assessment for learning in science - ucl institute of...
TRANSCRIPT
Assessment for Learning in scienceUnit 3: Developing peer and self-assessment in science
First published in 2009 Ref: 00932-2009PDF-EN-04
Disclaimer
The Department for Children, Schools and Families wishes to make it clear that the Department and its agents accept no responsibility for the actual content of any materials suggested as information sources in this publication, whether these are in the form of printed publications or on a website.
In these materials, icons, logos, software products and websites are used for contextual and practical reasons. Their use should not be interpreted as an endorsement of particular companies or their products.
The websites referred to in these materials existed at the time of going to print.
Please check all website references carefully to see if they have changed and substitute other references where appropriate.
1The National Strategies | Secondary Assessment for Learning in science: Unit 3
© Crown copyright 2009 00932-2009PDF-EN-04
Contents
How the science Assessment for Learning units fit together 3
Unit 3: Developing peer and self-assessment in science 4
AfL quality standards 4
Purpose of these materials 4
Reference material 4
Key messages 4
Cycle of professional development 5
Reviewing existing practice in peer and self-assessment 6
Progression table: reviewing existing practice in peer and self-assessment 7
A: Activities to move from Focusing to Developing 9
B: Activities to move from Developing to Establishing 11
C: Activities to move from Establishing to Enhancing 14
Further information 17
3The National Strategies | Secondary Assessment for Learning in science: Unit 3
© Crown copyright 2009 00932-2009PDF-EN-04
How the science Assessment for Learning units fit together
CORE
Unit 1 Lesson sca�olding
learning objectiveslearning outcomessuccess criteria
Supporting structured learning through:
Structuring learning to developQuality First teaching
Unit 2a Oral feedback
Recognising learning
Celebrating learning
Highlighting next steps in learning
Developing independent learners
Unit 2b Written feedback
Recognising learning
Celebrating learning
Highlighting next steps in learning
Developing independent learners
Unit 3 Peer and self-assessment
Recognising learning
Celebrating learning
Highlighting next steps in learning
Developing independent learners
NEXT STEPS
4 The National Strategies | Secondary Assessment for Learning in science: Unit 3
00932-2009PDF-EN-04 © Crown copyright 2009
Unit 3: Developing peer and self-assessment in scienceThis is the fourth unit in a series of support materials to strengthen assessment for learning (AfL) in science. These materials link closely with the following quality standards developed for AfL.
Assessment for Learning quality standards 2.1. All teachers have a secure and shared understanding of AfL and how it impacts on learning
and standards.
2.5. In lessons, all pupils have a clear understanding of what they are trying to learn (learning objectives), how they can recognise achievement (learning outcomes), what ‘good’ looks like (success criteria) and why they are learning this (big picture).
2.6. All pupils have the confidence, dispositions and skills to evaluate the quality of their work and level of understanding, and work with their teachers and peers to take the next steps in their learning.
Purpose of these materials• To promote strategies to develop peer and self-assessment
• To highlight opportunities to introduce or extend these strategies when planning lessons
• To help teachers use pupil reflection as part of planning How Science Works (HSW) opportunities and their evidence gathering in the Assessing Pupils’ Progress (APP) process
Reference materialAll materials referred to are listed at the end of this document and are available to download from www.standards.dcsf.gov.uk/nationalstrategies.
Key messagesTo ensure pupils are confident in peer and self-assessment, teachers will need to:
• ensure they explain and share the success criteria that relate to the learning objectives and intended learning outcomes from every lesson
• train pupils over time to assess their own work and the work of others
• use a consistent approach
• scaffold the language used in feedback
• plan peer and self-assessment opportunities in lessons
• frequently and consistently encourage pupils’ self-reflection on their learning
• guide pupils to identify their next steps.
The following material builds on the tasks outlined in the ‘Ready for more?’ section of Unit 5: Peer and self-assessment from the AfL whole-school training materials.
