Adding Color

Assessment for LearningSAA, FEBRUARY 2010

ASSESSMENT FOR LEARNINGLearning IntentionsSuccess CriteriaFormative FeedbackEffective QuestioningPeer- and Self-Assessment and Self-Evaluation

Learning Intentions

#1

LEARNING INTENTIONS

WALT board Learning intentions displayedSOMETHING OLDSOMETHING NEWSOMETHING FUNSOMETHING TO DOLearning intentions at front of booklet

POST-ITS Pupils write what they would like to learn by the end of the topic and stick it to wallKWL Know, want to know, learned move across as learn it, shows progression

LEARNING INTENTIONS

Post-its

KWL

POST-ITS Pupils write what they would like to learn by the end of the topic and stick it to wallKWL Know, want to know, learned move across as learn it, shows progression

LEARNING INTENTIONS

Mind-mapping

MIND-MAPPING as progress, add to mind map. Save to IWB so can call up when wanted

STARTER ACTIVITIES

SETTING THE BASELINE

Model statements :I can name various items of food and drinkI am able to place the words into a sentence with a verbI know how to express opinions about foodI know what a connective isI know what an a high frequency word isI know how to build a sentence using a high frequency word with an opinionI can connect two simple sentences saying what I eat and drink without opinionsI know that by the end of the lesson I can understand how to build and connect more complex sentencesI know what working at levels 2,3,4 means

Starter activity : Underline or highlight the statements about what you CAN DO so far on food and drink and what kind of terms you are familiar with. You will have to write in the bag at a later stage what activities completed in the lesson helped you move up the levels by the end of the unit.

Success Criteria

#2

SUCCESS CRITERIA

2 contrasting pieces of finished work

YOOs Post-its

Contrasting pieces of work - ask which is best and why. The analysis via talking partners will generate the success criteria, by focusing on what the poorer example - maybe the answer was wrong how should it have been done (generate SC)YOOs Post-its. No marking, read pieces of work and assign a green, orange or red post-it (or own code). Put pupils into groups with pref 2 of each in group. They work out which is best and why, drawing up SC

Formative Feedback

#3

Grid from controlled assessment tasks

Use GCSE grid to indicate where to improve, not just at GCSE, lower and upper - whilst doing work, or at end

Comment-only MarkingGroups of pupils given:Improvement in WorkInterest in SubjectMarks/grades onlyNil+ for high attainers- for middle/lowMarks/grades + commentsNil+ for high attainers- for middle/lowComments only30%+ for all groups

Research findings, Black & Wiliam,1998FORMATIVE FEEDBACK

COMMENT-ONLY MARKING

This table shows that written feedback in the form of comments only is actually the most effective method for improving learning. This is because when comments are paired with marks, pupils tend to ignore the comments because their feelings of achievement or failure have already been reinforced by the mark.

In fact, what is the first thing pupils look at when they receive marks with a comment? (Allow suggestions.)And what do you think is the second thing they look at? (Allow suggestions.)

Well, the truth is that the first thing a pupil will look at is their mark. The second thing they will look at is their neighbours mark.

Often, pupils do not even read the comment. This means that even when we get the comment right (weve made it instructive to improve learning), its unlikely to be acted upon.

The findings you see on this slide, which substantiate this, are from two Israeli studies referred to by Black and Wiliam. But this was also a key finding in the Kings College research and is backed by findings in a range of countries.

Note that while its not necessary to apply comment-only marking to every piece of work, its a strategy that should be built into assessment to improve and benefit the learning process.

Pupils will still need summative marks/grades from time to time, but have we, and our pupils, become over-reliant upon them?

Stickers from http://www.schoolstickers.co.uk/

Left=formative, right slightly more sumative yet still formative as setting targets

Stickers from TES

HIGHLIGHTING

for accuracy for comprehension to improveFORMATIVE FEEDBACK

HIGHLIGHTING

Accuracy marking essays in Spanish

Comprehension - individual, then in group to share knowledge, then I read & they stop me

Highlight and improve the 2 keys are a) to get the SC right generated with the pupils. What steps do they need to do to work out the problem? So you can give pinks for using the SC and greens where they got a step wrong.b) to know what the next differentiated level up and down would be. So you can use green to challenge or green to go back and prompt.

Pupils will still need summative marks/grades from time to time, but have we, and our pupils, become over-reliant upon them?

