unit 1 assessment for learning in everyday...

1 Unit 1: Assessment for learning in everyday lessons © Crown copyright 2004

Assessment for learning ineveryday lessons

Objectives

• To identify the key features of assessment for learning (AfL) in good teachingand learning

• To identify strategies for improving AfL

Resources

Slides 1.1–1.5

Handouts 1.1–1.5

Appendix 1.1, AfL – definitions and research findings (photocopied anddistributed to all participants before the course begins)

Video sequence for this unit

Flipchart and pens

Session outline

1.1 Introduction 5 minutes

1.2 AfL – definition and key characteristics 5 minutes

1.3 Identifying effective teaching strategies for AfL 10 minutes

1.4 Lesson video 20 minutes

1.5 Discussion of video 10 minutes

1.6 School implementation 25 minutes

1.7 Reflection 5 minutes

1.8 Ready for more? 5 minutes

Total 85 minutes

Unit

1

Pre-course task

Presenters should be familiar with the ‘Organising and delivering whole-schooltraining’ section of this training folder’s ‘Guidance for senior leaders’.

Participants should prepare for this unit by reading appendix 1.1, AfL –definitions and research findings. This clarifies the relationship betweenassessment for learning and assessment of learning. The notes drawextensively from Inside the black box, Assessment for learning: beyond theblack box and Working inside the black box.

These publications summarise the findings of extensive research into AfL andare frequently referred to by researchers and other educationalists who have aninterest in assessment.


Show slide 1.1 to clarify the objectives of the session.

Say that the session should help everyone to:

• understand what AfL means in the context of everyday teaching;

• appreciate the importance of making sure that in every lesson pupilsunderstand what they are trying to learn and why and how they canrecognise achievement;

• focus on the application of AfL strategies;

• extend the range of practical strategies they use to develop AfL.


Remind participants of their pre-course reading (appendix 1.1, AfL – definitionsand research findings) and show slide 1.2 to secure a shared understanding ofwhat is meant by AfL.

2 Whole-school development in assessment for learning | Presenter’s Notes © Crown copyright 2004

Slide 1.1


Make these points.

• The definitions of AfL stress the importance of using the information gainedto improve learning.

• Inside the black box (1998) is a summary of the main findings arising from250 assessment articles (covering nine years of international research)studied by Paul Black and Dylan Wiliam. Its findings still provide atouchstone for other researchers, advisers and teachers.

• To understand these definitions fully it is necessary to reflect upon thefindings and key messages of the research that led up to them. (These areaddressed in appendix 1.1.)

Show slide 1.3.

Make these points.

• AfL is different from other ongoing assessment. It involves more thanmarking and feeding back grades to pupils. It involves identifying the nextsteps for learning as well as having a clear understanding of the errors pupilsmake and the difficulties they experience.

• It requires finding effective ways of showing evidence of progress in learningand obstacles to learning.

• Two additions have been made to the original text.– ‘Peer assessment’ has been added to the fourth bullet point, as the

King’s Medway Oxfordshire Formative Assessment Project (KMOFAP)research has identified peer assessment as a developmental steptowards self assessment.

– The term ‘information’ has been added to the last bullet point as the term‘data’ is meant to be interpreted broadly. Therefore, the term ‘information’has been substituted for ‘data’ in the rest of the unit.

Slide1.3

Slide 1.2


1.3 Identifying effective teaching 10 minutesstrategies for AfL

Give out handout 1.1. (You are advised not to give out handout 1.2 yet.)

Ask participants to work in pairs and list, in the ‘Teaching strategies’ column,some of the strategies that are routine practice in their department. Oneexample is provided in each case to focus the discussion. This has been foundto be a challenging activity.

• Allow up to 5 minutes for pairs to work on the lists.

• Emphasise that you are asking for strategies used in the context of a‘normal’ lesson.

• Ask participants for some examples of effective teaching strategies, notethem on a flipchart, then ask participants to explain how their strategiescontribute to pupils’ learning. Try to draw out some of the examples ofstrategies that are included on handout 1.2 which will be distributed later inthe session.


Explain to participants that they are going to watch an extract from a lesson inwhich AfL teaching strategies are used. The sequence is not meant todemonstrate every aspect of good AfL. It shows good teaching and learningand participants will be able to identify a number of key characteristics of AfL. Italso shows how they contribute to the progress the pupils are making.

The way a video sequence is presented to participants makes a significantdifference to how well they are able to identify the AfL strategies shown andtheir impact on learning.

The presenter should be very familiar with the contents of the chosen video andhelp ensure participants focus on the AfL aspects of the lesson.

• Explain to participants that they should note examples of the strategiesbeing used in the video and their impact on learning on handout 1.1.

• Point out that the excerpts from the lesson will only show some of theassessment for learning strategies employed. More would be evident if thewhole lesson was observed. The proportion of teacher input versus pupilinput is inevitably distorted.

Handout 0 cont.Handout 1.1

Assessment for learning – key characteristics

Key characteristics Teaching Examples in Impact on learningof assessment strategies lessons observed for learning

Sharing learning • Ensure objectives objectives with are expressed in pupils a language that

pupils canunderstand.

Helping pupils to • Give pupils clear know and recognise success criteriathe standards they that relate to the are aiming for learning objectives.

Involving pupils • Give pupils in peer and opportunities to talk self assessment about what they

have found difficult, using the learningobjectives as a focus.

Handout 1.1Handout 0Handout 1.1 cont.



Providing feedback • Provide oral as well which leads to pupils as written feedbackrecognising their whenever possible.next steps and how to take them

Promoting • Encourage pupils confidence that to explain theirevery pupil can thinking andimprove reasoning within

a secure classroom ethos.

Involving both • Provide time forteacher and pupil pupils to reflect in reviewing and upon what they reflecting on have learned and assessment understood and toinformation identify where they

still have difficulties.


• Presenters should refer to the ‘Use of video’ guidance in the ‘Organising anddelivering whole-school training’ section of this training folder’s ‘Guidancefor senior leaders’.

Provide the following information about the video sequence.

• Langley School is an 11–16 mixed comprehensive school in Solihull with justunder 1000 pupils.

• The school serves a diverse community.

• The video shows a Year 7 music lesson with a mixed-ability group. The classhas some very able pupils as well as some with special educational needs.

• The video was filmed in mid-October and so the pupils have only been atthis school for about six weeks.

Explain that participants need not start noting examples straightaway (althoughsome might choose to do so) as there will be a pause after a short while. Showthe first part of the video until the first pause point and then allow a couple ofminutes for participants to begin noting examples.

Ask participants to continue adding examples and restart the video. Stop at thesecond pause point to allow a couple of minutes for participants to add to theirnotes. Tell participants that the plenary that follows provides good examples ofthe impact of the teaching strategies on learning then select ‘continue’ torestart the video.


Allow participants another couple of minutes to complete their notes, then takefeedback on the teaching strategies and their impact on learning as observed inthe video. During the discussion draw out the positive impact of the strategiesused.

Record the main points on a flipchart.

Distribute handout 1.2 which provides examples of strategies used in thelessons observed and their impact on learning.



Key characteristics of Examples of teaching Impact on learningassessment for learning strategies in lesson

Sharing learning objectives Teacher: Pupils:with pupils • explains objectives; • gain clear understanding

• provides sheet with learning of what they are to learn.objectives for pupils to refer to;

• questions pupils to checkunderstanding;

• ensures teaching assistant isclear about objectives.

Helping pupils to know and Teacher: Pupils:recognise the standards • explains success criteria; • gain clear understanding they are aiming for • models success by providing of the standards they are

examples of previous work; aiming for;• ensures teaching assistant is • recognise features of

clear about standards good work.being aimed for;

• teases out, through whole-classdiscussion, what is good aboutwork presented.

Involving pupils in peer Teacher: Pupils:and self assessment • provides sheet with success • assess progress they

criteria for pupils to refer to; have made;• ensures teaching assistant is • identify how they can

clear about success criteria; improve their work;• act as critical friends.

• helps pupils interpret learningoutcomes in the context oftheir own piece of music;

• provides opportunities for discussion so that pupils cancomment on and improve their work;

• provides time for pupils to reflecton what they’ve learned.

Handout 1.2 Handout 0Handout 1.2 cont.



Providing feedback which Teacher: Pupils:leads to pupils recognising • questions pupils in groups • see more clearly what their next steps and how about their work; they need to do next;to take them • provides oral feedback; • are able to discuss next

• builds on responses to help them steps with each other;take the next steps in learning; • in whole-class discussion

• works in partnership with learn from each other teaching assistant; how to improve.

• in whole-class discussion usesexamples of work to highlighthow different aspects ofcomposition can be improved.

Promoting confidence that Teacher: Pupils:every pupil can improve • provides positive and • remain engaged and

constructive feedback; on task;• matches learning objectives to • gain satisfaction

needs by pitching them at a level regarding their which challenges individuals; own progress;

• celebrates success and sets • have a sense that they appropriate targets; can continue to improve.

• works in partnership with teaching assistant.

Involving both teacher and Teacher: Pupils:pupil in reviewing and • maintains continuous dialogue • reflect on learning;reflecting on assessment about progress being made; • focus on learning information • frequently reminds pupils objectives and success

of learning objectives and criteria;success criteria; • measure own progress

• works in partnership with and that of their peers;teaching assistant; • take responsibility for

• balances teacher assessment their learning;with peer and self assessment; • perform to a high

• makes effective use of plenary standard and make reflection – for example, good progress.‘no hands up’ questioning andpaired discussion.



In this section participants have the opportunity to use Edward de Bono’s ‘sixhats’ (Six thinking hats1, E. de Bono, 1985) as a framework for thinking aboutAfL. Explain to participants that they are going to consider the question:

Should we adopt AfL across our school as a focus for improvingteaching and learning? (slide 1.4)

Give out handout 1.3 and explain to participants that the six thinking hatseach describe a different thinking characteristic which can be applied to thequestion posed.

Divide participants into six groups of roughly equal size and explain that theyare going to participate in a jigsaw activity.

Allocate each group a different coloured thinking hat which must informtheir thinking.

• Groups should spend 5 minutes debating the question: Should we adopt AfL across our school as a focus for improvingteaching and learning?Their discussions should be influenced by their metaphorical hat.

Handout 0 cont.

Edward de Bono’s six thinking hats

The six hats* represent six modes of thinking and are ways in which to think rather than labels for thinking.

Each person should contribute to the discussion according to their hat’s thinking characteristics rather than theirown personal viewpoint.

The key theoretical reasons to use the six thinking hats are to:

• encourage parallel thinking;

• encourage full-spectrum thinking;

• separate ego from performance.

Red hat This covers intuition, feelings and emotions and requires no justification. Thefeeling may be genuine and the logic spurious! It gives the thinker permission toput forward his or her feelings on the subject at the moment. ‘How do I feelabout this right now?’

Yellow hat This is the logical and positive hat. It can be used in looking forward to the resultof some proposed action or finding something of value in what has alreadyhappened. ‘Why will this work and how will it offer benefits?’

Black hat Black hat thinking is logical; the hat of judgement and caution. Why does thesuggestion not fit the facts, available experience, the system in use or the policythat is being followed?

Green hat This is the hat of creativity, alternatives, proposals, different and new ideas,provocation and ‘outside the box’ thinking. ‘How can this idea be modified toimprove it? What different ways can achieve the same objective?’

White hat Covers facts, figures, information needs and gaps. ‘What information do we have, what do we need and where can we get it?’‘Let’s drop the arguments and proposals and look at the database!’

Blue hat This is the overview or process control hat. It looks not at the subject itself but atthe thinking about the question (metacognition). ‘How have we been thinking sofar and what types of thinking should we do more of?’

Handout 1.3

*Six thinking hats, E. de Bono (1985)

Handout 1.3

Slide 1.4

1The Six Hats method was designed by Edward de Bono and is reproduced here with permission.For any reproduction of this material permission must be obtained from the author. Notwithstandingthe above, this material may be photocopied strictly for use within a local areaWebsite: www.edwdebono.com


• Explain to participants that it may be harder than they think to keep withintheir allocated perspective.

• Give out handout 1.4 for participants to record their responses. Opinionsshould be backed by evidence.

• Every participant should complete their group’s responses on handout 1.4to use in the next stage of the jigsaw.

After 10 minutes’ ‘jigsaw’ the groups so that there is one person representingeach of the six thinking hats in each group.

• Participants should spend 10 minutes debating the question in the mixedhat group, each presenting their own hat’s argument.

• During discussion, move between the groups and help participants avoidgetting into unproductive ‘yes but’ conversations, i.e. as a group they needto come to some agreement.

• At the end of the discussion, groups should try to sum up their views in orderto reach an informed decision.

Take summary feedback of the outcomes of discussion from each group.


Summarise the unit by making these points.

• The focus was placed on strategies such as the sharing of learningobjectives with pupils, pupils’ peer and self assessment and feedback topupils to inform next steps in learning. This is because these are central toAfL in everyday lessons.

• Good planning and teaching skills are crucial for making AfL a familiarpart of lessons.

• AfL can sharpen the focus of teaching and better direct it to meet thelearning needs of pupils.

• Good AfL practice needs to be routine and familiar to pupils.

• AfL will help pupils gain the skills they need to be active learners and takeincreasing responsibility for their progress.

Handout 0Handout 1.4

Edward de Bono’s six hats

The question

Should we adopt assessment for learning across our school as a focus for improvingteaching and learning?

Hat To ponder Hat’s response

Red What are the feelings about this idea?What do I feel at this moment?What are my emotions, hunches, intuitions about this idea?

Yellow What are the benefits, values and advantages in this idea?What are the logical, positive points?What are the good things about the suggestions?

Black What are the points of caution?What are the disadvantages?What are the potential problems?What can go wrong?What are the logical, negative points?What are the difficulties surrounding the question?

Green How can the idea be modified toimprove it and to remove obviousfaults?How can we overcome some of thedifficulties that the black hat will point out?Are there alternative ways of achieving the same objective?What creative ideas do we have in this area?

White What facts and figures are useful for this idea?What information do I need? What information do we have?

Blue How have we been thinking about our thinking?Where are we now?Where are we going next?What kind of thinking should we do next?

Handout 1.4



Distribute handout 1.5 and explain that it is taken from the Association forAchievement and Improvement through Assessment (AAIA) Secondaryassessment coordinators’ guidelines.

Relate the ‘Teaching strategies’ column to the participants’ feedback on thevideo and the prior discussions.