5The National Strategies | Secondary Assessment for Learning in science: Unit 3
© Crown copyright 2009 00932-2009PDF-EN-04
Cycle of professional developmentThe diagram explains how to use the progression table and take the next steps to develop your expertise in peer and self-assessment.
Return to the progression table to
map the gains in pupil skills and development
Use the progression grid to identify which activities
you will consider within section A, B or C
Choose an area you want to develop.Decide which class and trial one or more
of the suggested activities for about four weeks before monitoring
the impact on pupils
Try a di�erent area, building on what you learned about where
the pupils are. Evaluate the impacton pupils of using activities
within section A, B or C
It’s always good to work with another teacher so you can swap ideas
and help each other to evaluate progress. Work in this way wherever possible
Working together
6 The National Strategies | Secondary Assessment for Learning in science: Unit 3
00932-2009PDF-EN-04 © Crown copyright 2009
7The National Strategies | Secondary Assessment for Learning in science: Unit 3
© Crown copyright 2009 00932-2009PDF-EN-04
Reviewing existing practice in peer and self-assessmentThe progression table provides a tool for a department or individual teachers to review current practice and to identify an appropriate starting point for departmental development.
As a department, agree and highlight the statements that best reflect the practice of the whole department. At the bottom of each column is a reference to the tasks that will support your current practice and provide the appropriate material to develop from this point.
6 The National Strategies | Secondary Assessment for Learning in science: Unit 3
00932-2009PDF-EN-04 © Crown copyright 2009
7The National Strategies | Secondary Assessment for Learning in science: Unit 3
© Crown copyright 2009 00932-2009PDF-EN-04
Prog
ress
ion
tabl
e: re
view
ing
exis
ting
pra
ctic
e in
pee
r and
sel
f-as
sess
men
tH
ighl
ight
the
tabl
e to
show
whi
ch c
olum
n (F
ocus
ing,
Dev
elop
ing,
Est
ablis
hing
or E
nhan
cing
) bes
t des
crib
es p
ract
ice
in y
our c
lass
room
or d
epar
tmen
t. Lo
ok a
t the
pup
ils th
en th
e te
ache
rs. T
his
shou
ld b
e ba
sed
on e
vide
nce
from
less
on o
bser
vatio
ns o
r pup
il an
d te
ache
r voi
ce.
Iden
tify
whi
ch ro
w(s
) are
in n
eed
of m
ost d
evel
opm
ent.
Go
to th
e ac
tiviti
es th
at w
ill b
est s
uppo
rt y
our p
rofe
ssio
nal d
evel
opm
ent n
eeds
(A, B
or C
) and
try
the
activ
ities
in th
e m
ost a
ppro
pria
te b
ox.
Focu
sing
Dev
elop
ing
Esta
blis
hing
Enha
ncin
g
Pupils
They
hav
e ye
t to
unde
rsta
nd th
e na
ture
and
ben
efit
of p
eer a
nd
self-
asse
ssm
ent.
Thei
r abi
lity
to d
eter
min
e w
hat c
onst
itute
s co
nstr
uctiv
e fe
edba
ck h
as y
et to
be
dev
elop
ed
F1
They
are
beg
inni
ng to
ass
ess
thei
r ow
n w
ork
and
skill
dev
elop
men
t, an
d th
at o
f the
ir pe
ers,
aga
inst
the
lear
ning
obj
ectiv
es a
nd le
arni
ng
outc
omes
D1
They
can
use
succ
ess
crite
ria to
as
sess
and
impr
ove
thei
r ow
n an
d th
eir p
eers
’ wor
k an
d sk
ills.
