• When I was child the teacher stood out

front and taught the whole class the same

material in the same way.

• Everyone was expected to do the same

tasks, some passed others failed and were

labelled ever after.

• The focus was on teaching, not on

learning.

.

• Time passed and it turned out that everyone didn’t learn in the same way after all.

• The teacher realised that learners have different needs, interests and abilities.

• Differentiated instruction was invented.

Education has changed…

and needs to if each of us learn in different ways.

Extracts from student induction

and diagnostic presentation.

By Linda Buckmaster

Diagnostic assessment

What's the point?

Do you think English and maths classes are

unnecessary?

Did you achieve your predicted grades?

Are you on your preferred course?

Did you achieve your grades for university?

You now have

the opportunity

to improve your

English and

maths grades.

score mid-entry level three; you will be working towards

level one Equivalent to GCSE Grade D

Score mid-level one; you will be working towards

level two equivalent to GCSE Grade C

So let’s get to the point:

You have already completed Part I

Part IIshows us what you can do and

what you need to improve

From this score your target will be set for the year

Individual diagnostic assessment report

This shows your

attained level

Your spiky profile

across all levels

This shows your

skills

demonstrated and

not demonstrated

Interactive individualised tasks can be accessed online.

You can access this at home too (LOL)!

Generic targets: Complete three e-development skills by

12 December 2015.

We use these results for Target setting

Gather information about your students by:

• written, drawn or spoken presentations

• explore student choices

• leading class in different ways

• One to one sessions

• Follow up student reflections

After six weeks you will know

how to move forward and know

what needs to be taught but the

method must be determined by

the students.

• give the students ownership of

learning

• don’t be the boss

• encourage students to think

about how they learn best

• students decide how to

demonstrate their learning.

• Encourage learners to follow

their interests

• Make their learning relevant

• Connect with their passions

• Showcase work and achievement

• Record student thinking and track

development

• Create meaningful assessment tasks

that allow transfer of learning to

other contexts.

• Think of everything as an

assessment.

http://www.flipsnack.com/5F78FFAD75E/fznq7f8nhttp://www.flipsnack.com/AAEEFFAD75E/fzjszeq5

Portfolios, blogs, or Flip books

are great for showcasing your

students work and achievements.

Link together the DA to the

Self assessment and tracking.

• Next examples of self assessment

student training on self assessment

What areas of English do

you need to improve?

iTrackRSeptember

Initial Assessment

Level

September Diagnostic Assessment

Level

October Set Target & Controlled

Assessment 1:1 SAL

October English Set

Level

November feedback comments

November Consolidate

December feedback comments

December Controlled Assessment

SALJanuary feedback

comments

E3 Low Entry 2

Achieved 1:1 speaking and

listening E3

referred to learning support

for dyslexia assessment Pass

learner has feels he has improved and

now working on silver level Pass

learner has missed several session due to illness, taken

home extra work to catch up

During or after your 1:1 feedback – you

will update your iTrackR

with your achievement(s) and/or feedback

comments

Collaboration

Example Peer

Assessment

Look back through the writing. Write a list

of all the things you thought your partner

did really well. Include things linked to the

objectives, but also include things that were

not.

Write a list of everything s/he did right.

Give examples.

Student Mini project:

“What makes a good teacher”

Text it Later is a free way to send text messages in the

future.

Task: Go forward in time...

Text what you hope to achieve within the next six weeks.

FEEDBACK

TEACHER FEEDBACK AND STUDENT QUESTIONNAIRES

THREE MINUTE

REFLECTION PAPER

Self assessment iTrackR sheets to follow

This was used for in-house CPD the movie has been cut down - segments will follow over the next few

weeks

By Linda Buckmaster @ Class Act II

Copyright free music by bensound.com