Ask participants to use this list to:

• select one or two of the ‘Key characteristics’ in the list on which they couldmost usefully focus to enhance teaching and learning in their department;

• identify strategies related to these characteristics to trial in their lessons.

Show slide 1.5 and explain that it presents suggestions for further work.



Key characteristics of Teaching strategiesassessment for learning

Sharing learning objectives • Share learning objectives at the beginning of the lesson and, with pupils where appropriate, during the lesson in language that pupils can

understand.• Use these objectives as the basis for questioning and feedback

during plenaries.• Evaluate this feedback in relation to achievement of the learning

objectives to inform the next stages of planning.

Helping pupils to know and • Show pupils’ work that has met criteria, with explanations of why.recognise the standards • Give pupils clear success criteria then relate them to the learningthey are aiming for objectives.

• Model what it should look like. For example, exemplify good writing on the board.

• Ensure that there are clear, shared expectations about the presentation of work.

• Provide displays of pupils’ work, which shows work in progressas well as finished product.

Involving pupils in peer and • Give pupils clear opportunities to talk about what they have self assessment learned and what they have found difficult, using the learning

objectives as a focus.• Encourage pupils to work/discuss together, focusing upon how

to improve.• Ask pupils to explain the steps in their thinking: ‘How did you get

that answer?’• Give time for pupils to reflect upon their learning.• Identify with pupils the next steps in learning.

Providing feedback which • Value oral as well as written feedback.leads to pupils recognising • Ensure feedback is constructive as well as positive, identifyingtheir next steps and how to what the pupil has done well, what needs to be done to improve,take them and how to do it.

• Identify the next steps for individuals and groups as appropriate.

Promoting confidence that • Identify small steps to enable pupils to see their progress, thusevery pupil can improve building confidence and self-esteem.

• Encourage pupils to explain their thinking and reasoning within asecure classroom ethos.

Involving both teacher and • Reflect with pupils on their work – for example, through a pupil in reviewing and storyboard of steps taken during an investigation.reflecting on assessment • Choose appropriate tasks to provide quality assessmentinformation information (emphasis on process, not just the correct answer).

• Provide time for pupils to reflect upon what they have learned andunderstood and to identify where they still have difficulties.

• Adjust planning, evaluate effectiveness of task, resources, etc. as a result of assessment.

Source: Association for Achievement and Improvement through Assessment

Slide 1.5

Handout 1.5


AfL – definitions and research findings

Terminology

Assessment of learning is also known as summative assessment.

Assessment for learning is also known as formative assessment.

The change in language is helpful in clearing up the confusion about the nature and purpose of each type ofassessment.

Assessment of learning

Assessment of learning tends to be summative and is carried out periodically, e.g. at the end of a unit or year orkey stage. The teacher undertakes this kind of assessment to judge how well a pupil is performing. Conclusionswill typically be reported in terms of grades, marks or levels. These may be set alongside national standards, sothat a pupil, school or teacher can evaluate their own performance against that of others. This also allowsschools to track progress over time.

Because the results of assessment of learning are shared with other people, issues of validity and reliability areparamount. There is also an important balance between making assessments that are rigorous and yetmanageable.

It has become more and more important for school managers to explore and understand relevant assessmentdata. Subject leaders in secondary schools, for example, need to interpret the performance of the pupils theyreceive and how they progress. This can help them to identify trends, set realistic targets and identify the needsof pupils.

Assessment of learning is well established and there is now a broad consensus regarding its nature, summativepurposes and importance. It is not always recognised, however, that by sharing expectations and targets withpupils, assessment of learning can contribute to assessment for learning. For example, pupils can be given theopportunity to:

• mark, moderate and review test papers;

• review their performance against the test criteria and set personal targets;

• devise future test questions.

Assessment for learning

Assessment for learning is formative in nature and takes place all the time in the classroom. Here are threeuseful definitions.

‘In assessment for learning, the learner’s task is to close the gap between the present state ofunderstanding and the learning goal. Self-assessment is essential if the learner is to do this. The teacher’srole is to communicate appropriate goals and promote self-assessment as pupils work towards thegoals. Feedback in the classroom should operate from teacher to pupils and from pupils to teacher.’Sadler, R. (1989)

Appendix 1.1


‘In this paper … assessment refers to all those activities undertaken by teachers, and by their students inassessing themselves, which provide information to be used as feedback to modify the teaching andlearning activities in which they are engaged.’Black, P. and Wiliam, D. (1998)

‘Assessment for learning is the process of seeking and interpreting evidence for use by learners andtheir teachers to decide where the learners are in their learning, where they need to go and how bestto get there.’Assessment Reform Group (2002)

The key message is that assessment for learning is about using the information gained to improve learning.

The following provides the highlights of research findings and references for further reading.

Inside the black box

The publication Inside the black box (1998) is an influential pamphlet that summarises the main findings arisingfrom 250 assessment articles (covering nine years of international research) studied by Paul Black and DylanWiliam. The document is well known and widely used, and acts as a touchstone for many professionals in thefield of assessment.

Inside the black box identifies five key factors that improve learning through assessment:

• providing effective feedback to pupils;

• actively involving pupils in their own learning;

• adjusting teaching to take account of the results of assessment;

• recognising the profound influence assessment has on the motivation and self-esteem of pupils, both ofwhich are crucial to learning;

• considering the need for pupils to be able to assess themselves and to understand how to improve.

The research also identifies a number of risks with regard to assessment:

• valuing quantity and presentation rather than the quality of learning;

• lowering the self-esteem of pupils by over-concentrating on judgements rather than advice for improvement;

• demoralising pupils by comparing them negatively and repeatedly with more successful learners;

• giving feedback that serves social and managerial purposes rather than helping pupils to learnmore effectively;

• working with an incomplete picture of pupils’ learning needs.

Assessment for learning: beyond the black box

This publication of the Assessment Reform Group (1999) follows up the work of Black and Wiliam. Itemphasises that good assessment for learning:

• is embedded in a view of teaching and learning of which it is an essential part;

• involves sharing learning goals with pupils;

• aims to help pupils to know and to recognise the standards they are aiming for;

• involves pupils in self assessment;

Appendix 1.1 cont.


• provides feedback, which leads to pupils recognising their next steps and how to take them;

• promotes confidence that every pupil can improve;

• involves both teacher and pupils reviewing, and reflecting on, assessment information.

Working inside the black box

Working inside the black box (2002) picks up where Inside the black box left off. It sets out its main findingsunder four headings.

Questioning

• More effort has to be spent in framing questions that are worth asking.

• Wait time has to be increased to several seconds to give pupils time to think and everyone should beexpected to contribute to the discussion.

• Follow-up activities have to provide opportunities to ensure that meaningful interventions that extend pupils’understanding take place.

The only point of asking questions is to raise issues about which the teacher needs information or about whichthe pupils need to think.

Feedback through marking

• Written tasks, alongside oral questioning, should encourage pupils to develop and show understanding ofthe key features of what they have learned.

• Comments should identify what has been done well and what still needs improvement, and give guidance onhow to make that improvement.

• Opportunities for pupils to follow up comments should be planned as part of the overall learning process.

To be effective, feedback should cause thinking to take place.

Peer and self assessment

• The criteria for evaluating any learning achievements must be transparent to pupils to enable them to have aclear overview both of the aims of their work and what it means to complete it successfully.

• Pupils should be taught the habits and skills of collaboration in peer assessment.

• Pupils should be encouraged to keep in mind the aims of their work and to assess their own progress tomeet these aims as they proceed.

Peer and self assessment make unique contributions to the development of pupils’ learning – they secure aimsthat cannot be achieved in any other way.

The formative use of summative tests

• Pupils should be engaged in a reflective review of the work they have done to enable them to plan theirrevision effectively.

• Pupils should be encouraged to set questions and mark answers to help them, both to understand theassessment process and to focus further efforts for improvement.

• Pupils should be encouraged through peer and self assessment to apply criteria to help them understandhow their work might be improved.

Summative tests should be, and should be seen to be, a positive part of the learning process.

Appendix 1.1 cont.


The underlying issues identified are:

• learning theory – teachers need to know in advance what sort of feedback will be useful, i.e. they need tounderstand how their pupils learn;

• subject differences – teachers need to have an understanding of the fundamental principles of the subject,an understanding of the kinds of difficulties that pupils might have, and the creativity to think up questionswhich can stimulate productive thinking; such pedagogical content knowledge is essential in interpretingresponse;

• motivation and self-esteem – learning is not just a cognitive exercise, it involves the whole person;learning for learning’s sake rather than for rewards or grades;

• a learning environment: principles and plans – teachers need to have forethought of how to teach in a waywhich establishes a supportive climate;

• a learning environment: roles and responsibilities – teachers need to help pupils become active learnerswho can take increasing responsibility for their progress.

Further readingSadler, R. (1989) Formative assessment and the design of instructional systems. Instructional Science 18,119–144

Black, P. and Wiliam, D. (1998) Inside the black box: raising standards through classroom assessment. King’sCollege, London. To order, telephone 0207 836 5454 ext 3189.

Assessment Reform Group (1999) Assessment for learning: beyond the black box. University of Cambridge,Faculty of Education. To order, telephone 01223 369631.

Black, P., Harrison, C., Lee, C., Marshall, B., Wiliam, D. (2002) Working inside the black box: assessment forlearning in the classroom. King’s College, London. To order, telephone 0207 836 5454 ext 3189.

Websites

www.qca.org.uk

www.aaia.org.uk

Appendix 1.1 cont.


Unit 1 – Assessment for learning ineveryday lessons

PowerPoint slides


Handout 0

Objectives

• To identify the key features of assessmentfor learning in good teaching and learning

• To identify strategies for improvingassessment for learning

Slide 1.1


Handout 0 cont.Slide 1.2

Assessment for learning –definitions

‘In this paper… the term assessment refers to allthose activities undertaken by teachers, and by theirstudents in assessing themselves, which provideinformation to be used as feedback to modifythe teaching and learning activities in which theyare engaged.’

Black, P. and Wiliam, D. (1998)

‘Assessment for learning is… the process ofseeking and interpreting evidence for use by learnersand their teachers to decide where the learners are intheir learning, where they need to go and how bestto get there.’

Assessment Reform Group (2002)



Assessment for learning:

• is embedded in a view of teaching and learningof which it is an essential part

• involves sharing learning goals with pupils

• aims to help pupils to know and recognise thestandards they are aiming for

• involves pupils in [peer and] self assessment

• provides feedback, which leads to pupilsrecognising their next steps and how to take them

• promotes confidence that every pupil can improve

• involves both teacher and pupils reviewing andreflecting on assessment data [information]

Assessment for learning: beyond the black boxAssessment Reform Group (1999)

Handout 0Slide 1.3


Should we adopt assessment

for learning across our school as

a focus for improving teaching

and learning?



Ready for more?

Next half-term ‘have a go’

Step 1

Focus on one or two ‘Key characteristics’ onhandout 1.5 and identify some strategies to trial in aseries of lessons

Step 2

After the first few lessons, discuss with a colleaguewhat went well and what did not. Persist for aminimum of 20 hours of trialling

Step 3

Consider what further support or training might helpyou trial these strategies

Handout 0Slide 1.5





Sharing learning • Ensure objectives objectives with are expressed in pupils a language that

pupils canunderstand.

Helping pupils to • Give pupils clear know and recognise success criteriathe standards they that relate to the are aiming for learning objectives.

Involving pupils • Give pupils in peer and opportunities to talk self assessment about what they

have found difficult, using the learningobjectives as a focus.


Handout 0Handout 1.1 cont.



Providing feedback • Provide oral as well which leads to pupils as written feedbackrecognising their whenever possible.next steps and how to take them


a secure classroom ethos.


still have difficulties.





Sharing learning objectives Teacher: Pupils:with pupils • explains objectives; • gain clear understanding

• provides sheet with learning of what they are to learn.objectives for pupils to refer to;

• questions pupils to checkunderstanding;

• ensures teaching assistant isclear about objectives.

Helping pupils to know and Teacher: Pupils:recognise the standards • explains success criteria; • gain clear understanding they are aiming for • models success by providing of the standards they are

examples of previous work; aiming for;• ensures teaching assistant is • recognise features of

clear about standards good work.being aimed for;

• teases out, through whole-classdiscussion, what is good aboutwork presented.

Involving pupils in peer Teacher: Pupils:and self assessment • provides sheet with success • assess progress they

criteria for pupils to refer to; have made;• ensures teaching assistant is • identify how they can

clear about success criteria; improve their work;• act as critical friends.

• helps pupils interpret learningoutcomes in the context oftheir own piece of music;

• provides opportunities for discussion so that pupils cancomment on and improve their work;

• provides time for pupils to reflecton what they’ve learned.





Providing feedback which Teacher: Pupils:leads to pupils recognising • questions pupils in groups • see more clearly what their next steps and how about their work; they need to do next;to take them • provides oral feedback; • are able to discuss next

• builds on responses to help them steps with each other;take the next steps in learning; • in whole-class discussion

• works in partnership with learn from each other teaching assistant; how to improve.

• in whole-class discussion usesexamples of work to highlighthow different aspects ofcomposition can be improved.

Promoting confidence that Teacher: Pupils:every pupil can improve • provides positive and • remain engaged and

constructive feedback; on task;• matches learning objectives to • gain satisfaction

needs by pitching them at a level regarding their which challenges individuals; own progress;

• celebrates success and sets • have a sense that they appropriate targets; can continue to improve.

• works in partnership with teaching assistant.

Involving both teacher and Teacher: Pupils:pupil in reviewing and • maintains continuous dialogue • reflect on learning;reflecting on assessment about progress being made; • focus on learning information • frequently reminds pupils objectives and success

of learning objectives and criteria;success criteria; • measure own progress

• works in partnership with and that of their peers;teaching assistant; • take responsibility for

• balances teacher assessment their learning;with peer and self assessment; • perform to a high

• makes effective use of plenary standard and make reflection – for example, good progress.‘no hands up’ questioning andpaired discussion.


Handout 0 cont.


The six hats* represent six modes of thinking and are ways in which to think rather than labels for thinking.






Red hat This covers intuition, feelings and emotions and requires no justification. Thefeeling may be genuine and the logic spurious! It gives the thinker permission toput forward his or her feelings on the subject at the moment. ‘How do I feelabout this right now?’

Yellow hat This is the logical and positive hat. It can be used in looking forward to the resultof some proposed action or finding something of value in what has alreadyhappened. ‘Why will this work and how will it offer benefits?’