The
y re
cogn
ise
the
stan
dard
s th
ey a
re
aim
ing
for i
n sc
ienc
e
Es1
They
can
inde
pend
ently
iden
tify
how
to m
ove
thei
r lea
rnin
g fo
rwar
d
They
read
ily re
late
suc
cess
crit
eria
to
ski
lls p
rogr
essi
on in
sci
ence
En1
Peer
-ass
essm
ent d
iscu
ssio
ns la
ck
focu
s an
d pu
pils
hav
e ye
t to
judg
e th
e st
reng
ths
and
wea
knes
ses
of
thei
r wor
k
F2
They
are
gai
ning
con
fiden
ce
in p
aire
d an
d gr
oup
disc
ussi
on
and
are
begi
nnin
g to
pro
vide
co
nstr
uctiv
e fe
edba
ck
D2
They
are
incr
easi
ngly
con
fiden
t in
ass
essi
ng th
eir o
wn
wor
k an
d sk
ill d
evel
opm
ent,
and
prov
ide
info
rmat
ive
and
cons
truc
tive
feed
back
to o
ther
s
Es2
They
can
eng
age
in e
xten
ded
and
focu
sed
dial
ogue
abo
ut th
eir
lear
ning
and
ski
ll de
velo
pmen
t.
They
app
ly a
n un
ders
tand
ing
of
how
they
lear
n to
mak
e be
tter
pr
ogre
ss in
diff
eren
t con
text
s
En2
8 The National Strategies | Secondary Assessment for Learning in science: Unit 3
00932-2009PDF-EN-04 © Crown copyright 2009
TeachersPl
anne
d op
port
uniti
es fo
r pee
r an
d se
lf-as
sess
men
t are
bei
ng
deve
lope
d
F3
Lear
ning
obj
ectiv
es a
nd o
utco
mes
ar
e m
ade
expl
icit
and
tran
spar
ent
so th
at p
upils
can
iden
tify
how
wel
l th
ey h
ave
met
the
succ
ess
crite
ria
D3
Succ
ess
crite
ria w
hich
des
crib
e pr
ogre
ssio
n in
asp
ects
of H
SW a
re
prov
ided
and
pup
ils a
sses
s an
d im
prov
e th
eir o
wn
wor
k ag
ains
t th
ese
Es3
Colla
bora
tion
is u
sed
to id
entif
y su
cces
s cr
iteria
rela
ted
to p
rogr
ess
in th
e H
SW s
kills
for t
he le
sson
En3
Expl
icit
HSW
lear
ning
obj
ectiv
es
and
outc
omes
are
bei
ng d
evel
oped
so
that
pup
ils c
an id
entif
y ho
w w
ell
they
hav
e m
et th
e su
cces
s cr
iteria
F4
Peer
-ass
essm
ent o
ppor
tuni
ties
are
prov
ided
and
pup
il re
flect
ion
is u
sed
to a
ddre
ss p
upils
’ nee
ds
in fu
ture
pla
nnin
g of
HSW
op
port
uniti
es
D4
Tim
e is
pro
vide
d fo
r pup
ils to
refle
ct
inde
pend
ently
or c
olla
bora
tivel
y on
th
e sk
ills
they
hav
e de
velo
ped
and
how
they
hav
e le
arne
d. F
eedb
ack
is u
sed
to in
form
pla
nnin
g of
futu
re
HSW
opp
ortu
nitie
s
Es4
Plan
ning
in H
SW e
nabl
es s
ucce
ss
crite
ria to
be
iden
tifie
d fo
r pee
r and
se
lf-as
sess
men
t and
to in
form
the
APP
pro
cess
En4
Pupi
ls a
re b
eing
enc
oura
ged
to
disc
uss
and
refle
ct o
n th
eir l
earn
ing
in a
focu
sed
and
cons
truc
tive
way
F5
Pupi
ls a
re p
rovi
ded
with
op
port
uniti
es to
giv
e fe
edba
ck to
th
eir p
eers
(in
rela
tion
to le
arni
ng
outc
omes
)
D5
Pupi
ls a
re tr
aine
d to
wor
k ef
fect
ivel
y in
gro
up d
iscu
ssio
ns,
and
cons
truc
tive
and
info
rmat
ive
feed
back
is m
odel
led
Es5
Pupi
l dia
logu
e is
orc
hest
rate
d an
d m
aint
aine
d w
ith ti
mel
y in
terv
entio
n to
acc
eler
ate
unde
rsta
ndin
g of
the
HSW
ski
lls a
nd d
evel
op
inde
pend
ent l
earn
ing
En5
Diff
eren
t typ
es o
f fee
dbac
k st
rate
gies
sta
rt to
em
erge
to p
robe
pr
ogre
ss a
gain
st th
e le
arni
ng
obje
ctiv
es a
nd o
utco
mes
, to
help
pu
pils
impr
ove
thei
r wor
k
D6
A ra
nge
of p
eer a
nd s
elf-a
sses
smen
t st
rate
gies
are
use
d w
ith c
onfid
ence
Es6
Stra
tegi
es fo
r eff
ectiv
e le
arni
ng
are
empl
oyed
and
pup
ils a
re
enco
urag
ed to
app
ly th
ese
En6
A: G
o to
thes
e ac
tivi
ties
to m
