; for example, the blue butterfly

Bwas able to describe nouns using simple adjectives, e.g.; big, small, colours, round before the noun e.g. the red ball

Use the adjective after the noun e.g. the ball was red

To know how to write and represent 2-digit numbers using knowledge of place value

Succeeds with writing teen numbers but creates incorrect additional columns for writing numbers with more than 1 ten

B was able to show me 36 with the base ten material however when writing the number she wrote 306

Understanding that all the tens need to be combined and written in tens column

Science Living Things

To explore and compare the differences between things that are living, and things that have never been alive

B was able to tell me that the rock was not a living thing because it did not move and could not grow. However she was less clear about a tree because it did not move like people or animals

Enable B to understand that there are other factors that constitute a living thing other than movement e.g., respiration, needing nutrition, excretion, and growing: We will cover this in the next series of lesson in which we grow a sunflower

15th November; we have completed a series of lessons on plants and B can now tell me that plants and animals are living things because they grow, move, breathe

Name: BSStart/end date: Wb. 13th October

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Grade Descriptors

Read the grade descriptors for Standard 6: Assessment.

Discuss in pairs anything you do not understand.

We are all aiming for a High grade by the end of the training.

What evidence will your mentor need to see to support this grade?

What does ‘High’ grade practice look like? Brainstorm responses to these two questions

in pairs / small groups

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Assessment For Learning Tools

Made by Mike Gershon – [email protected]

Sources

http://www.aaia.org.uk/pdf/Publications/AAIA%20Pupils%20Learning%20from%20Teachers'%20Responses.pdfhttp://www.aaia.org.uk/pdf/Publications/AAIAformat4.pdf http://www.aaia.org.uk/pdf/asst_learning_practice.pdf http://community.tes.co.uk/forums/t/300200.aspx http://www.schoolhistory.co.uk/forum/lofiversion/index.php/t7669.html www.harford.edu/irc/assessment/FormativeAssessmentActivities.doc Paul Black et al, Assessment for Learning, (Open University Press, Maidenhead, 2003)Paul Black et al, “Working inside the black box”, (nferNelson, London, 2002)Paul Black and Dylan William, Inside the Black Box, (nferNelson, London, 1998) Assessment Reform Group, Testing, Motivation and Learning, (The Assessment Reform Group, Cambridge, 2002) Assessment Reform Group, Assessment for Learning, (The Assessment Reform Group, Cambridge, 1999)My headOther people’s heads

AfL is successful when embedded in teaching and learning.

This toolkit aims to help by presenting different facets, activities and tools for teachers to use in order to achieve this.

I hope you find it useful!

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Peer and Self Assessment:

A Guide

Sources:

http://nationalstrategies.standards.dcsf.gov.uk/node/18700http://www.ukcle.ac.uk/resources/assessment/group.html http://www.sedl.org/pubs/tl05/images/icons.gifwww.nsead.org/downloads/Art_Peer_Assessment_example.doc

Seminal work by UK academics Black, Harrison, Lee, Marshall and Wiliam

1998

Booklet

Synthesis 250 other studies

2002

Booklet

Implementation

2003

Book

‘How to..’

Wider Reading & Resources:

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Based on the last activity and all the information you have learnt today set yourself two personal targets for things you will endeavour to use / change in your practice from now on.

You could add these to your journal if it is helpful.

Moving Forward:

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Q&A:

Link to Professional Learning Day 5--- Linking AfL to Levels of Progress Data and

Ipsative Assessment