Black hat Black hat thinking is logical; the hat of judgement and caution. Why does thesuggestion not fit the facts, available experience, the system in use or the policythat is being followed?

Green hat This is the hat of creativity, alternatives, proposals, different and new ideas,provocation and ‘outside the box’ thinking. ‘How can this idea be modified toimprove it? What different ways can achieve the same objective?’

White hat Covers facts, figures, information needs and gaps. ‘What information do we have, what do we need and where can we get it?’‘Let’s drop the arguments and proposals and look at the database!’

Blue hat This is the overview or process control hat. It looks not at the subject itself but atthe thinking about the question (metacognition). ‘How have we been thinking sofar and what types of thinking should we do more of?’

Handout 1.3




Edward de Bono’s six hats

The question

Should we adopt assessment for learning across our school as a focus for improvingteaching and learning?



Yellow What are the benefits, values and advantages in this idea?What are the logical, positive points?What are the good things about the suggestions?

Black What are the points of caution?What are the disadvantages?What are the potential problems?What can go wrong?What are the logical, negative points?What are the difficulties surrounding the question?

Green How can the idea be modified toimprove it and to remove obviousfaults?How can we overcome some of thedifficulties that the black hat will point out?Are there alternative ways of achieving the same objective?What creative ideas do we have in this area?












• Model what it should look like. For example, exemplify good writing on the board.


• Provide displays of pupils’ work, which shows work in progressas well as finished product.

Involving pupils in peer and • Give pupils clear opportunities to talk about what they have self assessment learned and what they have found difficult, using the learning

objectives as a focus.• Encourage pupils to work/discuss together, focusing upon how



Providing feedback which • Value oral as well as written feedback.leads to pupils recognising • Ensure feedback is constructive as well as positive, identifyingtheir next steps and how to what the pupil has done well, what needs to be done to improve,take them and how to do it.


Promoting confidence that • Identify small steps to enable pupils to see their progress, thusevery pupil can improve building confidence and self-esteem.

• Encourage pupils to explain their thinking and reasoning within asecure classroom ethos.

Involving both teacher and • Reflect with pupils on their work – for example, through a pupil in reviewing and storyboard of steps taken during an investigation.reflecting on assessment • Choose appropriate tasks to provide quality assessmentinformation information (emphasis on process, not just the correct answer).



Source: Association for Achievement and Improvement through Assessment

1 Unit 1: SEN: Assessment for learning in everyday lessons © Crown copyright 2004

SEN: Assessment for learning ineveryday lessons

This SEN version of the module ‘Assessment for learning in everyday lessons’ isintended to support and promote inclusive approaches to both teaching andprofessional development in special and mainstream schools, includingresourced provision. It is designed for use by leaders and coordinators of all KeyStage 3 subjects, senior managers and SENCOs.

Objectives

• To identify the key features of assessment for learning (AfL) in good teachingand learning

• To identify strategies for improving AfL

Resources

Slides 1.1–1.5

Handouts 1.1–1.5

Appendix 1.1, AfL – definitions and research findings (photocopied anddistributed to all participants before the course begins)

Appendix 1.2, Modes of communication


Flipchart and pens

Session outline



1.3 Identifying effective teaching strategies for AfL 10 minutes






Total 85 minutes

Unit

1


Additional notes for presenters

The essential elements of AfL are the same for all sectors of education. Theapproach adopted will depend on individual pupils’ strengths and barriers tolearning, especially the communication modes with which they are mostcomfortable (see further information about modes of communication inappendix 1.2).

Pre-course task

Participants should prepare for this module by reading appendix 1.1, AfL –definitions and research findings. This clarifies the relationship betweenassessment for learning and assessment of learning. The notes drawextensively from Inside the black box, Assessment for learning: beyond theblack box and Working inside the black box.

These publications summarise the findings of extensive research into AfL andare frequently referred to by researchers and other educationists who have aninterest in assessment.

Participants should also read QCA Planning, teaching and assessing thecurriculum for pupils with learning difficulties: general guidelines and inparticular, the chapter ‘Recognising progress and achievement’. This can bedownloaded from www.nc.uk.net/ld/


Show slide 1.1 to clarify the objectives of the session.

Say that the session should help everyone to:

• understand what AfL means in the context of everyday teaching;

• appreciate the importance of making sure that, in every lesson, pupilsunderstand what they are trying to learn and why and how they canrecognise achievement;

• focus on the application of AfL strategies;

• extend the range of the practical strategies they use to develop AfL;

• understand the important role of teaching assistants in supportingparticipation and engagement in the learning process. Make the pointthat where the term ‘teacher’ is used in the session it should be considered

Slide 1.1


in the broadest sense to include all classroom staff who contribute topupils’ learning;

• recognise the importance of employing effective strategies for including allpupils. Successful approaches to AfL will reflect the strengths and thebarriers to learning for individual pupils and inform effective planning forthe class.

Point out that, where the term ‘school’ is used within the training materials, itshould be taken to mean all types of teaching environments.

1.2 AfL – definition and key 5 minutescharacteristics

Remind participants of their pre-course reading (appendix 1.1, AfL – definitionsand research findings) and show slide 1.2 to secure a shared understanding ofwhat is meant by ‘AfL’.

Make these points.

• The definitions of AfL stress the importance of using the information gainedto improve learning.

• Inside the black box (1998) is a summary of the main findings arising from250 assessment articles (covering nine years of international research)studied by Paul Black and Dylan Wiliam. Its findings still provide atouchstone for other researchers, advisers and teachers.

• To understand these definitions fully it is necessary to reflect upon thefindings and key messages of the research which led up to them. (These areaddressed in appendix 1.1.)

Show slide 1.3.

Slide 1.2

Slide 1.3


Make these points.

• AfL is different from other ongoing assessment. It involves more thanmarking and feeding back grades to pupils. It involves identifying the nextsteps for learning as well as having a clear understanding of the errors pupilsmake and the difficulties they experience.

• It requires finding effective ways of showing evidence of progress in learningand obstacles to learning.

• Two additions have been made to the original text.

– ‘Peer assessment’ has been added to the fourth bullet point, as the KMOFAP (King’s Medway Oxfordshire Formative Assessment Project) research has identified peer assessment as a developmental step towards self assessment.

– The term ‘information’ has been added to the last bullet point as the term ‘data’ is meant to be interpreted broadly. Therefore, the term ‘information’ has been substituted for ‘data’ in the rest of the unit.

• Barriers to learning need to be minimised. This requires teachers to identifyappropriate and responsive strategies to ensure that learning goals areshared with pupils through the use of oral or visual prompts, signing,symbols, objects of reference, eye pointing and ICT (see appendix 1.2 forinformation about modes of communication).

• An understanding of individual learning characteristics will help to informstrategies, cues and prompts to motivate and promote the activeengagement of all pupils.

• All classroom staff can contribute to the provision of information andevidence about errors, misconceptions and the learning challengesexperienced by pupils with different needs.

• Next steps in learning may require a more careful focus on planning andpresenting activities which encourage and support independence so thatpupils do not become over-reliant on adult intervention.

• In showing evidence of progress, it is important that the recording systemsused in the classroom or school capture the small but significant steps inlearning for individual pupils and recognise the value of ‘lateral progression’,working at similar objectives in different applications over time.


1.3 Identifying effective teaching 10 minutesstrategies for AfL

Give out handout 1.1. (You are advised not to give out handout 1.2 yet.)

Ask participants to work in pairs. Ask them to list, in the ‘Teaching strategies’column, some of the strategies that are routine practice in their department orclasses. One example is provided in each case to focus the discussion. Thishas been found to be a challenging activity.

• Allow up to 5 minutes for pairs to work on the lists.

• Emphasise that you are asking for strategies used in the context of a‘normal’ lesson.

• Ask participants for some examples of effective teaching strategies, notethem on a flipchart, then ask participants to explain how their strategiescontribute to pupils’ learning. Try to draw out some of the examples ofstrategies which are included on handout 1.2 (which will be distributed laterin the session).


The video sequence shows a mixed age Key Stage 3 design and technologylesson at Lonsdale School. A video sequence on the DVD showing a Year 7music lesson in a mainstream mixed ability class can be selected as analternative. It may prove more suitable for many teachers of pupils with specialeducational needs.

• Ask participants to note examples of the strategies being used in the videoand their impact on learning on handout 1.1.

• Point out that the excerpts from the lesson will only show some of theAfL strategies employed. More would be evident if the whole lessonwas observed.

• Provide the following information:

– Lonsdale School is an age 3 –18, mixed school in Stevenage for pupils with physical and neurological impairment;



Key characteristics Teaching Examples in Impact on of assessment strategies lessons observed learningfor learning

Sharing learning • Ensure objectives objectives with are expressed inpupils language that pupils

can understand.• Ensure objectives

are communicatedthrough oral, visualand tactileapproaches.

Helping pupils to • Ensure that the know and recognise success criteria the standards they recognise individuals’ are aiming for barriers to learning.

Involving pupils • Give pupils in peer and opportunities to self assessment interact and

communicate aboutwhat they have learned, or found difficult, using the learning objectives as a focus.




Providing feedback • Provide oral as well which leads to as written feedbackpupils recognising whenever possible, their next steps supported byand how to take symbols as them appropriate


a secure classroomethos.


still have difficulties.• Support this with

the effective deployment of teaching assistants.

• Provide good peer and adult models.


– the video shows a design and technology lesson with a mixed age class (Years 7, 8 and 9). The pupils are working between P4 and National Curriculum level 2;

– the lesson is adapted from the QCA scheme of work unit 7B ‘Using control’;

– the lesson is supported by four teaching assistants, two of whom are assigned to individual pupils;

– following the lesson there is a sequence where the class teacher reflects on using AfL with her pupils.

• Show the first part of the video until the first pause and then allow a coupleof minutes for participants to begin noting examples.

• Ask the participants to continue adding examples and restart the video.

• Stop at the second pause to allow a couple of minutes for participants toadd to their notes.

• Continue the video sequence to show the plenary to the lesson.

The way a video sequence is presented to participants makes a significantdifference to how well they are able to identify the assessment for learningstrategies shown and their impact on learning.



Allow participants another couple of minutes to complete their notes, thentake feedback on the teaching strategies and their impact on learning asobserved in the video. During the discussion draw out the positive impact ofthe strategies used.

Record the main points on a flipchart.

Distribute handout 1.2 which provides examples of strategies used in thedesign and technology lesson observed and their impact on learning.

Following the lesson video sequence there is a 4-minute clip where the classteacher reflects on using AfL with her pupils. This can be shown and used tosupport the discussion about the lesson. The six clips should be used




Sharing learning Teacher: Pupils:objectives with pupils • agrees learning objectives with • (individually) gain clear

individual pupils and TAs; understanding of what • expresses objectives in everyday they are to learn.

language. They are grounded in pupils’ prior experience;

• uses a range of modes ofcommunication, e.g. visual media,cards on board;

• reviews learning with individuals against the objectives at the end of the lesson.

Helping pupils to know Teacher: Pupils:and recognise the • shows pupils examples of good • (individually) are clear aboutstandards they are outcomes already produced in what they should have aiming for previous lessons; achieved by the end of

• states what she expects each the lesson;pupil to have done by the end • recognise the features ofof the lesson; good work.

• differentiates outcomes accordingto individual pupil’s ability.

Involving pupils in peer Teacher: Pupils:and self assessment • asks individual pupils to evaluate • can assess progress they

their work in front of their peers have made;during the plenary; • can identify ways of

• asks pupil to suggest improving their work.improvements that could be made to another pupil’sdesign board;

• provides plenty of time for pupilsto reflect on what they’ve learned;

• ensures the TAs are clear aboutthe success criteria so that they can encourage pupils to selfassess their work.




Providing feedback Teacher and TAs: Pupils:which leads to pupils • repeatedly ask pupils, ‘What next’ • see clearly what they needrecognising their questions and are insistent on to do next;next steps and accurate responses; • learn how to improve from thehow to take them • provide oral feedback, supported teacher and the work of

by other communication modes their peers.throughout the lesson;

• work in partnership, with theteacher directing the team;

• use examples of work at different stages of completion to discuss‘next steps’ during the plenary.

Promoting confidence Teacher: Pupils:that every pupil • provides positive and constructive • gain satisfaction regardingcan improve feedback (TAs also do this); their own progress;

• matches individual learning • have a sense that they canobjectives to needs by pitching continue to improve;them at an appropriate but • remain engaged and on taskchallenging level; throughout the lesson;

• celebrates success and sets • take responsibility for theirappropriate targets. own learning.

Involving both teacher Teacher: Pupils:and pupils in reviewing • maintains continuous dialogue • have many opportunities toand reflecting on about progress being made; reflect on their learning;assessment information • frequently reminds pupils of • focus on the learning objectives

learning objectives and and success criteria; success criteria; • measure their own progress;

• circulates around the groups • take responsibility for theirduring the main part of the lesson own learning;reviewing and reflecting on • perform at a high standardindividuals’ achievements; and make good progress.

• involves the teaching assistantsin reviewing the learning;

• makes effective use of the plenaryfor reflection with groupsand individuals.


selectively and flexibly, according to the prior knowledge of the audience andtheir initial responses to discussion about how the key characteristics of AfLhave featured in the lesson and impacted on learning.


In this section participants have the opportunity to use Edward de Bono’s ‘sixhats’ (Six thinking hats, E. de Bono, 1985) as a framework for thinking aboutAfL. Explain to participants that they are going to consider the question:

Should we adopt AfL across our school as a focus for improvingteaching and learning? (slide 1.4)

Give out handout 1.3 and ensure that participants understand the ‘thinking’characteristics of their hat:

Divide participants into six groups of roughly equal size.

Allocate each group a different coloured thinking hat which must informtheir thinking.

• Groups should spend 5 minutes debating the question:Should we adopt AfL across our school as a focus for improvingteaching and learning?Their discussions should be influenced by their metaphorical hat.

Handout 0 cont.


The six hats* represent six modes of thinking and are ways to think rather than labels for thinking.






Red hat This covers intuition, feelings and emotions and requires no justification. The feeling may be genuine and the logic spurious! It gives the thinkerpermission to put forward his or her feelings on the subject at the moment.‘How do I feel about this right now?’

Yellow hat This is the logical and positive hat. It can be used in looking forward to theresult of some proposed action or finding something of value in what hasalready happened. ‘Why will this work and how will it offer benefits?’

Black hat Black hat thinking is logical: the hat of judgement and caution. ‘Why doesthe suggestion not fit the facts, available experience, the system in use orthe policy that is being followed?’