ove
from
Foc
usin
g to
Dev
elop
ing
on
page
9
B: G
o to
thes
e ac
tivi
ties
to m
ove
from
Dev
elop
ing
to E
stab
lishi
ng
on p
age
11
C: G
o to
thes
e ac
tivi
ties
to m
ove
from
Est
ablis
hing
to E
nhan
cing
on
pag
e 14
9The National Strategies | Secondary Assessment for Learning in science: Unit 3
© Crown copyright 2009 00932-2009PDF-EN-04
A: Activities to move from Focusing to DevelopingChoose the box that you have identified from the review of the progression grid.
Moving from F1 to D1
They have yet to understand the nature and benefit of peer and self-assessment. Their ability to determine what constitutes constructive feedback has yet to be developed
F1
They are beginning to assess their own work and skill development, and that of their peers, against the learning objectives and learning outcomes
D1
How do I get there?
• Share learning objectives and outcomes for each lesson with pupils, reviewing them at the end of the lesson (see Unit 1: Lesson Scaffolding: Structuring learning to develop Quality First teaching in science).
• Think about how pairs or groups of pupils are organised for peer assessment and what you need to consider to promote the success of the activity.
• Consider the type of plenary and how it might be used to assess the success of a peer-assessment activity in meeting the lesson objectives.
Moving from F2 to D2
Peer-assessment discussions lack focus and pupils have yet to judge the strengths and weaknesses of their work
F2
They are gaining confidence in paired and group discussion and are beginning to provide constructive feedback
D2
How do I get there?
• With a colleague, plan and observe one of each other’s lessons which has an agreed focus on peer and self-assessment.
• Note how learning objectives are shared and how learning is assessed at the end of the lesson. Is it clear to pupils how they will be able to demonstrate success with these?
• Note the guidance pupils are given when talking to each other about their work. For example, are there clear success criteria for tasks? Is this written in language which is accessible to pupils and which they could use to scaffold their feedback to each other? Does it relate to the learning objectives?
• In your feedback to each other focus on how to structure next steps for pupils in terms of constructive feedback.
10 The National Strategies | Secondary Assessment for Learning in science: Unit 3
00932-2009PDF-EN-04 © Crown copyright 2009
Moving from F3 to D3
Planned opportunities for peer and self-assessment are being developed
F3
Learning objectives and outcomes are made explicit and transparent so that pupils can identify how well they have met the success criteria
D3
How do I get there?
• Select one teaching group and plan opportunities in the following four weeks to focus peer assessment on learning objectives.
• For planned tasks, identify success criteria and write this in pupil-friendly language.
• Structure the lessons to give sufficient time for pupils to give each other feedback on successes and areas for improvement in pairs relating to these tasks.
• At the end of the four-week period, evaluate successes and issues arising in order to move this forward into regular lesson planning.