Prompts for ImprovementA reminder prompt: is most suitable for able children. Say more about how you feel about this person.A scaffold prompt: scaffolds the learning for children who need more support than a simple reminder. Can you describe how this person is a good friend?Describe something that happened that showed they are a good friend.An example prompt: can be extremely successful with all children, but especially with average or below average children. Choose one of these or your own: He is a good friend because he never says unkind things about me, My friend is a friend because he never tells me lies.- Shirley ClarkeFORMATIVE FEEDBACK

PROMPTS

When it comes to closing the gap between where a pupil is and where we want them to be in their learning, there are three types of prompts to use with formative feedback that promote improvement. They also help you differentiate your support:remindersscaffoldsexamples

Here is an example of each. Reminders are the least supportive type of prompt, the most basic instruction on how to improve the work/learning. Examples are the most supportive type of prompt, the most explicit, instructional and illustrative statements of how to improve.

You should select which to use based on your pupils needs.

Quizdom

Formative - the pupils can see how quickly they are answering and discuss why an answer is right or wrong

Effective Questioning

#4

Ask fewer questions and less closed questions

Involve the whole class.

Think, pair, share.

We can also be more effective in our questioning by asking questions better. This includes the way we ask questions as well as how we allow pupils to respond. Some suggested strategies are to:Involve the whole class. If we want to promote a risk-taking culture, we need to ensure that pupils do not feel threatened. One strategy is to address the group rather than an individual. You can engage the whole class by simply walking round the room while asking/directing questions. This can increase pupil involvement and it may also help you observe pupil participation and engagement. Another strategy is to Think, Pair Share. Pupils are sometimes intimidated by having to speak up in a whole-class situation. You can use this strategy to involve everyone. Here, pupils think about their answer, discuss it with a partner and then with a group. This can take the focus off the individual, improve self-esteem and give shy pupils a voice.

Providing pupils with time to think is also critical to effective questioning. Research shows that teachers typically allow less than 1 second of wait time between posing the question and asking for the answer (sometimes by providing the answer themselves). By increasing that wait time to 3-5 seconds, you can make a significant difference to your questions effectiveness. Doing so:gives pupils the vital time they need to order their thoughts;ensures more pupils are likely to offer an answer; results in fewer I dont knows;produces more thoughtful, creative and extended answers; andbenefits all children, no matter what their ability. However, make sure pupils know and understand that there is time to think so that they do not feel pressured to answer right away.

Finally, to help you ask questions better, consider a No hands up approach. When you ask a question and one pupil in a class puts his or her hand up, often everyone else in the class stops thinking or trying to work out the answer. By asking for no hands up, you can encourage all pupils to stay engaged with the question for longer.are used to build pupils questioning strategiesfor example Ask the audience.

Articulate - Provide think time

No hands up

Game show elements - Ask the audience

Providing pupils with time to think is also critical to effective questioning. Research shows that teachers typically allow less than 1 second of wait time between posing the question and asking for the answer (sometimes by providing the answer themselves). By increasing that wait time to 3-5 seconds, you can make a significant difference to your questions effectiveness. Doing so:gives pupils the vital time they need to order their thoughts;ensures more pupils are likely to offer an answer; results in fewer I dont knows;produces more thoughtful, creative and extended answers; andbenefits all children, no matter what their ability. However, make sure pupils know and understand that there is time to think so that they do not feel pressured to answer right away.

Finally, to help you ask questions better, consider a No hands up approach. When you ask a question and one pupil in a class puts his or her hand up, often everyone else in the class stops thinking or trying to work out the answer. By asking for no hands up, you can encourage all pupils to stay engaged with the question for longer.are used to build pupils questioning strategiesfor example Ask the audience.

Talkers & ListenersLine dancing

I did this exercise: all kids around one long line of tables, half facing the whiteboard, the other half with their back to the whiteboard. TALKERS & LISTENERSThe ones facing the whiteboard are the talkers, the others the listeners (AfL).A question appears on the powerpoint and the talkers have to talk about it until it disappears. The listeners can either take notes on what they liked or tick of the tenses used or similar. When the question has disappeared, everybody moves one chair along to one side. Then the next question comes. At the end all the talkers are the listeners.