Green hat This is the hat of creativity, alternatives, proposals, different and new ideas,provocation and ‘outside the box’ thinking. ‘How can this idea be modifiedto improve it? What different ways can achieve the same objective?’

White hat Covers facts, figures, information needs and gaps. ‘What information do we have, what do we need and where can we get it?’ ‘Let’s drop thearguments and proposals and look at the database!’

Blue hat This is the overview or process control hat. It looks not at the question itselfbut at the thinking about the question (metacognition). ‘How have we beenthinking so far and what types of thinking should we do more of?’


Handout 1.3

Slide 1.4

Handout 1.3

The Six Hats method was designed by Edward de Bono and is reproduced here with permission.For any reproduction of this material permission must be obtained from the author.Website: www.edwdebono.com


• Give out handout 1.4 for participants to record their responses. Opinionsshould be backed by evidence.

• Every participant should complete their group’s responses on handout 1.4to use in the next stage of the jigsaw.

After 5 minutes, ‘jigsaw’ the groups so that there is one person representingeach of the six thinking hats in each group.

• Participants should spend 5 minutes debating the question in the mixed hatgroup, each presenting their own hat’s argument.

• At the end of the discussion groups should try to sum up their views in orderto reach an informed decision.

Take summary feedback of the outcomes of discussion from each group.


Summarise the unit by making these points.

• The focus was placed on strategies such as the sharing of learningobjectives with pupils, pupils’ peer and self assessment and feedback topupils to inform next steps in learning. This is because these are central toAfL in everyday lessons.

• Good planning and teaching skills are crucial for making AfL a familiar partof lessons.

• AfL can sharpen the focus of teaching and better direct it to meet thelearning needs of pupils.

• Good AfL practice needs to be routine and familiar to pupils.

• AfL will help pupils gain the skills they need to be active learners and takeincreasing responsibility for their progress.

Areas of AfL that will make the most significant impact on pupils with learningdifficulties include:

• using a range of strategies for sharing objectives with pupils;

• ensuring objectives are shared and displayed so that teaching and supportstaff can refer to them during the lesson, through ‘mini-plenaries’;


Edward de Bono’s six hatsThe question

Should we adopt assessment for learning across our school as a focus for improving teachingand learning?



Yellow What are the benefits, values and advantages in this idea?What are the logical positive points?What are the good things about the suggestions?

Black What are the points of caution?What are the disadvantages?What are the potential problems?What can go wrong?What are the logical negative points?What are the difficulties surrounding the question?

Green How can the idea be modified to improve it and to remove obvious faults?How can we overcome some of thedifficulties that the black hat will point out?Are there alternative ways of achieving the same objective?What creative ideas do we have in this area?



Handout 1.4


• giving some pupils short-term targets in the lesson (perhaps timed) to helpthem to meet learning objectives and maintain focus and engagement;

• linking the learning objectives to the bigger picture by making connectionswith prior learning, present experiences and next steps, for example, byreferring to work on display at appropriate points in the lesson;

• giving targeted positive feedback and reasons for gains in learning, forexample: Good, well done because … and What will this help you toachieve? Beware, though, that some pupils cannot cope with positivefeedback so the question alone may have a bigger impact;

• building on strengths, such as the effective oral skills of many pupilsexperiencing social, emotional and behavioural difficulties, when planningfor assessment for learning;

• promoting a positive learning environment in the classroom as a placewhere we all learn, even when we get stuck.

Areas of assessment for learning that will make the most significant impact onpupils with identified special educational needs in cognition and learning, lowself-esteem, language processing, social skills, ability to generalise and transferwill include:

• learning objectives which are linked to previous lessons and prior learningopportunities. They should be linked to clear success criteria for individualpupils. They may need to be communicated in ‘pupil-friendly’ language thatpupils understand;

• a major emphasis on promoting confidence that every pupil can improve.This will build confidence in their ability to engage in learning;

• the provision of time for pupils to reflect upon what they have learned andunderstood, and to identify where they still have difficulties. This approachwill provide support for learning which seeks to minimise the isolation ofthe pupil so as to reduce comments such as I can’t do this, I’m no goodat this;

• an age-appropriate focus in tasks and activities which should promoteengagement, motivation and participation in learning.



Distribute handout 1.5 and explain that it is taken from the Association forAchievement and Improvement through Assessment (AAIA) Secondaryassessment coordinator’s guidelines.

Relate the ‘Teaching strategies’ column to the participants’ feedback on thevideo and the prior discussions.

Ask participants to use this list to:

• select one or two of the ‘Key characteristics’ in the list, which could be mostusefully focused on to enhance teaching and learning in their lessons ordepartment;

• identify strategies related to these characteristics to trial in their lessons.

Show slide 1.5 and explain that it presents suggestions for further work.








• Model what it should look like. For example, exemplify good writingon the board.


• Provide displays of pupils’ work, which show work in progress as well as finished product.

Involving pupils in peer and • Give pupils clear opportunities to talk about what they have learnedself assessment and what they have found difficult, using the learning objectives

as a focus.• Encourage pupils to work/discuss together, focusing on how



Providing feedback which • Value oral as well as written feedback.leads to pupils recognising • Ensure feedback is constructive as well as positive, identifying whattheir next steps and how to the pupil has done well, what needs to be done to improve, andtake them how to do it.


Promoting confidence that • Identify small steps to enable pupils to see their progress, thus buildingevery pupil can improve confidence and self-esteem.

• Encourage pupils to explain their thinking and reasoning within a secure classroom ethos.

Involving both teacher and • Reflect with pupils on their work – for example, through a storyboardpupil in reviewing and of steps taken during an investigation.reflecting on assessment • Choose appropriate tasks to provide quality assessment informationinformation (emphasis on process, not just the correct answer).




Slide 1.5

Handout 1.5


Appendix 1.1

AfL – definitions and research findings

Terminology

Assessment of learning is also known as summative assessment.

Assessment for learning is also known as formative assessment.

The change in language is helpful in clearing up the confusion about the nature and purpose of each typeof assessment.

Assessment of learning

Assessment of learning tends to be summative and is carried out periodically, e.g. at the end of a unit or year orkey stage. The teacher undertakes this kind of assessment to judge how well a pupil is performing. Conclusionswill probably be reported in terms of grades, marks or levels. These may be set alongside national standards, sothat a pupil, school or teacher can evaluate their own performance against that of others. This allows schools totrack progress over time.

Because the results of assessment of learning are shared with other people, issues of validity and reliabilityare paramount. There is also an important balance between making assessments that are rigorous andyet manageable.

It has become more and more important for school managers to explore and understand relevant assessmentdata. Subject leaders in secondary schools, for example, need to interpret the performance of the pupils theyreceive and how they progress. This can help them to identify trends, set realistic targets and identify the needsof pupils.

Assessment of learning is well established and there is now a broad consensus regarding its nature, summativepurposes and importance. It is not always recognised, however, that by sharing expectations and targets withpupils, assessment of learning can contribute to assessment for learning. For example, pupils can be given theopportunity to:

• mark, moderate and review test papers;

• review their performance against the test criteria and set personal targets;

• devise future test questions.

Assessment for learning

Assessment for learning is formative in nature and takes place all the time in the classroom. Here are threeuseful definitions.

‘In assessment for learning, the learner’s task is to close the gap between the present state of understandingand the learning goal. Self-assessment is essential if the learner is to do this. The teacher’s role is tocommunicate appropriate goals and promote self-assessment as pupils work towards the goals. Feedbackin the classroom should operate from teacher to pupils and from pupils to teacher.’Sadler, R. (1989)

‘In this paper … assessment refers to all those activities undertaken by teachers, and by their students inassessing themselves, which provide information to be used as feedback to modify the teaching andlearning activities in which they are engaged.’Black, P. & Wiliam, D. (1998)

‘Assessment for learning is the process of seeking and interpreting evidence for use by learners and theirteachers to decide where the learners are in their learning, where they need to go and how best to get there.’Assessment Reform Group (2002)


The key message is that assessment for learning is about using the information gained to improve learning.

The following provides the highlights of research findings and references for further reading.

Inside the black box

The publication Inside the black box (1998) is an influential pamphlet that summarises the main findings arisingfrom 250 assessment articles (covering nine years of international research) studied by Paul Black and DylanWiliam. The document is well known and widely used, and acts as a touchstone for many professionals in thefield of assessment.

Inside the black box identifies five key factors which improve learning through assessment:

• providing effective feedback to pupils;

• actively involving pupils in their own learning;

• adjusting teaching to take account of the results of assessment;

• recognising the profound influence assessment has on the motivation and self-esteem of pupils, both ofwhich are crucial to learning;

• considering the need for pupils to be able to assess themselves and to understand how to improve.

The research also identifies a number of risks with regard to assessment:

• valuing quantity and presentation rather than the quality of learning;

• lowering the self-esteem of pupils by over-concentrating on judgements rather than advice for improvement;

• demoralising pupils by comparing them negatively and repeatedly with more successful learners;

• giving feedback that serves social and managerial purposes rather than helping pupils to learnmore effectively;

• working with an incomplete picture of pupils’ learning needs.

Assessment for learning: beyond the black box

This publication of the Assessment Reform Group (1999) follows up the work of Black and Wiliam. Itemphasises that good assessment for learning:

• is embedded in a view of teaching and learning of which it is an essential part;


• aims to help pupils to know and to recognise the standards they are aiming for;

• involves pupils in self assessment;

• provides feedback which leads to pupils recognising their next steps and how to take them;


• involves both teacher and pupils reviewing, and reflecting on, assessment information.

Appendix 1.1 cont.


Appendix 1.1 cont.

Working inside the black box

Working inside the black box (2002) picks up where Inside the black box left off. It sets out its main findingsunder four headings.

Questioning

• More effort has to be spent in framing questions that are worth asking.

• Wait time has to be increased to several seconds to give pupils time to think and everyone should beexpected to contribute to the discussion.

• Follow-up activities have to provide opportunities to ensure that meaningful interventions that extend pupils’understanding take place.

• The only point of asking questions is to raise issues about which the teacher needs information or aboutwhich the pupils need to think.

Feedback through marking

• Written tasks, alongside oral questioning, should encourage pupils to develop and show understanding ofthe key features of what they have learnt.

• Comments should identify what has been done well and what still needs improvement, and give guidance onhow to make that improvement.

• Opportunities for pupils to follow up comments should be planned as part of the overall learning process.

• To be effective, feedback should cause thinking to take place.

Peer and self assessment

• The criteria for evaluating any learning achievements must be transparent to pupils to enable them to have aclear overview both of the aims of their work and what it means to complete it successfully.

• Pupils should be taught the habits and skills of collaboration in peer assessment.

• Pupils should be encouraged to keep in mind the aims of their work and to assess their own progress tomeet these aims as they proceed.

• Peer and self assessment make unique contributions to the development of pupils’ learning – they secureaims that cannot be achieved in any other way.

The formative use of summative tests

• Pupils should be engaged in a reflective review of the work they have done to enable them to plan theirrevision effectively.

• Pupils should be encouraged to set questions and mark answers to help them, both to understand theassessment process and to focus further efforts for improvement.

• Pupils should be encouraged through peer and self assessment to apply criteria to help them understandhow their work might be improved.

• Summative tests should be, and should be seen to be, a positive part of the learning process.

The underlying issues identified are:

• learning theory – teachers need to know in advance what sort of feedback will be useful, i.e. they need tounderstand how their pupils learn;

• subject differences – teachers need to have an understanding of the fundamental principles of thesubject, an understanding of the kinds of difficulties that pupils might have and the creativity to think upquestions which can stimulate productive thinking; such pedagogical content knowledge is essential ininterpreting response;


Appendix 1.1 cont.

• motivation and self-esteem – learning is not just a cognitive exercise, it involves the whole person;learning for learning’s sake rather than for rewards or grades;

• a learning environment: principles and plans – teachers need to have forethought of how to teach in a waywhich establishes a supportive climate;

• a learning environment: roles and responsibilities – teachers need to help pupils become active learnerswho can take increasing responsibility for their progress.

Further readingSadler, R. (1989) Formative assessment and the design of instructional systems. Instructional Science 18,119–144

Black, P. and Wiliam, D. (1998) Inside the black box: raising standards through classroom assessment.King’s College, London. To order, telephone 0207 836 5454 ext 3189.

Assessment Reform Group (1999) Assessment for learning: beyond the black box. University of Cambridge,Faculty of Education. To order, telephone 01223 369631.

Black, P., Harrison, C., Lee, C., Marshall, B., Wiliam, D. (2002) Working inside the black box: assessment forlearning in the classroom. King’s College, London. To order, telephone 0207 836 5454 ext 3189.

Websites

www.qca.org.uk/ca/5-14/afl/

www.aaia.org.uk


Appendix 1.2

Modes of communication

We all have preferred modes of communication. Some people are particularly comfortablewith the telephone; some prefer e-mail; others like face-to-face communication. The same istrue for pupils who use alternative or augmentative communication (AAC) to overcomebarriers to learning.

Many possibilities for the use of AAC in lessons now exist, particularly as a result of the rapidand continuing development of information and communication technology. Several examplesare listed in the glossary. Most pupils will have their preferred method. It should not be assumedthat because a pupil has a specific disability or impairment that a particular mode will bepreferred or appropriate. For example, someone who is blind may much prefer to receivedocumentary information by audiotape rather than Braille.

It is also important to realise that all interpersonal communication is multimodal: our bodylanguage, for example, says at least as much as other forms of conversation. The deliberate useof an alternative method of communication alongside a more usual form, for example, sign andspeech together, is good practice, as it allows for information to be communicated through arange of channels. It can also aid progression in learning, for example:

• a symbols ICT package can enable pupils to grow in confidence and to progress fromsymbols, alone, as representations of language on screen, to written text alongside symbolsand then to written text alone;

• a teacher can gradually discontinue the use of a picture of an object as the pupil builds theirunderstanding of the concept in question.

Teachers and other adults will probably be well aware of their pupils’ preferred mode(s).


Unit 1 – SEN: Assessment for learningin everyday lessons

PowerPoint slides


Handout 0Slide 1.1

Objectives

• To identify the key features of assessment forlearning in good teaching and learning

• To identify strategies for improving assessmentfor learning



Assessment for learning –definitions

‘In this paper… the term assessment refers to allthose activities undertaken by teachers, and by theirstudents in assessing themselves, which provideinformation to be used as feedback to modify theteaching and learning activities in which theyare engaged.’