Moving from F4 to D4
Explicit HSW learning objectives and outcomes are being developed so that pupils can identify how well they have met the success criteria
F4
Peer-assessment opportunities are provided and pupil reflection is used to address pupil needs in future planning of HSW opportunities
D4
How do I get there?
• Check and plan where necessary to incorporate and sharpen the HSW learning objectives in your planning.
• Share these HSW objectives with the pupils.
• Inform the pupils that peer assessment will relate directly to the HSW learning objectives.
Moving from F5 to D5
Pupils are being encouraged to discuss and reflect on their learning in a focused and constructive way
F5
Pupils are provided with opportunities to give feedback to their peers (in relation to learning outcomes)
D5
How do I get there?
• Use examples of work from anonymous pupils and ask their peers to suggest possible ways of improving the work and how they would meet the learning outcomes.
• Then ask pupils to look at each other’s work and, using the expected outcome, to comment on strengths of each other’s work and to identify areas for improvement.
Evaluation of impactUse these activities over a period of about four weeks. Monitor the impact by reflecting on learning gains, talking to pupils, teaching assistants and other teachers about the impact. Look at progress with periodic assessments, using APP.
Check the progression grid to see if you have moved forward in your practice.
You could also ask a colleague to watch a lesson with a focus on the area you are trying to improve, and ask them for feedback.
To continue your development, adjust what you do in the next four weeks by identifying your next steps from the progression grid and moving on to the activities in section B or C.
11The National Strategies | Secondary Assessment for Learning in science: Unit 3
© Crown copyright 2009 00932-2009PDF-EN-04
B: Activities to move from Developing to EstablishingChoose the box that you have identified from the review of the progression grid.
Moving from D1 to Es1
They are beginning to assess their own work and skill development, and that of their peers, against the learning objectives and learning outcomes
D1
They can use success criteria to assess and improve their own and their peers’ work and skills. They recognise the standards they are aiming for in science
Es1
How do I get there?
• Pair teachers up with another teacher to observe each other teaching lessons with a specific focus on quality of pupil feedback to each other.
• Ask pupils to explain the basis on which they are giving feedback to each other.
• Ask pupils to look at their own work and assess this against the success criteria.
• Identify comments that prompt further thinking and clearly identify pupils’ next steps.
• Compare these next steps in relation to the science Framework to support progression in skills.
Moving from D2 to Es2
They are gaining confidence in paired and group discussion and are beginning to provide constructive feedback
D2
They are increasingly confident in assessing their own work and skill development and provide informative and constructive feedback to others
Es2
How do I get there?
• Plan lessons routinely to provide pupils with the opportunities to give each other guidance on how to improve their work.
• As well as using pairs to share feedback, use larger groups to look at pieces of anonymous work and discuss areas of success and improvement against success criteria.
• Identify HSW opportunities for the next term that could represent milestones in pupils’ learning. Use the APP assessment criteria and HSW progression grid to support this.
Moving from D3 to Es3
Learning objectives and outcomes are made explicit and transparent so that pupils can identify how well they have met the success criteria
D3
Success criteria which describe progression in aspects of HSW are provided and pupils assess and improve their own work against these
Es3
How do I get there?
• Select a series of lessons that you will be teaching in the near future and ensure there is planned progression through this series of lessons.
• Use peer and self-assessment arising from these pieces of work to routinely identify next steps and support progression.
12 The National Strategies | Secondary Assessment for Learning in science: Unit 3
00932-2009PDF-EN-04 © Crown copyright 2009
Moving from D4 to Es4
Peer-assessment opportunities are provided and pupil reflection is used to address pupils’ needs in future planning of HSW opportunities
D4
Time is provided for pupils to reflect independently or collaboratively on the skills they have developed and how they have learned. Feedback is used to inform planning of future HSW opportunities
Es4
How do I get there?
• Plan into schemes of learning opportunities for pupils to reflect on their own work and to work with others to respond to feedback based on HSW learning objectives.