At the end of a topic chairs facing each other, A quizzes B for 1 min, swap for 1 min, then no 1 moves to end and start again

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X & Y

No to no and no to yes

Ask pupils why X is an example of Y eg Why is an apple an example of a fruit?

Students are not allowed to use the words no or yes when answering questions. Questions can be posed by the teacher, in pairs or groups.

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EFFECTIVE QUESTIONING

Peer- and Self-Assessment and Self-Evaluation

#5

Teacher AssessmentThere is no need to write your name on this sheet, only your year and set.Please circle your response to the statements written down, between 1 and 4.Where 1 = strongly agree and 4 = strongly disagree

Introducing new topicsI link the topics to past topics well1234I talk too fast1234I talk too slow1234I talk at the right speed1234I make things sound interesting1234I am good at emphasising keypoints1234I make you become involved1234I use a variety of teaching styles1234I use lots of different resources1234TEACHERASSESSMENT

PEER ASSESSMENT

peer assessment.ppt

PEER ASSESSMENT / FORMATIVE ASSESSMENT

Year 9 Peer Assessment Commentswww:You covered ________________ section from the success criteria well.You fully explained ______________ from the success criteria.You showed an excellent level of understanding of the Learning Objective.You work is very well presented.ebi:You need to look at ________________ section again, you did not answer this correctly.You forgot to have ___________ section in your piece of writing.Next time you should:Check your work against the success criteria before you hand it up.Spell check your work before you hand it up.Add colour and images to your work

Mi colegio speaking assessment

PEER ASSESSMENT

2 STARS AND A WISH

PEER ASSESSMENT

A BUGS LIFE

This is a resource I came across at a recent KS3 meeting. We science teachers liked it a lot and came up with more ways of using it than was shown to us that day. We thought it could also be used as an AfL tool for peer assessment of a piece of work.Briefly: give each pupil a bug card (I have reduced them to A5 and have included a template I made up. Or you can give the pupil a piece of card and ask them to draw their own bug). Give out the six criteria for the work. (questions/pieces of information/anything the work needs). They can write the six, one on each leg. Cut the bug out and fold along the line to make it stand up. They hand over the bug, with the work, to a peer for assessment. When their peer goes over the work, if some of the questions are not answered or criteria not met, a leg is ripped off the bug. Mutilated or un-mutilated bugs are handed back with the work. To avoid mutilation, the pupils must make sure they fulfil the criteria or answer the questions. If using to judge/assess a source of information they would rip off legs as they work, from the bug they made at the start. You can give a prize for the best bug if you want. You can use folds to make various appendages stand up or hang down. Or use colours to make exotically coloured bugs.If you need 8 criteria make spiders (or scorpions). Or if you need 4 you could make a pig. 100, a centipede (actually they dont have 100 feet, but you know what I mean).

PEER ASSESSMENT

USING A FRAMEWORK

Speaking Assessment GridName of the person doing the talk: _________________________Name of the person listening: _______________________

PEER ASSESSMENT

USING THE MARK SCHEME

LDescriptionExamples4Need to be able to say 4 or 5 sentences.must have a verbNeed to use connectivesetmaisquiparce quecarNeed to express my opinions confidently and justify themReasons why like or dislikeparce quecarNeed to use time phrasessouventdhabitudeQuelque foisRarementTous les joursNeed to use qualifiers accuratelytrsassezbeaucoup de...Need to use the present tenseJe + verbJe faisJtudieJaiJe suis

PEER ASSESSMENT

SPEED-DATING

PEERASSESSMENT

PEER ASSESSMENT

USING A DEPARTMENTAL WIKIhttp://spanishingrosvenor.wikispaces.com

What did you find difficult while you were learning today??

AfL

SELFASSESSMENT

Self-Evaluation Prompts

What did you find easy about learning to ?

What do you need more help with?

What can you do now that you couldnt do before?

What really made you think?

What are you most pleased with?

The most important thing you learned was

Many teachers put self-evaluation prompts on display to keep them accessible and in the minds of their pupils.

This slide shows a few sample prompts that could be hung as posters around your classroom.

Visual displays of this type can jog a pupils memory and provide him or her with a hook for self- evaluation.

These statements can be a means of reassurance and also of encouraging self-reflection.

Self-evaluation can be done individually, with learning partners or through collaborative group work.