Black, P. and Wiliam, D. (1998)

‘Assessment for learning is… the process of seekingand interpreting evidence for use by learners andtheir teachers to decide where the learners are in theirlearning, where they need to go and how best toget there.’

Assessment Reform Group (2002)


Handout 0Slide 1.3



• is embedded in a view of teaching and learningof which it is an essential part;


• aims to help pupils to know and recognise thestandards they are aiming for;

• involves pupils in [peer and] self assessment;

• provides feedback, which leads to pupilsrecognising their next steps and how to take them;


• involves both teacher and pupils reviewing andreflecting on assessment data [information].



Handout 0 cont.

Should we adopt assessment

for learning across our school

as a focus for improving

teaching and learning?

Slide 1.4


Handout 0

Ready for more?

Next half-term ‘have a go’

Step 1

Focus on one or two ‘Key characteristics’ onhandout 1.5 and identify some strategies to trialin a series of lessons.

Step 2

After the first few lessons, discuss with acolleague what went well and what did not. Persistfor a minimum of 20 hours of trialling.

Step 3

Consider what further support or training mighthelp you trial these strategies.

(For example, look at the presenter’s notes forthe other training modules to see if they aredirectly relevant.)

Slide 1.5





Sharing learning • Ensure objectives objectives with are expressed inpupils language that pupils

can understand.• Ensure objectives

are communicatedthrough oral, visualand tactileapproaches.

Helping pupils to • Ensure that the know and recognise success criteria the standards they recognise individuals’ are aiming for barriers to learning.

Involving pupils • Give pupils in peer and opportunities to self assessment interact and

communicate aboutwhat they have learned, or found difficult, using the learning objectives as a focus.





Providing feedback • Provide oral as well which leads to as written feedbackpupils recognising whenever possible, their next steps supported byand how to take symbols as them appropriate


a secure classroomethos.


still have difficulties.• Support this with

the effective deployment of teaching assistants.

• Provide good peer and adult models.





Sharing learning Teacher: Pupils:objectives with pupils • agrees learning objectives with • (individually) gain clear

individual pupils and TAs; understanding of what • expresses objectives in everyday they are to learn.

language. They are grounded in pupils’ prior experience;

• uses a range of modes ofcommunication, e.g. visual media,cards on board;

• reviews learning with individuals against the objectives at the end of the lesson.

Helping pupils to know Teacher: Pupils:and recognise the • shows pupils examples of good • (individually) are clear aboutstandards they are outcomes already produced in what they should have aiming for previous lessons; achieved by the end of

• states what she expects each the lesson;pupil to have done by the end • recognise the features ofof the lesson; good work.

• differentiates outcomes accordingto individual pupil’s ability.

Involving pupils in peer Teacher: Pupils:and self assessment • asks individual pupils to evaluate • can assess progress they

their work in front of their peers have made;during the plenary; • can identify ways of

• asks pupil to suggest improving their work.improvements that could be made to another pupil’sdesign board;

• provides plenty of time for pupilsto reflect on what they’ve learned;

• ensures the TAs are clear aboutthe success criteria so that they can encourage pupils to selfassess their work.





Providing feedback Teacher and TAs: Pupils:which leads to pupils • repeatedly ask pupils, ‘What next’ • see clearly what they needrecognising their questions and are insistent on to do next;next steps and accurate responses; • learn how to improve from thehow to take them • provide oral feedback, supported teacher and the work of

by other communication modes their peers.throughout the lesson;

• work in partnership, with theteacher directing the team;

• use examples of work at different stages of completion to discuss‘next steps’ during the plenary.

Promoting confidence Teacher: Pupils:that every pupil • provides positive and constructive • gain satisfaction regardingcan improve feedback (TAs also do this); their own progress;

• matches individual learning • have a sense that they canobjectives to needs by pitching continue to improve;them at an appropriate but • remain engaged and on taskchallenging level; throughout the lesson;

• celebrates success and sets • take responsibility for theirappropriate targets. own learning.

Involving both teacher Teacher: Pupils:and pupils in reviewing • maintains continuous dialogue • have many opportunities toand reflecting on about progress being made; reflect on their learning;assessment information • frequently reminds pupils of • focus on the learning objectives

learning objectives and and success criteria; success criteria; • measure their own progress;

• circulates around the groups • take responsibility for theirduring the main part of the lesson own learning;reviewing and reflecting on • perform at a high standardindividuals’ achievements; and make good progress.

• involves the teaching assistantsin reviewing the learning;

• makes effective use of the plenaryfor reflection with groupsand individuals.


Handout 0 cont.


The six hats* represent six modes of thinking and are ways to think rather than labels for thinking.






Red hat This covers intuition, feelings and emotions and requires no justification. The feeling may be genuine and the logic spurious! It gives the thinkerpermission to put forward his or her feelings on the subject at the moment.‘How do I feel about this right now?’

Yellow hat This is the logical and positive hat. It can be used in looking forward to theresult of some proposed action or finding something of value in what hasalready happened. ‘Why will this work and how will it offer benefits?’

Black hat Black hat thinking is logical: the hat of judgement and caution. ‘Why doesthe suggestion not fit the facts, available experience, the system in use orthe policy that is being followed?’

Green hat This is the hat of creativity, alternatives, proposals, different and new ideas,provocation and ‘outside the box’ thinking. ‘How can this idea be modifiedto improve it? What different ways can achieve the same objective?’

White hat Covers facts, figures, information needs and gaps. ‘What information do we have, what do we need and where can we get it?’ ‘Let’s drop thearguments and proposals and look at the database!’

Blue hat This is the overview or process control hat. It looks not at the question itselfbut at the thinking about the question (metacognition). ‘How have we beenthinking so far and what types of thinking should we do more of?’


Handout 1.3



Edward de Bono’s six hatsThe question

Should we adopt assessment for learning across our school as a focus for improving teachingand learning?



Yellow What are the benefits, values and advantages in this idea?What are the logical positive points?What are the good things about the suggestions?

Black What are the points of caution?What are the disadvantages?What are the potential problems?What can go wrong?What are the logical negative points?What are the difficulties surrounding the question?

Green How can the idea be modified to improve it and to remove obvious faults?How can we overcome some of thedifficulties that the black hat will point out?Are there alternative ways of achieving the same objective?What creative ideas do we have in this area?











• Model what it should look like. For example, exemplify good writingon the board.


• Provide displays of pupils’ work, which show work in progress as well as finished product.

Involving pupils in peer and • Give pupils clear opportunities to talk about what they have learnedself assessment and what they have found difficult, using the learning objectives

as a focus.• Encourage pupils to work/discuss together, focusing on how



Providing feedback which • Value oral as well as written feedback.leads to pupils recognising • Ensure feedback is constructive as well as positive, identifying whattheir next steps and how to the pupil has done well, what needs to be done to improve, andtake them how to do it.


Promoting confidence that • Identify small steps to enable pupils to see their progress, thus buildingevery pupil can improve confidence and self-esteem.

• Encourage pupils to explain their thinking and reasoning within a secure classroom ethos.

Involving both teacher and • Reflect with pupils on their work – for example, through a storyboardpupil in reviewing and of steps taken during an investigation.reflecting on assessment • Choose appropriate tasks to provide quality assessment informationinformation (emphasis on process, not just the correct answer).




1 Unit 2: The formative use of summative assessments © Crown copyright 2004

The formative use ofsummative assessments

Objectives

• To exemplify how assessment of learning can contribute to assessmentfor learning

• To show how AfL can:

– help motivate pupils

– encourage pupils to take more responsibility for their own learning

– actively involve pupils in setting their own individual targets

Resources

Slides 2.1–2.4

Handouts 2.1–2.3


Flipchart and pens

Session outline


2.2 Identifying factors contributing to learning 20 minutes


2.4 Discussion of issues raised 15 minutes


Total 75 minutes

Pre-course task

Participants should first have received training in unit 1 ‘Assessment forlearning in everyday lessons’, or otherwise be familiar with its content andkey messages.

Unit

2



Show slide 2.1 and clarify the objectives of this unit.

Explain that this unit builds upon the understanding of the key characteristics ofAfL gained in unit 1.

Show slide 2.2 (slide 1.3 from unit 1) to remind participants of the keycharacteristics of AfL.

This unit develops a particular area of AfL: how teachers can use informationgained through summative assessment formatively, in order to:

• draw pupils into assessment processes;

• help pupils understand and become familiar with the summativeassessment criteria;

• improve motivation and self-esteem;

• develop independent learning skills;

• enhance the quality of target setting;

• increase pupils’ understanding of the standards they are aiming for;

• contribute to raising standards.

Slide 2.2

Slide 2.1


2.2 Identifying factors contributing 20 minutesto learning

The presenter can choose between two video sequences:

• Sequence 1 is an RE lesson in Swanmore School;

• Sequence 2 is a geography lesson in Cannock Chase High School.

These two sequences have been provided to allow the presenter, afterwatching each sequence in advance, to decide which best fits the context oftheir school.

Each sequence demonstrates a different balance of strengths in relation to theformative use of summative assessments. Neither sequence is meant todemonstrate every aspect of AfL but both show good teaching and learningand participants will be able to identify how AfL contributes to the progress thepupils are making.

The way a video sequence is presented to participants makes a significantdifference to how well they are able to identify the AfL strategies shown andtheir impact on learning.


Presenters should refer to the ‘Use of video’ guidance in the ‘Organisingand delivering whole-school training’ section of this folder’s ‘Guidance forsenior leaders’.

Depending on which sequence has been chosen for the session, provide thefollowing information.

Sequence 1

Introduce the video sequence. Explain that the lesson on the videodemonstrates several of the key characteristics of AfL.

Give out handout 2.1a.

The lesson on the video takes place at the end of a topic on Sikhism as part of asummative assessment exercise. Handout 2.1a shows the sheet used by thepupils in the video plus notes about acceptable answers. The levels showncome from the locally agreed Standing Advisory Council on Religious Education(SACRE) syllabus.

Handout 0 cont.Handout 2.1a

Swanmore School religious education(SACRE levels)

Assessment opportunity: Marriage in Sikhism

Q1 Can you identify and explain what happens during a marriage ceremony?

A level 4 answer will identify what happens during a wedding ceremony

A level 5 answer will identify what happens during a ceremony and begin to explain these events in a simple account

A level 6 answer will identify what happens during a ceremony and explain these events using more than one sourceThe symbolism and religious importance will be explained in a thorough account

Q2 How does a Sikh wedding compare to a Christian wedding?

A level 4 answer will identify some of the similarities and differences and begin to explain them

A level 5 answer will identify the similarities and differences and explain them fullyThere will be evidence of more than one source being used

A level 6 answer will identify the similarities and differences and explain them fullyThere will be evidence of more than one source being used to make an overall conclusion that is well supported

Q3 In Sikhism, marriage is described as a ‘ceremony of bliss’. What do you think this means? Ismarriage always a blissful experience? Give reasons for your answer showing you haveexamined other points of view.

A level 4 answer will describe your own opinion with simple reasoning

A level 5 answer will identify and begin to explain different points of view Describe your own opinion, explaining your reasoning fully

A level 6 answer will identify and explain a wide range of views using a wide varietyof sourcesDescribe your own opinion, explaining your reasoning which iswell substantiated

Handout 2.1a Handout 0 cont.Handout 2.1a cont.

Pupil target setting

I want to make progress in religious education.

In my last assessment I obtained level

In this assessment I aim to attain level

To do this I will need to


Provide the following information.

• The video shows a Year 8 RE lesson with a class of 28 pupils, all of whomare at level 5 or above in English.

• Swanmore School is in a predominantly white area and has a slightly aboveaverage intake of pupils eligible for free school meals.

• The pupils are exceptionally articulate and well spoken, and experience inthe pilot shows that this can be an obstacle when viewing the video.Participants need to look beyond this context and recognise that the goodpractice exemplified is achievable in the full range of socio-economiccontexts.

• The school has been developing its practices regarding AfL for over a year,particularly in the history, geography and RE departments. Suchcommitment, preparation and training are critical to success; what isobserved cannot happen overnight.

Sequence 2

Introduce the video sequence. Explain that the lesson on the videodemonstrates several of the key characteristics of AfL.

Give out handout 2.1b.

Provide the following information.

• Cannock Chase High School is an 11–18 mixed comprehensive school inStaffordshire with 1800 pupils.

• The socio-economic circumstances of the pupils are broadly average andattainment on entry to the school is below the national average.

• The sequence shows a Year 9 geography lesson in which pupils are learningto improve their writing of geographical descriptions. Make the followingpoints to prevent follow up discussion being diverted away from AfL.

– In the National Curriculum for geography the specific focus for describingis on geographical patterns and processes. This requires a distinctiveapproach to writing information text, the characteristics of which includethe use of technical terms and supporting facts and figures to createcomplex sentences which interrelate variables and factors important ingeography. Participants should not be sidetracked by comparing thisexample to descriptions in other curricular areas.

Handout 0 cont.

Extremes Using accurate place namesto identify locations and usingextremes like hard/soft, hilly/flat,wet/dry, rich/poor to describefeatures and places

Different types Recognising different types of place using words like warm, cool, freezing and very hot aswell as hot and cold; using terms like semi-detached, detached, terraced and flatsto describe different dwellings

Comparisons Using numbers to comparefeatures (e.g. twice as many people, half the range oftemperature) and placesand describing the differences within places

Ratios and patterns Grouping descriptions to give us a sense of a whole placeand using terms that combineideas like population density,converge and diverge, andhumidity to describefeatures and places

Handout 2.1b

Stage 1

Stage 2

Stage 3

Stage 4

Scaffold for better descriptionsHandout 2.1b


– This lesson focuses on sentence and word level work. The pupils willconsider text level descriptions in a later lesson.

– In the next lesson the teacher will focus on helping pupils to improve theirwriting of explanations. Pupils need to be able to describe and explain wellif they are to attain level 5 or above in geography.

– In humanities subjects it is important that pupils understand the differencebetween describing and explaining, which is why teaching for this is madeexplicit in the learning objective.

– One of the Year 9 English Framework objectives for sentence level work isto ‘review and develop the meaning, clarity, organisation and impact ofcomplex sentences in their own writing.’

• This is the fourth lesson in a unit entitled ‘Local actions, global effects’.Before the lesson, pupils carried out research about pollution along the RiverRhine and drafted a description about this for homework.

• The activity the pupils are engaged in is the first in a sequence ofassessment tasks which will inform the end of Key Stage teacherassessment. Pupils will be assessed on their ability to write geographicaldescriptions and explanations.

Give out handout 2.2.