• Sample pupils’ work to establish whether there is evidence that HSW objective-based comments are being acted upon. In pairs look at the pupils’ work and evaluate the impact of focusing on HSW objectives.
Moving from D5 to Es5
Pupils are provided with opportunities to give feedback to their peers (in relation to learning outcomes)
D5
Pupils are trained to work effectively in group discussions, and constructive and informative feedback is modelled
Es5
How do I get there?
• In lessons where there are planned opportunities for pupils to generate their own work, use clear, shared success criteria relating to HSW.
• Ask pupils to assess each other’s learning against these criteria, first in pairs and then in fours.
• Show exemplar work to pupils in order to model next steps.
• Ask pupils to give each other feedback based on the success criteria and the information about ‘what the next steps look like’.
• Ask them to try to give feedback to each other on how to improve their work, based on the success criteria.
• With practice, pupils will become confident in giving good-quality, focused oral feedback whenever they are given the opportunity.
Moving D6 to Es6
Different types of feedback strategies start to emerge to probe progress against the learning objectives and outcomes, to help pupils improve their work
D6
A range of peer and self-assessment strategies are used with confidence
Es6
How do I get there?
• Plan into schemes of learning opportunities for a variety of types of peer and self-assessment on their own work with planned opportunities for them to respond.
• Use the idea of progression in HSW to identify probing or rich questions that help pupils to structure their feedback and to take the next steps in their development of HSW skills.
• Schemes of learning and pupils’ work are reviewed in department time to evaluate the impact of these approaches on pupils’ progress in science.
13The National Strategies | Secondary Assessment for Learning in science: Unit 3
© Crown copyright 2009 00932-2009PDF-EN-04
Evaluation of impactUse these activities over a period of about four weeks. Monitor the impact by reflecting on learning gains, talking to pupils, teaching assistants and other teachers about the impact. Look at progress with periodic assessments, using APP.
Check the progression grid to see if you have moved forward in your practice.
You could also ask a colleague to watch a lesson with a focus on the area you are trying to improve, and ask them for feedback.
To continue your development, adjust what you do in the next four weeks by identifying your next steps from the progression grid and moving on to the activities in section C.
14 The National Strategies | Secondary Assessment for Learning in science: Unit 3
00932-2009PDF-EN-04 © Crown copyright 2009
C: Activities to move from Establishing to EnhancingChoose the box that you have identified from the review of the progression grid.
Moving from Es1 to En1
They can use success criteria to assess and improve their own and their peers’ work and skills. They recognise the standards they are aiming for in science
Es1
They can independently identify how to move their learning forward
They readily relate success criteria to skills progression in science
En1
How do I get there?
• Share success criteria specific to HSW objectives with pupils, illustrate them with examples of achievements against these objectives and also examples of improvements (from pupils’ work).
• Encourage pupils to develop their own success criteria for learning objectives or learning outcomes.
• Ask pupils to evaluate their own progress at the end of the lesson or task and set targets for the next piece of work.
Moving from Es2 to En2
They are increasingly confident in assessing their own work and skill development and provide informative and constructive feedback to others
Es2
They can engage in extended and focused dialogue about their learning and skill development
They apply an understanding of how they learn to make better progress in different contexts
En2
How do I get there?
• Model the process of giving feedback to enable pupils to construct a dialogue with their peers, based on clear, structured criteria with respect to HSW skills.
• Ask pupils to decide whether they think an answer, explanation or analysis is reasonable, whether they can add to it, or whether they would have given a different answer, explanation or analysis.
Moving from Es3 to En3
Success criteria which describe progression in aspects of HSW are provided and pupils assess and improve their own work against these
Es3
Collaboration is used to identify success criteria related to progress in the HSW skills for the lesson
En3
How do I get there?
• Plan lessons routinely with outcomes relating to identified success criteria specific to HSW objectives.
• Ask pupils to identify in their work, or that of their peers, examples of achievements against these objectives and also examples of improvements.