SELFASSESSMENT

Nom _______________________Date _______________Form 1 Mi familia Self Assessment WritingWrite about your familyOrganisationI wrote sentencesI avoided listsI wrote paragraphsI wrote organised paragraphsQualityI could give opinions:I could give reasons:I could give examples in the future:I used short sentencesI used some connectivesI used a range of connectivesI could give extra details places -people-timesI wrote sentences with if:I checked:Capital letters and punctuationSpelling and accentsMasculine/feminine/singular/pluralVerb endings and infinitivesNext time I aim to

SELFASSESSMENT

SELFASSESSMENT

TRAFFIC LIGHTS Online Self assessment

SELFASSESSMENT

SELFASSESSMENT

SELF ASSESSMENT

Muddiest Point

Students write down one or two points on which they are least clear. This could be from the previous lesson, the rest of the unit, the preceding activity etc. The teacher and class can then seek to remedy the muddiness.

SELFEVALUATION

Evaluation tree

Learning Ladder

Ask students where they feel they are on the tree in relation to the lesson or topic. Can be used repeatedly to articulate progress/problems. Could print out on A3/A2 and get students to put post-it notes on with their name. Could then pair up strong and weaker students etc.http://www.evaluationsupportscotland.org.uk/article.asp?id=13

Ladder ranking, prioritising, placing learning in a ranking order

SELFEVALUATION

SELF EVALUATION

THUMBS UP

Check class understanding of what you are teaching by asking them to show their thumbs.Thumbs up = I get itThumbs half way = sort ofThumbs down = I dont get it

SELF EVALUATION

TRAFFIC LIGHTS

Use laminated sheets (bring examples)Use traffic lights as a visual means of showing understanding.

e.g. Students have red, amber and green cards which they show on their desks or in the air. (red = dont understand, green = totally get it etc.)

Students self-assess using traffic lights. The teacher could then record these visually in their mark book.

Peer assess presentations etc. with traffic lights

MORE TRAFFIC LIGHTS

SELF EVALUATION

Use laminated sheets (bring examples)

SELF EVALUATION

Scale 1-10 (eyes closed, hands up)Scale 1-10 Quizdom

Use laminated sheets (bring examples)

SELFEVALUATION

LEARNING LOG

SELFEVALUATION

REFLECTIVE LOG

PLENARIES

Post-its on grid

Post-its as leave

As leave, anonymous, for feed-back

PLENARIES

Talk partners

Partnering

As a plenary, pupils share with a partner:3 new things they have learntWhat they found easyWhat they found difficultSomething they would like to learn in the futurePartnering - give out half questions, half answers, must find each other in silence

PLENARIES

Random name generator from classtools.net

Classtools.netTo answer a question (on the DVRs, e.g. A level) or write an answer to a topic in 1 minute (Form 5)

PLENARIES

Pupil as teacher

3 things

5 5 1

e.g. One (or more?) pupil is the teacher. They have to summarise the lesson (unit) and question the class on what was studied.

Tell me 3 things you have learnt todayyou have done wellthe group has done wellyou would like to find out more aboutyou know now that you didnt know 50 minutes ago

Summarise todays topic in 5 sentences. Reduce to 5 words. Now to 1 word.

Pass it on - Write 5 top tips or golden rules about the topic for students taking the lesson next year.

PLENARIES

Pass it onCross the curriculumExam question

Pass it on - Write 5 top tips or golden rules about the topic for students taking the lesson next year.How does todays learning link to three other subjects?

How can you use what you have learnt today in other subjects?What skills can you take from today and use elsewhere in school?How would you encounter the same topic differently in other subjects? (e.g. environment)What links todays topic to _______________ (insert subject here)

Write an exam question based on your learning today. Then, swap books and answer someone elses question.

PLENARIES

DVRs

Back to AFL ToolsPLENARIESVAK

What have you learnt with your eyes this lesson?What have you learnt with your ears?What have you learnt with your body?

Wheel of Fortune

PLENARIES

Give each student an index card with a number from 1-8.Students are instructed to write a review question, math problem, or spelling word on their card.Click the Spin Button.When the wheel hits the number on the index card, the student chooses who will receive the question on their card.

PLENARIES

PLENARY SQUARESPlenary_Squares.ppt

PEER ASSESSMENT

AfL A Practical Guide

http://www.nicurriculum.org.uk/key_stage_3/assessment/assessment_for_learning/