Explain to participants that they should note examples of the strategies beingused in the video, and their impact on learning, on handout 2.2.

Show the selected video sequence. Note: there are two pause points insequence 2 which allow time for note taking and brief discussion.


Arrange participants in small groups of about four or five. Ask them to gothrough the questions on handout 2.2 and compare their responses.

After 10 minutes, for participants who have observed the RE lesson insequence one, explain that they are going to watch a further video sequenceshowing a short discussion with a group of pupils about AfL. Ask them to addanything more they notice to their notes on handout 2.2. Show the second partof the video sequence – the group discussion.

For participants who have observed the geography lesson in sequence 2, allowmore time for discussion.


Questions for video observation

Identify ways in which the teacher shares learning objectives and helps pupils to understandthe standards they are aiming for.

• What examples do you see of:

– peer assessment?

– self assessment?

• What evidence is there that these activities have a positive impact on learning?

• What evidence is there that pupils’ motivation and self-esteem have improved?

• In the video, pupils assess one another’s work and identify next steps. In what other wayscan you give feedback which helps pupils to identify next steps?

• What are pupils’ targets based on? How else might they be identified?

Handout 2.2


2.4 Discussion of issues raised 15 minutes

Invite feedback by asking each group to summarise what they noticedin relation to each question on handout 2.2, allocating one to each group(5 minutes).

Show slide 2.3 (this should also be distributed as handout 2.3) and spend5 minutes summarising the points raised during the discussion.


Show slide 2.4 and explain that participants are going to be asked to considerassessment practice in their own schools.

Ask participants to sit with others from their own school and discuss how theywill review current practice in assessment and set priorities for development.

Slide 2.4

Slide 2.3Handout 2.3


Unit 2 – The formative useof summative assessments

PowerPoint slides



Objectives

• To exemplify how assessment of learning cancontribute to assessment for learning

• To show how assessment for learning can:

– help motivate pupils

– encourage pupils to take more responsibility for their own learning

– actively involve pupils in setting their own individual targets





• is embedded in a view of teaching and learning ofwhich it is an essential part

• involves sharing learning goals with pupils

• aims to help pupils to know and to recognise thestandards they are aiming for

• involves pupils in (peer and) self assessment;

• provides feedback, which leads to pupilsrecognising their next steps and how to take them

• promotes confidence that every pupil can improve

• involves both teacher and pupils reviewing andreflecting on assessment data (information)




Factors that contributed tothe pupils’ learning

• Making the learning objectives andlearning outcomes clear to pupils

• Placing the learning objectives in a longer-term context

• Allowing time to think before answering questions

• Providing oral feedback which helpsmove pupils on

• Requiring pupils to self and peer assess

• Training pupils how to work collaboratively

• Familiarising pupils with the summativeassessment criteria

• Focusing feedback on specific targetsfor improvement

• Allowing pupils to demonstrate theirunderstanding in different ways



Ready for more?

Identify three ways you can carry out assessment forlearning using summative assessment in your ownsubject, for example:

• adapting National Curriculum level descriptions into‘pupil-friendly language’ to enable clearer feedbackon progress in the National Curriculum

• familiarising pupils with the objectives in subjectframeworks

• developing regular and planned periodic peer andself assessment opportunities

• developing pupils’ skills in group talk

• developing class, group and individual target setting

Where is the existing good practice in curriculumtarget setting in your school?

How can this good practice be shared more widely?


Handout 0 cont.Handout 2.1a

Swanmore School religious education(SACRE levels)

Assessment opportunity: Marriage in Sikhism

Q1 Can you identify and explain what happens during a marriage ceremony?

A level 4 answer will identify what happens during a wedding ceremony

A level 5 answer will identify what happens during a ceremony and begin to explain these events in a simple account

A level 6 answer will identify what happens during a ceremony and explain these events using more than one sourceThe symbolism and religious importance will be explained in a thorough account

Q2 How does a Sikh wedding compare to a Christian wedding?

A level 4 answer will identify some of the similarities and differences and begin to explain them

A level 5 answer will identify the similarities and differences and explain them fullyThere will be evidence of more than one source being used

A level 6 answer will identify the similarities and differences and explain them fullyThere will be evidence of more than one source being used to make an overall conclusion that is well supported

Q3 In Sikhism, marriage is described as a ‘ceremony of bliss’. What do you think this means? Ismarriage always a blissful experience? Give reasons for your answer showing you haveexamined other points of view.

A level 4 answer will describe your own opinion with simple reasoning

A level 5 answer will identify and begin to explain different points of view Describe your own opinion, explaining your reasoning fully

A level 6 answer will identify and explain a wide range of views using a wide varietyof sourcesDescribe your own opinion, explaining your reasoning which iswell substantiated


Handout 0 cont.Handout 2.1a cont.

Pupil target setting

I want to make progress in religious education.

In my last assessment I obtained level

In this assessment I aim to attain level

To do this I will need to


Handout 0 cont.

Extremes Using accurate place namesto identify locations and usingextremes like hard/soft, hilly/flat,wet/dry, rich/poor to describefeatures and places

Different types Recognising different types of place using words like warm, cool, freezing and very hot aswell as hot and cold; using terms like semi-detached, detached, terraced and flatsto describe different dwellings

Comparisons Using numbers to comparefeatures (e.g. twice as many people, half the range oftemperature) and placesand describing the differences within places

Ratios and patterns Grouping descriptions to give us a sense of a whole placeand using terms that combineideas like population density,converge and diverge, andhumidity to describefeatures and places

Handout 2.1b

Stage 1

Stage 2

Stage 3

Stage 4

Scaffold for better descriptions



Questions for video observation

Identify ways in which the teacher shares learning objectives and helps pupils to understandthe standards they are aiming for.

• What examples do you see of:

– peer assessment?

– self assessment?

• What evidence is there that these activities have a positive impact on learning?

• What evidence is there that pupils’ motivation and self-esteem have improved?

• In the video, pupils assess one another’s work and identify next steps. In what other wayscan you give feedback which helps pupils to identify next steps?

• What are pupils’ targets based on? How else might they be identified?


Factors that contributed to the pupils’ learning

• Making the learning objectives and learning outcomes clear to pupils

• Placing the learning objectives in a longer-term context

• Allowing time to think before answering questions

• Providing oral feedback which helps move pupils on

• Requiring pupils to self and peer assess

• Training pupils how to work collaboratively

• Familiarising pupils with the summative assessment criteria

• Focusing feedback on specific targets for improvement

• Allowing pupils to demonstrate their understanding in different ways


1 Unit 3: Objective led lessons © Crown copyright 2004

Objective led lessons

Objectives

• To define what is meant by learning objectives and learning outcomes

• To demonstrate the purpose and importance of sharing learning objectiveswith pupils

• To provide strategies for sharing learning objectives with pupils

Resources

Slides 3.1–3.13

Handout 3.1 copied onto card and cut up

Handouts 3.2–3.8

Appendix 3.1


Session outline


3.2 Terminology 15 minutes

3.3 The big picture 10 minutes

3.4 Video and discussion 25 minutes

3.5 Reviewing a recent lesson 10 minutes

3.6 Reviewing current practice 10 minutes

3.7 A whole-school approach 10 minutes


Total 90 minutes

Participant groupings

This unit is designed to be delivered in cross-curricular groups rather than indepartmental groups.

Pre-course task

Participants need to bring with them the plan for a lesson they haverecently taught.

Unit

3


Guidance for the presenter

The presenter should note that in this unit the key terminology used is teachingobjective, learning objective and learning outcome. These are defined indetail later in this unit. Alternative terms are sometimes used in schools andother publications.

When teaching objectives are referred to in this unit this should beunderstood as meaning to be a broad term that covers the teaching objectivesin the Framework for teaching English, Framework for teaching mathematics,the ‘yearly teaching objectives’ in the Framework for teaching science and inthe Framework for teaching ICT capability.

The presenter should not get distracted into a debate about the differences inthese terms, but reinforce that throughout this training unit and the rest of theAfL folder these terms are used.

Note to presenter For ‘learning objectives’ the following terminology is sometimes used: teachingobjectives, lesson objectives, lesson aims, learning goals, learning intentions.

For ‘learning outcomes’ the following terminology is sometimes used: successcriteria, evidence, expected learning outcomes, criteria for achievement,lesson outcomes.


Use slide 3.1 to share the objectives with participants.

Tell participants that:

• research shows that for effective learning to take place learners need tounderstand what they are trying to achieve;

• sharing objectives with pupils enables them to be aware of what they arelearning and why;

• in many cases, especially in medium-term planning, ‘teaching objectives’and ‘learning objectives’ mean the same thing and can be usedinterchangeably;

• in lessons, the critical difference between teaching objectives and learningobjectives is that learning objectives need to be in a language that pupilscan understand so that they can be easily shared with them; teachingobjectives are referred to in the National Strategy Frameworks andpublished schemes of work (QCA /DfES);

Slide 3.1


• there is no one best way of sharing objectives with pupils;

• the session will exemplify good practice of objective-led lesson planningand sharing learning objectives with pupils.

Emphasise that good practice involves:

• having appropriate, precise and clear learning objectives;

• using learning objectives in the lesson to maintain a focus on what is beinglearned;

• structuring lessons to provide opportunities to focus on and revisit thelearning objective through approaches such as questioning, peer and selfassessment, written and oral feedback;

• using learning objectives to identify the most appropriate and effectiveactivities;

• identifying appropriate learning outcomes, i.e. what the teacher expectspupils to be able to do to demonstrate achievement.

Say that this training is to help teachers:

• reflect upon and refine their current practice;

• consider how the whole school can adopt consistent principles for planningand sharing objectives and intended learning outcomes.

The expected outcomes of the unit are shown on slide 3.2.

Make these points.

• Medium and short-term planning should be driven by the teachingobjectives, as found in the Frameworks or units of study, and the activitieschosen to support the achievement of those objectives.

• This session is not about asking teachers to write detailed short-term plansfor every lesson or promoting any particular lesson plan format.

3.2 Terminology 15 minutes

The purpose of this section is to clarify teachers’ understanding of the languageassociated with objectives.

Explain that:

• There is likely to be a range of language used in the school, which may notbe consistent between teachers and departments.

Slide 3.2


• Different researchers and organisations use different language.

• What matters is that teachers have a clear understanding of the learningobjectives and learning outcomes (whatever they are currently called) foreach lesson and are able to communicate these to pupils in a way whichmakes them easily understood.

Use slide 3.3 to define the terms used in this training unit and throughoutthis folder.

Use slide 3.4 to outline the task and using the cards created fromhandout 3.1 give participants 5 minutes to sort the cards into groupsheaded learning objectives/learning outcomes/uncategorised.

(‘Uncategorised’ refers to where participants are unclear where to place thecard – there will be opportunity to clarify this later in the training session.)

It is important to remind participants of the definitions of learning objectives andlearning outcomes as given on slide 3.3 before their feedback.

Handout 3.1

Develop language to use whencomparing two pie charts.

Understand pie charts.

Understand how tocompare two charts.

Interpret tables, graphs anddiagrams for discrete data.

Be able to choose theappropriate chart to summarisea key aspect of the data collected.

Relate summarised data to thequestions being explored.

Know that a pie chart will onlygive information aboutproportions if actual totalsare also given.

You can use the key wordsfraction, percentage andproportion when readinginformation from a pie chart.

Draw inferences from chartsthat relate to the problem beingdiscussed.

Be aware of the fact that it ispossible to choose charts to tryto distort the evidence.

Be able to answer a question bymaking comparisons betweentwo charts.

Know how to read informationfrom a pie chart.

Slide 3.3

Handout 3.1

Slide 3.4


Give 5 minutes for some general feedback and then use the followinglearning objective and related learning outcome to provide exemplification ofthe definitions.

Show slide 3.5.

Say that this learning outcome is one possible outcome for this learningobjective and that there is likely to be a range of learning outcomes(performance) within a class in any lesson.

However, reinforce that the same learning objective will usually be relevant toall pupils in the class, although in settings where pupils’ abilities are very mixedit may be appropriate to tailor the learning outcomes to meet the individual orgroup needs.

Acknowledge that sharing learning objectives is common practice in mostclassrooms and its purpose is:

• to ensure pupils are aware of why they are learning what theyare learning;

• to provide the focus for the teacher and the pupil to review progress andlearning in the lesson through feedback opportunities such as questioning,peer and self assessment and plenaries.

Say that you are going to refer to the statement ‘understand pie charts’ from theactivity using the cards from handout 3.1.

Firstly, clarify where this has been categorised (learning objective/learningoutcome/uncategorised).

After taking brief feedback go on to say that this is a well-intended learningobjective but it is too vague for a single lesson without further clarification.

Give participants 3 minutes to list some possible outcomes that pupils coulddemonstrate against this broad learning objective.

Take brief feedback to sample the range of possible outcomes.

Look for responses such as:

• construction of pie charts;

• interpretation of a pie chart;

• use appropriate language to describe a pie chart;

• compare differences and similarities between pie charts.

Slide 3.5


Distinguish between learning objectives and learning outcomes in responseswhere necessary.

Subsequent to the feedback say that this demonstrates that the well-intendedlearning objective is too vague and requires greater precision to enable pupils tobe clear on the purpose of the lesson (the learning objective).

Appendix 3.1 provides a further list of useful vocabulary for framing learningobjectives and learning outcomes. This may be a useful resource beyond thistraining unit to support departments to focus on the tasks in the subjectdevelopment material.

3.3 The big picture 10 minutes

Emphasise the following points at this stage.

• In stating the learning objective in a lesson it is common practice to restatethe content of previous lessons and outline how it links to future lessons.

• A learning objective for an individual lesson should be set in the context ofprevious and future learning.

• The purpose of this is to connect current learning to previous and futurelearning, sometimes called giving ‘the big picture’.

• It is important that in providing ‘the big picture’ the focus is on how thislesson contributes to a broader plan of learning.

Show slide 3.6 to demonstrate these points.

Show slide 3.7 to define the terms:

• teaching objectives

• learning objectives

• learning outcomes


• teaching objectives are provided in the National Strategy teachingframeworks and schemes of work (QCA/DfES) and are written for teachers;

• learning objectives are derived directly from teaching objectives and may berelevant for a given lesson or range of lessons;

• learning outcomes are the demonstration by pupils of the learning objectivebeing achieved;

Slide 3.6


• learning outcomes for a lesson will inform future teaching and the diagramshows that learning outcomes inform future learning objectives;

• the terms ‘success criteria’ and ‘assessment criteria’ are commonly used:‘Learning outcomes’ are defined here as the translation of these into pupil-friendly language so that pupils know how they can demonstrateachievement in a particular lesson (i.e. learning outcomes are defined hereas a subset of the broader terms).