• Most effective or successful examples can be modelled or celebrated against the APP criteria.
15The National Strategies | Secondary Assessment for Learning in science: Unit 3
© Crown copyright 2009 00932-2009PDF-EN-04
Moving from Es4 to En4
Time is provided for pupils to reflect independently or collaboratively on the skills they have developed and how they have learned. Feedback is used to inform planning of future HSW opportunities
Es4
Planning in HSW enables success criteria to be identified for peer and self-assessment and to inform the APP process
En4
How do I get there?
• Following informal assessment of HSW skills, plan feedback appropriate to the pupil(s) in order to facilitate next steps; these could represent milestones in pupils’ learning.
• Establish success criteria and share these with the pupils with explicit reference to expected standards to provide the basis for oral feedback.
• Focus your feedback on your criteria and guide pupils on how they could improve.
Moving from Es5 to En5
Pupils are trained to work effectively in group discussions, and constructive and informative feedback is modelled
Es5
Pupil dialogue is orchestrated and maintained with timely intervention to accelerate understanding of the HSW skills and develop independent learning
En5
How do I get there?
• For a task or lesson in a series, encourage pupils to develop appropriate success criteria.
• Help pupils focus on what they need to produce or demonstrate to have their achievement recognised.
• As an extension to a starting-point activity in a new topic, having found out what pupils already know, ask them to speculate about what they think they might need to learn about next.
Moving from Es6 to En6
A range of peer and self-assessment strategies are used with confidence
Es6
Strategies for effective learning are employed and pupils are encouraged to apply these
En6
How do I get there?
• Within a series of lessons, routinely build in reflection time and promote a climate for learning where discussion focused on learning can take place easily. Allow pupils to work in talk-pairs or groups for much of the time.
• Plan opportunities for pupils to work independently or with each other to review and act upon feedback from their peers on their own work in relation to HSW skills.
• Schemes of learning and pupils’ work can be reviewed in department time to evaluate the impact of the approach on pupils’ progress in science. This could be enhanced with reference to the Assessment for Learning whole-school training materials – Unit 5: Peer and self-assessment.
16 The National Strategies | Secondary Assessment for Learning in science: Unit 3
00932-2009PDF-EN-04 © Crown copyright 2009
Evaluation of impactUse these activities over a period of about four weeks. Monitor the impact by reflecting on learning gains, talking to pupils, teaching assistants and other teachers about the impact. Look at progress with periodic assessments, using APP.
Check the progression grid to see if you have moved forward in your practice.
You could also ask a colleague to watch a lesson with a focus on the area you are trying to improve, and ask them for feedback.
17The National Strategies | Secondary Assessment for Learning in science: Unit 3
© Crown copyright 2009 00932-2009PDF-EN-04
Further information The Framework for secondary science can be accessed at: www.standards.dcsf.gov.uk/nationalstrategies. The following related documents can be found on the same website by searching using the document name or reference number.
1. Science APP: AfL quality standards
2. Assessment for Learning whole-school and subject development materials – Unit 5: Peer and self-assessment – Ref: 0737-2004
3. Assessing Pupils’ Progress in science – Ref: 00036-2009
4. Assessment for learning in science: supporting APP – Ref: 00932-2009
Audience: Science leaders and teachers Date of issue: 10-2009 Ref: 00932-2009PDF-EN-04
Copies of this publication may be available from: www.teachernet.gov.uk/publications
You can download this publication and obtain further information at: www.standards.dcsf.gov.uk
© Crown copyright 2009 Published by the Department for Children, Schools and Families
Extracts from this document may be reproduced for non-commercial research, education or training purposes on the condition that the source is acknowledged as Crown copyright, the publication title is specified, it is reproduced accurately and not used in a misleading context.
The permission to reproduce Crown copyright protected material does not extend to any material in this publication which is identified as being the copyright of a third party.
For any other use please contact [email protected] www.opsi.gov.uk/click-use/index.htm