assessment for learning - east sussex · 12.30-1.00 lunch 1.00-2.00 eyfs assessment 2.00-3.30...

Jacky Cross

Assessment for Learning

Plan for the day

9.30-9.45 Introduction

9.45-11.00 LO/SC

11.00-11.15 Break

11.15-12.30 Questioning

12.30-1.00 Lunch

1.00-2.00 EYFS assessment

2.00-3.30 Effective feedback

Objectives

To:

review and explore a range of Assessment

for Learning (AfL) strategies to support

learning.

Assessment for Learning

“Assessment for learning”

Context

• Black and Wiliam

• John Hattie

• Sutton Trust Report

• Shirley Clarke

Five Key Strategies of formative assessment

Where the learner is

going

Where the learner is

right now How to get there

Teacher

Clarifying and sharing

learning intentions and

criteria for success

Engineering effective

classroom

discussions, activities,

and tasks and

activities that elicit

evidence of learning

Providing feedback

that moves learning

forward

Peer

Understanding and

sharing learning

intentions and criteria

for success

Activating learners as instructional resources for

one another

Learner

Understanding

learning intentions and

criteria for success

Activating learners as the owners of their own

learning

From “Embedded Formative Assessment” Dylan Wiliam (2011)

Clarifying and sharing

learning intentions and

criteria for success

Understanding and

sharing learning

intentions and criteria

for success

Understanding

learning intentions and

criteria for success

Engineering effective

classroom discussions,

activities, and tasks

and activities that elicit

evidence of learning

Activating learners as instructional resources for

one another

Activating learners as the owners of their own

learning

Providing feedback that

moves learning forward

The research indicates that improving learning through

assessment depends on five, deceptively simple, factors:

the provision of effective feedback to pupils;

the active involvement of pupils in their own

learning; adjusting teaching to take account of the results of

assessment;

a recognition of the profound influence assessment

has on the motivation and self-esteem of pupils,

both of which are crucial influences on learning;

the need for pupils to be able to assess

themselves and understand how to improve.

Taken from Shirley Clarke’s research:

This was further broken down to include:

sharing learning goals with pupils;

involving pupils in self-assessment;

providing feedback which leads to pupils

recognising their next steps and how to take

them;

underpinned by confidence that every student can

improve.

Learning Outcomes / Success Criteria

• Start with one ball

• Relaxed upper body

• 900 arms with hands in the bottom corner of the ‘eye level’

rectangle

• Balls remain in the rectangular plane (not thrown forward

or back)

• Balls pass at about eye level

• Increase number of balls to three …or more?!

Learning Objective

By the end of this ‘session’ you will be able to juggle three

balls

Assessment for Learning

Learning Objectives

Success Criteria

Aims and Objectives:

Learning Objectives are more effective if… What do you think? Complete a ‘diamond

nine’

Learning Objectives are more effective if… • ‘We are learning to…’ not ‘I can…’ • Decontextualised • Authentic – what you really want them to know

and how you will measure progress. • Sometimes realised by children • Sometimes given • Usually discussed - what could it mean? - Where, how, could we best learn that? (Giving ownership and choice)

“Learning objectives are vital in learning, but only at the point at which knowing them will affect pupil performance and therefore any judgement made.”

Clarke, S. 2013

Which is most appropriate?

• We are learning to write about the EU referendum

• We are learning to write a balanced argument

• We are learning to create and shape a text

• We are learning to write a balanced argument about Britain leaving or remaining in the EU

LO: We are learning to write a balanced argument

By removing the context from the learning objective, it will

better ensure that the children can transfer the skills they have learnt, to enable them to write a balanced argument in a different

context.

LO: We are learning to write a balanced argument

Success Criteria • I can list all the reasons for staying in the EU. • I can list all the reasons against staying in the EU. • I can introduce the topic using one of the arguments for and

against. • I can write one paragraph for staying in the EU. • I can write a paragraph against staying in the EU. • I can sum up and give an opinion. • I can write neatly. • I can check my work during composition. • I can use correct punctuation. • I can use formal language. • I can use the dictionary and word bank to help me spell

unfamiliar words correctly.

What’s my problem? How can we solve it?

Generic Success Criteria

Every time we write… Ingredient for fiction

Remember to… Ingredients for non fiction

LO: We are learning to write a balanced argument

On your tables, agree the four most important success criteria to further

support the children, whilst ensuring the skills are transferable to a different

context?

LO: We are learning to write a balanced argument

Success Criteria

• I can use a question for the title.

• I can write a balance of ‘for and against’ arguments using evidence.

• I can use comparative conjunctions, such as ‘on the other hand, as well as this, in contrast, taking another viewpoint’.

• I can give an opinion in the conclusion.

What tricks to we have to help children come up with effective Success Criteria?

Post it and park it

What tricks do we have to help children come up with effective Success Criteria? • Look at good and/or bad examples – wagoll or

waboll

• Talk to each other – co-constructed

• Teacher modelling – good or bad

• Quality start to the lesson, the success criteria reveals itself

• Eavesdropping children’s conversations

• Handing over a whole lesson to generation of SC

“Once children have success criteria, they have a framework for a formative dialogue with other peers or teachers, which enables them to:

• Ensure understanding

• Identify success

• Determine difficulties

• Discuss strategies for improvements or ‘Next Steps’.

• Reflect on progress.

BUT, what do the children think about this?

Open or Closed?

Open success criteria show choice and reflects quality, whereas closed success

criteria indicates whether the child can or can not do a task.

Closed or Open – you decide

Stand up for open, sit down for closed

• I can put a capital letter at the beginning of my sentence.

• I can use language to create my intended effect.

• I can use efficient working methods.

• I can use figurative language.

• I can devise an effective gymnastics routine.

• I can use my imagination to extend my idea.

• I can choose the most effective method.

• I can decide whether to use the inside or outside scale on the protractor.

• I can build suspense.

If you get the success criteria right, you can use it to focus the lesson back and ensure that the children are let into the secret of success.

After 5 minutes • Probing questioning of individuals

• Use of Blooms – High Order Thinking

• Intervention based on observation – efficient use of TA

• Responding to problems

5 minute walk-about • Children can talk to a partner, go back to

their books or look at success criteria

• Opportunity to use learning card if embedded in your practice.

The usual stuff we do everyday!