Make these points.

• Teaching objectives are referred to in the teaching frameworks for English,mathematics, science, ICT and MFL.

• In other foundation subjects these will be found in the schemes of work(QCA/DfES).

• Teaching objectives (or learning objectives) from medium-term planningneed to be translated into learning objectives for a lesson in a language thatpupils can understand.

• Too many shared objectives can provide a lack of focus and clarityfor pupils.

• Expected learning outcomes refer to those outcomes the teacher hadplanned for. The actual learning outcomes will not be known until the end ofthe lesson.

• Unexpected learning outcomes are also valuable.

Refer to slide 3.8.

Explain that:

• these stems help to ensure that learning objectives focus on learning ratherthan on the activity;

Slide 3.7

Slide 3.8


• ‘understand how/why’ can sometimes result in a vague learning objective:teachers may need to focus on what they wish pupils to understand andthen frame the objective using more precise vocabulary such as describe,predict, demonstrate how, explain, and evaluate. This will help to pitch theobjective within the range of National Curriculum levels the class is workingat and targeted to achieve.

Use the bullet point ‘understand how/why’ to further exemplify the distinctionbetween a learning objective and a learning outcome. Where ‘understand how’is used as a learning objective it is important to be precise about the learningoutcome. It is in the expected learning outcomes that the teacher will state howthe pupils will demonstrate their understanding.

Appendix 3.1 provides a further list of vocabulary for framing learningobjectives and learning outcomes. This may be a useful resource beyond thistraining unit to support departments to focus on the tasks in the subjectdevelopment material.

Provide handout 3.2 to demonstrate the linkage in a lesson plan between:

• teaching objectives (medium-term planning);

• learning objectives (for a given lesson or small number of lessons);

• teaching and learning activities;

• learning outcomes.

Say that these are examples to demonstrate the linkage betweenthese elements.

Give participants 5 minutes to read these and briefly discuss in their groupshow this relates to their current planning.

Say that in the next section they will:

• see teachers sharing learning objectives and expected learning outcomeswith pupils;

• be asked to consider their own practice and how this reflects the practice oftheir department and a whole-school approach.

Handout 3.2

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Handout 3.2


Note to presenter Unit 6, Curricular target setting, section 6.5 ‘Progression in a curricular target’,provides more detail on progression within planning.

3.4 Video and discussion 25 minutes

The video shows different types of objectives and different approaches toobjectives being shared with pupils (total video time 10 minutes).

Sequence 1, science lesson

The teacher uses WALT (‘we are learning to’) and WILF (‘what I am looking for’)posters to share learning objectives and outcomes with Year 7 pupils.

Sequence 2, ICT lesson

The teacher shares objectives and outcomes with Year 7 pupils on the flipchartand then moves on to provide success criteria (learning outcomes) on cards.

Sequence 3, music lesson

The teacher shares objectives and success criteria (learning outcomes) withYear 7 pupils on cards.

Explain to participants that:

• the video shows three extracts of teachers sharing learning objectives andlearning outcomes to support good AfL practice;

• they should use handout 3.3 to take notes during the video (some noteshave been provided on the handout for the first clip);

• they should consider the strategies the teacher uses to make the learningobjectives and learning outcomes explicit to the pupils.

Handout 3.3

Video – prompt questions

What strategies did the teacher use How did the teacher make sure that theto share the learning objectives and pupils understood them?outcomes with the pupils?

Clip 1 • uses ‘WALT’ and ‘WILF’ to introduce • clarifies understanding of ‘certainty’objectives and outcomes through questioning

• provides ‘big picture’ in terms of use of • assesses pupils’ understandingoutcomes to help future pupils revise of the ‘facts’ and ‘theories’

• further explains nature of outcome themselves and the need to (fact file) and what it will look like weigh up certainty of scientific

• provides ‘big picture’ in terms of understanding (through scientists’ concerns re environment paddle exercise)

• •

Clip 2

Clip 3

Handout 3.3


Discussion of video

Allow participants to discuss briefly and then take feedback for 5 minutes on thetwo prompt questions.

Possible responses to the prompt questions are provided on slide 3.9.

Then, referring to the prompts on slide 3.10, ask participants to consider ‘ifyou were a pupil in each of the lessons shown on the video would you beclear about’:

• what you were aiming to learn in the lesson (the learning objective)?

• what you were going to do in the lesson (the activity or task)?

• what you were expected to demonstrate at the end of the lesson(expected learning outcomes)?

Ask participants to discuss these questions in pairs and to consider how this isreflected in their own teaching.

Allow 5 minutes for discussion and 5 minutes for feedback.

3.5 Reviewing a recent lesson 10 minutes

Explain that the purpose of this activity is:

• to reflect upon current practice of sharing learning objectives andlearning outcomes with pupils;

• to clarify the relationship between the objectives, activities andoutcomes of a lesson;

• to consider how clear the learning objectives and expected outcomesare to pupils.

Slide 3.10

Slide 3.9


Ask participants to consider a lesson they have taught recently and to respondto the prompt questions provided on handout 3.4. The prompt questions aregiven on slide 3.11.

• Encourage participants to complete it initially on their own.

• Once they have completed the handout ask them, in pairs, to explain thefeatures of the lesson detailed on the handout.

• In pairs each participant should adopt, in turn, the role of teacher and pupil.They should use this activity, when taking the role of pupil, to determine howclear and accessible the other’s (the teacher’s) learning objectives would befor them.

Emphasise that it is important for this exercise to be undertaken in cross-subject groups. This will expose how easy it is to take the understanding ofsubject-specific language for granted. It also allows participants to consider theimplications of implementing the key messages from this training across thewhole school.

Acknowledge that it can be difficult to create precise and clear learningobjectives which pupils understand, but it is a skill that can be improved andbecome an integral part of the planning and structuring of a lesson.

Refer to appendix 3.1 again to reinforce the use of appropriate vocabulary toframe learning objectives to correctly pitch the teaching for pupils.

3.6 Reviewing current practice 10 minutes

Explain that so far the unit has focused on:

• outlining the importance of sharing objectives and expectedlearning outcomes;

• clarifying the terminology used;

• showing and reviewing how this looks in a lesson.

Say that the next part of the unit will focus participants on:

• their individual approach to this in the classroom;

• comparison with other teachers’ approaches;

• considering its implications for a whole-school approach.

Slide 3.11Handout 3.4


Say that to do this you are going to give them a series of statements with whichto compare their individual practice. These statements can be found onhandout 3.5.

Note: Teachers are not grouped as departments for this exercise. This isintentional, as the sharing of learning objectives and intended learningoutcomes is a teaching strategy across all subjects. The session is leading toplanning and developing a whole-school approach.

Explain that, for each statement, there are three possible responses:

• reflects current practice – practice in this area matches the statement;

• some further development required – some evidence of the statement, butpractice is not consistent;

• specific attention needed – statement does not match everyday practice.

Emphasise that the principal purpose of the evaluation is to provide a basis fordiscussion, rather than as a data collection exercise.

Explain that:

• each teacher should initially fill it in on their own;

• they should discuss their response with a partner;

• the discussion will be more informative than the ticked response tothe statement;

• the purpose of the exercise is to identify development needs;

• priority development needs will involve individuals, departments and thewhole school.

Emphasise that the intended outcome of the evaluation is:

• to be clear about what areas of practice need development;

• to consider these alongside departmental and whole-school policy;

• to embed effective principles of sharing objectives and expectedlearning outcomes.

Individual evaluations should be shared in small groups.

Individual self-evaluation of existing practiceusing learning objectives

Reflects Some further Specificcurrent development attentionpractice required needed

Sharing learning objectives

Learning objectives in lessons can be trackedback to teaching objectives in medium-term plans.

Learning objectives for each lesson are sharedwith pupils and clearly separated fromexplanation of the activity.

If asked during a lesson, pupils can explainwhat they are trying to learn and why.

Questioning and explaining is focused onlearning objectives of the lesson.

Sharing expected learning outcomes

Learning outcomes are established in teachers’planning and exemplify what the successfullearning will look like.

Learning outcomes are shared, discussed and agreed with pupils.

Learning outcomes are differentiated to ensure all pupils can make progress towards thelearning objectives.

If asked during a lesson, pupils can explain whatthey need to do to demonstrate success.

Learning outcomes form the basis of feedbackto, and discussions with, the pupils.

Handout 3.5

Handout 3.5


Use handout 3.6 to summarise the findings from each group. These will beused to provide feedback to the leadership team on what the school’s needs fordevelopment might be.

3.7 A whole-school approach 10 minutes

Acknowledge that the actual approach to sharing the objectives will vary fromlesson to lesson and subject to subject but that the focus for this training is toensure that learning objectives are:

• planned;

• related to learning, not to the task or activity;

• linked to defined learning outcomes;

• shared and used with pupils.

Handout 3.7 can then be used to note draft action points by each group.


• each individual should consider their practice alongside the training andcomplete the action planning sheet provided on handout 3.8;

• individuals will have identified their own need;

• subject areas will need to review their identified areas for development andthe necessary actions to take beyond the training session;

• the leadership team will need to summarise the group outcomes and surveydepartmental action plans from this training to consider its implications for awhole-school approach.

Handout 3.7

Points for action

Sharing learning objectives Departmental action

Learning objectives in lessons can be tracked back to teaching objectives in medium-term plans.

Learning objectives for each lesson are shared with pupils and clearly separated from explanation of the activity.

If asked during a lesson, pupils can explain what they are trying to learn and why.

Questioning and explaining is focused on the learning objectives of the lesson.


Learning outcomes are established in teachers’ planning and exemplify what the successful learning will look like.


Learning outcomes are differentiated to ensure all pupils can make progress towards the learning objectives.

If asked during a lesson, pupils can explain what they need to do to demonstrate success.

Learning outcomes form the basis of feedback to, and discussions with, the pupils.

Group summary of existing practice using learning objectives




Learning objectives for each lesson are sharedwith pupils and clearly separated from explanationof the activity.

If asked during a lesson, pupils can explain whatthey are trying to learn and why.

Questioning and explaining is focused on learningobjectives of the lesson.


Learning outcomes are established in teachers’planning and exemplify what the successful learning will look like.

Learning outcomes are shared, discussed andagreed with pupils.

Learning outcomes are differentiated to ensure allpupils can make progress towards the learningobjectives.



Handout 3.6Handout 3.6

Handout 3.8Handout 3.7Handout 3.8

Sharing learning objectives and expected learningoutcomes – an individual, departmental and schoolimplementation time line

In the next In the next By the end By the end week half-term of term of the year

IndividualI will …

DepartmentalWe will …

SchoolWe will …



Use slide 3.12 as a summary of the session and to go over the main messagesof this training unit.

Say that some of these key points are dealt with in more detail in the subjectdevelopment tasks related to this unit.

In particular, it will be important to concentrate on:

• how questions can be planned to focus in on the learning objective;

• how reviewing progress in the lesson during a plenary focused on theobjective ensures that the teacher focuses on what has and hasn’t beenlearned and involves pupils in recognising this.

Say that after the training session the school leadership team will need todecide what the main action points are. Some of these will be detailed onhandout 3.8 which can be provided for participants after the training session.

Explain that the ‘Ready for more?’ section provides a number of possibleactivities that encourage teachers to trial the principles outlined in the trainingunit in their teaching.

To encourage a consistent approach in subject areas, direct participants to theSubject Development Tasks. Say that these build on the generic principles inthis training unit and are aimed at embedding this practice in a subject-specificcontext. Some of the development tasks will be long-term and need to beincorporated into the department’s improvement plan.

Emphasise that these are best coordinated by the subject leader to ensure thatthere is an agreed focus in the department for the area of development.

The subject development tasks are aimed at addressing, improving andembedding AfL within subject practice.

Slide 3.12


The tasks are designed according to the following process:

The presenter should refer to page 13 and 14 of the Guidance for SeniorLeaders for details relating to how developments in subjects may beapproached.

Use slide 3.13 to provide some suggestions for focused work beyond thissession using the subject development material.

Identify

Plan

Do

Review

Refine and improve practice

Slide 3.13


Vocabulary for framing learning objectives andexpected learning outcomes

Appendix 3.1

Draw

Sort Describe Select PresentLocate information

from text

Decide Discuss Define Classify Explain how

Devise Calculate Interpret Construct Clarify

Plan Predict Conclude SolveDetermine

the key points from

Formulate Explain whyUse the

pattern to Reorganise

Explain thedifferences between

Link/makeconnections

between

Use the idea of … to …

Use a model of … to …

Provide evidencefor

Evaluate theevidence for

State Record Recognise Identify

Incr

easi

ng d

eman

d


Unit 3 – Objective led lessons

PowerPoint slides


PowerPoint slides


Slide 3.1

Objectives

• To define what is meant by learning objectivesand learning outcomes

• To demonstrate the purpose and importance ofsharing learning objectives with pupils

• To provide strategies for sharing learningobjectives with pupils


Slide 3.2

Expected outcomes of the unit

• At the end of this unit participants will be moreconfident in planning, using and sharing learningobjectives with pupils

• All teachers will have started to consider theimplications for a consistent approach acrossthe school


Slide 3.3

What the teacher intends pupils to learn

learning objectives

How achievement will be demonstrated by pupils

learning outcomes


Slide 3.4

Which of the cards would you describe as a learningobjective and which as a learning outcome?

Do any fall into both categories?

Do any fall into neither?


Slide 3.5

Learning objective

To be able to use appropriate language to interpretand compare pie charts

Learning outcome

You can use the key words fraction, percentage andproportion when reading information from a pie chart


Slide 3.6

Learning objective

To be able to use appropriate vocabulary to describeworks of art

The big picture

In knowing the appropriate words to use, you will bebetter able to study, compare, understand and discussthe work of artists, other pupils and your own work


Slide 3.7

Teaching objectives are from frameworks or units of study andhelp teachers provide pupils with the ‘big picture’

e.g. Pupils should be taught to recognise that when lighttravels from a source it is transferring energy, and use this idea toexplain the behaviour of light, including reflection and absorption

Learning objectives for lessons in pupil-friendly languageinvolve pupils in the assessment process and promoteindependent learning

e.g. Use the idea of energy transfer to explain what happens whenrays of light shine on transparent, opaque and translucent materials

Learning outcomes help teachers and pupils recogniseachievement and support assessment and planning

e.g. Most pupils will be able to explain how the energy istransferred when rays of light shine on transparent, opaque andtranslucent materials

Some pupils will not have made so much progress and will describewhat happens when rays of light shine on transparent, opaque andtranslucent materials

Some pupils will have progressed further and will be able to explainhow the energy is transferred when different coloured filters areplaced in the paths of the rays of light


Slide 3.8

Writing learning objectives –common stems

By the end of the lesson pupils will:

• know that … (knowledge: factual information,e.g. names, places, symbols, formulae, events)

• develop/be able to … (skills: using knowledge,applying techniques, analysing information, etc.)

• understand how/why … (understanding:concepts, reasons, effects, principles,processes, etc.)

• develop/be aware of … (attitudes and values:empathy, caring, sensitivity towards social issues,feelings, moral issues, etc.)

Learning objectives may also focus on how pupilslearn (e.g. ‘to appreciate how peer assessment canhelp you to improve your own work’)


Slide 3.9

What strategies did the teacher How did the teacher make sure that use to share the learning the pupils understood them?objectives and outcomes with the pupils?

Clip 1 • Uses ‘WALT’ and ‘WILF’ to • Clarifies understanding of introduce objectives and ‘certainty’ through questioning outcomes pupils

• Uses just one learning objective • Assesses pupils’ initial and one learning outcome understanding of the ‘facts’ and

• Further explains nature of ‘theories’ themselves and the need outcome (fact file) and what it to weigh up certainty of scientific will look like understanding (through paddle

• Provides ‘big picture’ in terms exercise) of scientists’ concerns regarding the environment

Clip 2 • Uses flipchart to share learning • Asks questions to probe objectives and outcomes understanding of learning with pupils outcomes and rationale

• Reflects on learning objectives behind them• Keeps to just two learning • Sets a brief task to help assess

objectives their overview understanding of • Goes through and breaks the planned outcome

down the learning outcomes • Exemplifies the outcome which • Provides success criteria cards helps set standard aimed for• Links success criteria back to • Uses success criteria cards to

principles of good design provide reference points underpinning learning outcomes during lessonon flipchart

Clip 3 • Overview of lesson placed in • Pupils are questioned about context of previous lesson previous lesson

• Uses cards to give stories for • Questions pupils to ensure they pieces of music understand ‘elements of music’

• Exemplifies achievement of • Uses a piece of music to exemplify learning objectives and helps the success criteria set standard by using a piece • Questions pupils aboutof music success criteria

• Provides cards with objectives • Cards provide referenceand success criteria during lesson


Slide 3.10

If you were a pupil in each of the lessons on the videowould you be clear on:

• what you were aiming to learn in the lesson (thelearning objective)?

• what you were going to do in the lesson (theactivity or task)?

• what you were expected to demonstrate at theend of the lesson (expected learning outcomes)?


Slide 3.11

• What was the teaching/medium-term objective(from the teaching framework or unit of study) and’big picture’ for the lesson?

• What were the learning objectives in pupil-friendlylanguage for the lesson?

• What were the activities or tasks used inthe lesson?

• What were the expected learning outcomes forthe lesson?

• What were the actual learning outcomes for thelesson and how did you find out?


Slide 3.12

Establishing learning objectives

• Teaching objectives provide the focus for learningobjectives in individual lessons

• In foundation subjects schemes of work/units ofstudy provide medium-term teaching objectives

• In most lessons it is better to focus on two or threelearning objectives

• Some learning objectives might relate to improvinghow pupils learn (e.g. developing a thinking skill orlearning strategy)

• There may be a range of learning outcomes fromone learning objective

• Objectives and intended outcomes have mostimpact when they are shared in pupil-friendlylanguage to help formulate questioning and focusthe plenary


Slide 3.13

Ready for more?

• Ensure there is a clear focus in your planning onwhat you intend pupils to learn (the learningobjectives) and the evidence to demonstrate thatpupils have achieved them (the learning outcomes)

• Over the next 4 weeks introduce and focus lessonswith learning objectives

• Question pupils during the lessons to check that:

– they understand the learning objectives

– they can explain how they will know when theyhave achieved them

• Plan the use of questions and plenaries to focus onlearning objectives and on recognising learningoutcomes. Involve pupils actively in this

• Having planned and shared the learning objectiveswith pupils, focus your written feedback on theseobjectives


Handout 3.1

Develop language to use whencomparing two pie charts.

Understand pie charts.

Understand how tocompare two charts.

Interpret tables, graphs anddiagrams for discrete data.

Be able to choose theappropriate chart to summarisea key aspect of the data collected.

Relate summarised data to thequestions being explored.

Know that a pie chart will onlygive information aboutproportions if actual totalsare also given.

You can use the key wordsfraction, percentage andproportion when readinginformation from a pie chart.

Draw inferences from chartsthat relate to the problem beingdiscussed.

Be aware of the fact that it ispossible to choose charts to tryto distort the evidence.

Be able to answer a question bymaking comparisons betweentwo charts.

Know how to read informationfrom a pie chart.


Handout 3.2

Exe

mplifi

cati

on o

f obje

cti

ves

Sub

ject

Fram

ewor

k ob

ject

ive/

Lear

ning

obj

ectiv

e(s)

for

Act

ivity

Lear

ning

out

com

esm

ediu

m-t

erm

obj

ectiv

ea

less

on, i

n pu

pil-

frie

ndly

lang

uage

Eng

lish

Pup

ils c

an re

cogn

ise

laye

rs o

f To

be

able

to re

cogn

ise

the

type

sP

upils

to h

ighl

ight

and

ann

otat

e th

e M

ost p

upils

will

be a

ble

to id

entif

y m

eani

ng in

the

writ

er’s

cho

ice

of m

ultip

le m

eani

ngs

used

by

the

poem

Ant

hem

for D

oom

ed Y

outh

w

here

wor

ds h

ave

diffe

rent

mea

ning

s of

wor

ds (9

W7)

. w

riter

and

exp

lain

thei

r effe

cts.

(b

y W

ilfre

d O

wen

) sho

win

g th

e an

d ex

plai

n th

eir e

ffect

s (s

ome

pupi

ls

vario

us m

eani

ngs

of w

ords

and

w

ill id

entif

y sp

ecifi

c de

vice

s us

ed,

phra

ses

and

notin

g th

eir e

ffect

s.

such

as

conn

otat

ion

and

type

s of

fig

urat

ive

lang

uage

).

Mat

hem

atic

sP

upils

beg

in to

use

linea

r exp

ress

ions

(S

tarti

ng fr

om p

redi

ctab

le g

row

ing

Pup

ils to

exp

lore

the

num

ber o

f A

fter l

ooki

ng a

t the

gen

erat

ed p

atte

rn,

to d

escr

ibe

the

nth

term

of a

n pa

ttern

s …

) To

unde

rsta

nd h

ow th

e sq

uare

pav

ing

tiles

sur

roun

ding

pu

pils

sho

uld

be a

ble

to fi

nd a

nd ju

stify

ar

ithm

etic

seq

uenc

e, ju

stify

ing

its fo

rm

patte

rn is

dev

elop

ed.

a sq

uare

gar

den

plot

, firs

t exp

lorin

g an

exp

ress

ion

for a

ny te

rm in

by

refe

rrin

g to

the

activ

ity o

r pra

ctic

al

To b

e ab

le to

use

the

patte

rn to

find

ho

w th

e nu

mbe

r of t

iles

incr

ease

s th

e se

quen

ce.

cont

ext f

rom

whi

ch it

is g

ener

ated

. an

exp

ress

ion

for a

ny te

rm in

as

the

plot

get

s bi

gger

, the

n th

e se

quen

ce.

gene

ralis

ing

this

for a

ny s

ize

plot

. To

be

able

to ju

stify

the

solu

tion.

Sci

ence

Pup

ils c

an re

cogn

ise

that

whe

n lig

ht

To b

e ab

le to

use

the

idea

of e

nerg

y P

upils

to o

bser

ve w

hat h

appe

ns w

hen

Mos

t pup

ils w

ill be

abl

e to

exp

lain

tra

vels

from

a s

ourc

e it

is tr

ansf

errin

g tra

nsfe

r to

expl

ain

wha

t hap

pens

lig

ht is

sho

ne o

n/th

roug

h tra

nspa

rent

, ho

w th

e en

ergy

is tr

ansf

erre

d w

hen

en

ergy

and

use

this

idea

to d

escr

ibe

whe

n ra

ys o

f lig

ht s

hine

on

trans

pare

nt,

opaq

ue a

nd tr

ansl

ucen

t mat

eria

ls a

nd

rays

of l

ight

shi

ne o

n tra

nspa

rent

, th

e na

ture

and

pro

paga

tion

of lig

ht.

opaq

ue a

nd tr

ansl

usce

nt m

ater

ials

.ex

plai

n w

hat t

hey

see

in te

rms

of th

e op

aque

and

tran

sluc

ent m

ater

ials

.be

havi

our o

f the

light

(ref

lect

ion,

S

ome

pupi

ls w

ill no

t hav

e m

ade

so

abso

rptio

n an

d tra

nsm

issi

on) i

nclu

ding

m

uch

prog

ress

and

will

desc

ribe

wha

tth

e en

ergy

tran

sfer

s in

eac

h si

tuat

ion.

happ

ens

whe

n ra

ys o

f lig

ht s

hine

on

tra

nspa

rent

, opa

que

and

trans

luce

ntm

ater

ials

.S

ome

pupi

ls w

ill ha

ve p

rogr

esse

dfu

rther

and

will

be a

ble

to e

xpla

in h

owth

e en

ergy

is tr

ansf

erre

d w

hen

diffe

rent

col

oure

d fil

ters

are

pla

ced

inth

e pa

ths

of ra

ys o

f lig

ht.

ICT

Pup

ils c

an u

nder

stan

d th

at d

iffer

ent

To u

nder

stan

d ho

w y

ou c

an g

roup

D

esig

n an

d cr

eate

a lo

go th

at u

ses

Pup

ils a

re a

ble

to c

reat

e a

logo

that

is

form

s of

info

rmat

ion

– te

xt, g

raph

ics

text

, gra

phic

s an

d sy

mbo

ls to

geth

er

grap

hics

, sym

bols

and

wor

d ar

t and

fit

for p

urpo

se b

y gr

oupi

ng g

raph

ics,

an

d sy

mbo

ls –

can

be

com

bine

d to

to

mak

e an

imag

e th

at m

eans

gr

oups

them

(sam

ple

teac

hing

uni

t 7.3

). sy

mbo

ls a

nd w

ord

art.

crea

te m

eani

ng a

nd im

pact

.so

met

hing

and

has

an

effe

ct o

n pe

ople

.

His

tory

Pup

ils c

an e

xam

ine

and

expl

ain

the

To u

nder

stan

d th

e m

ain

caus

es o

f WW

IP

upils

to u

se th

e pr

ompt

sta

tem

ents

to

Mos

t pup

ils w

ill be

abl

e to

com

plet

e th

e re

ason

s fo

r, an

d re

sults

of,

even

ts

and

thei

r im

med

iate

con

sequ

ence

s.cr

eate

a c

once

pt m

ap s

how

ing

the

conc

ept m

ap w

ithou

t ass

ista

nce

and

be

and

chan

ges.

To

be

able

to s

how

the

linka

ge b

etw

een

linka

ge b

etw

een

the

caus

es o

f WW

I ab

le to

exp

lain

the

mai

n ca

uses

of e

ach

caus

es a

nd c

onse

quen

ces

in a

an

d th

e co

nseq

uenc

es.

cons

eque

nce.

conc

ept m

ap.


Handout 3.3

Video – prompt questions

What strategies did the teacher use How did the teacher make sure that theto share the learning objectives and pupils understood them?outcomes with the pupils?

Clip 1 • uses ‘WALT’ and ‘WILF’ to introduce • clarifies understanding of ‘certainty’objectives and outcomes through questioning

• provides ‘big picture’ in terms of use of • assesses pupils’ understandingoutcomes to help future pupils revise of the ‘facts’ and ‘theories’

• further explains nature of outcome themselves and the need to (fact file) and what it will look like weigh up certainty of scientific

• provides ‘big picture’ in terms of understanding (through scientists’ concerns re environment paddle exercise)

• •

Clip 2

Clip 3


Handout 3.4

What was the teaching/medium-term objective (from the teaching framework or unit of study) and ‘bigpicture’ for the lesson?

What were the learning objectives in pupil-friendly language for the lesson?

What were the activities or tasks used in the lesson?

What were the expected learning outcomes for the lesson?

What were the actual learning outcomes for the lesson and how did you find out?


Individual self-evaluation of existing practiceusing learning objectives




Learning objectives for each lesson are sharedwith pupils and clearly separated fromexplanation of the activity.

If asked during a lesson, pupils can explainwhat they are trying to learn and why.

Questioning and explaining is focused onlearning objectives of the lesson.


Learning outcomes are established in teachers’planning and exemplify what the successfullearning will look like.


Learning outcomes are differentiated to ensure all pupils can make progress towards thelearning objectives.

If asked during a lesson, pupils can explain whatthey need to do to demonstrate success.


Handout 3.5


Group summary of existing practice using learning objectives




Learning objectives for each lesson are sharedwith pupils and clearly separated from explanationof the activity.

If asked during a lesson, pupils can explain whatthey are trying to learn and why.

Questioning and explaining is focused on learningobjectives of the lesson.


Learning outcomes are established in teachers’planning and exemplify what the successful learning will look like.

Learning outcomes are shared, discussed andagreed with pupils.

Learning outcomes are differentiated to ensure allpupils can make progress towards the learningobjectives.



Handout 3.6


Handout 3.7

Points for action

Sharing learning objectives Departmental action

Learning objectives in lessons can be tracked back to teaching objectives in medium-term plans.

Learning objectives for each lesson are shared with pupils and clearly separated from explanation of the activity.

If asked during a lesson, pupils can explain what they are trying to learn and why.

Questioning and explaining is focused on the learning objectives of the lesson.


Learning outcomes are established in teachers’ planning and exemplify what the successful learning will look like.


Learning outcomes are differentiated to ensure all pupils can make progress towards the learning objectives.


Learning outcomes form the basis of feedback to, and discussions with, the pupils.


Handout 3.8

Sharing learning objectives and expected learningoutcomes – an individual, departmental and schoolimplementation time line

In the next In the next By the end By the end week half-term of term of the year

IndividualI will …

DepartmentalWe will …

SchoolWe will …

unit 1 assessment for learning in everyday...

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