1. Assessment for Learning Seminar
Downing College, University of Cambridge Friday 16th November 2007
Rachel Hawkes, Assistant Principal, Comberton Village College

2. Professional Standards for teachers
Core C12 Know a range of approaches to assessment, including the importance of formative assessment.
Post-threshold P5 Have a more developed knowledge and understanding of their subjects/curriculum areas and related pedagogy including how learning progresses within them.
R. Hawkes Assessment for Learning Seminar November 2007

3. Professional Standards for teachers
Core C8
Have a creative and constructively critical approach towards innovation; being prepared to adapt their practice where benefits and improvements are identified.
R. Hawkes Assessment for Learning Seminar November 2007

5. structure/organise ideas risk takers capable communicators
analytical
What do we want our learners to look like? What skills do we want them to have?
Successful learners
link makers
effective memorisers
independent
structure/organise ideas
Confident individuals
risk takers
capable communicators
able to self-assess
enquiring
Responsible citizens
good listeners
confident performers
interested in other cultures
able to cope with unpredictable
creative thinkers
tolerant
collaborative group workers
R. Hawkes Assessment for Learning Seminar November 2007

6. How would you define assessment for learning?
“It’s about the way a teacher might assess a pupil in order to determine what that pupil or group needs to take their learning further. Then to use that information to change, modify, and tune the teaching to meet that need. “
Professor Paul Black Interview with GTC, Assessment for Learning
R. Hawkes Assessment for Learning Seminar November 2007

7. Assessment for Learning checklist (QCA)
“To effectively use assessment for learning teachers need to:
know their pupils well, know why pupils make mistakes………….
encourage pupils to take responsibility for their learning by providing opportunities for pupils to describe… the strategies they use.
the process of learning has to be in the minds of both learner and teacher
QCA, 10 principles of Assessment for Learning
R. Hawkes Assessment for Learning Seminar November 2007

8. 1. Modelling quality: showing pupils the learning strategies and goals
Improving learning through formative assessment depends on 5 deceptively simple key factors:
1. Modelling quality: showing pupils the learning strategies and goals
Communicating clearly what the pupils will be learning and how they can recognise their success – being clear about what a good piece of work is – looking at work that meets and doesn’t meet the criteria.
2. Dialogue and the provision of effective feedback to pupils
Giving pupils feedback that give them specific guidance on how to improve their work.
R. Hawkes Assessment for Learning Seminar November 2007

9. 4. The active involvement of pupils in their own learning.
3. A recognition of the profound influence assessment has on the motivation and self-esteem of pupils
Appreciating how comments and feedback to pupils can create a positive or negative culture
4. The active involvement of pupils in their own learning.
Giving pupils the opportunity to express their understanding – giving them the chance to think and express their ideas
5. The need for pupils to be able to assess themselves and understand how to improve
(adapted from Bourdillon and Storey 2002)
R. Hawkes Assessment for Learning Seminar November 2007

10. AfL in pratice
Share the learning objectives and identify learning outcomes
Develop the skills of peer and self-assessment
Provide positive feedback
Create opportunities for reflection and review
R. Hawkes Assessment for Learning Seminar November 2007

11. Strategies to promote Active Learning
Pupils know how to improve
Pupils know their learning aims
Pupils think for themselves
make tasks as open-ended as possible
allow choice of task (inc. homework)
include a variety of ways of working inc. group & pair work
clarify knowledge & skills to be learnt
clarify success criteria
give opportunities for pupils to draft-mark-reflect-improve their work
give opportunities for pupils to reflect on and review their targets
Strategies to promote Active Learning
Pupils extend responses & explain their thinking
plan open-ended questioning
extend questioning based on pupil responses
encourage pupils to ask questions
variety of strategies to promote maximum engagement of all e.g. ‘no hands’ policy
Pupils assess themselves and others
give opportunities for pupils to use success criteria and objectives to assess their own and others’ work
Pupils achieve their full potential
allow pupils to give feedback and set targets for themselves and others
Pupils know about their own progress
know the pupils well through dialogue and marking of their work
plan differentiated tasks to meet their needs
inform the pupils of their levels of achievement
show pupils examples of good, (assessed) work
RHawkes 07

12. AfL/Active learning in oral interaction
Thinking time
Pupil talk in pairs
‘no hands up’ policy
Suspend IRE/IRF sequence – ask several pupils first
Prolonged interactions with pupils
More paired and group activity
Pupils respond to answers of others
Teacher responds to content more than form
Spontaneous interaction encouraged
Lots of ‘I think that’ and ‘because’
Teacher position in class
Gesture and eye contact to promote active listening
Pupil talk scaffolded
Teacher modelling – ‘role play partner’
Time for memorisation  practice and mastery
R. Hawkes Assessment for Learning Seminar November 2007

13. ¿Cuál es la excepción? ¿Por qué?1
pelo rubio
ojos verdes
pelo corto 2
soy alto
soy baja
soy moreno 3
es negro
es blanca
es de talla media
©rh05

14. KS3 Spanish Core Language
tener – to have
ser – to be
estar – to be
Pronouns
tengo
I have
tienes
you have
tiene
he/she/you have (pol.sing)
tenemos
we have
tenéis
you have (fam.pl.)
tienen
they/you have (pol.pl.)
soy
I am
eres
you are es
he/she is/you are (pol.sing)
somos
we are
sois
you are (fam.pl.)
son
they/you are (pol.pl.)
estoy
I am
estás
you are
está
he/she is/you are (pol.sing)
estamos
we are
you are (fam.pl.)
están
they/you are (pol.pl.)
yo – I
tú – you él/ella – he/she
Usted – you (polite, sing.)
nosotros – we
vosotros – you (fam.pl.)
ellos/ellas – they
Ustedes – you (polite, pl.)
Time words
Referring to things
Referring to places
Asking questions
ahora – now antes – before
después – after hoy – today ayer – yesterday mañana – tomorrow otra vez - again siempre – always a menudo – often a veces – sometimes nunca – never la semana pasada – last week la semana que viene – next week
una cosa – a thing esto – this eso – that algo (más) – something (else) otro – (an)other mucho – a lot (un) poco – (a) little
muy – very todo – all/everything
aquí – here allí - there
¿Por qué? – why?
¿Qué? – what?
¿Cuándo? – when?
¿Dónde? – where?
¿Quién? – who?
¿Cuánto(s)? – how much/many?
¿Cómo? – how?
Making links
y – and o – or también – also pero – but porque – because con – with sin - without
Sentence building
Saying what you did
puedo/puede
I can/he,she can
quiero/quiere
I want to/he,she wants to…
tengo que/tiene que
I have to/he has to…
voy a/va a
+ verb
I’m going to/he is going to…
(no) me/le gusta
I (don’t) like to/he doesn’t like to
me/le encanta
I love to/he loves to…
me/le gustaría
I/he,she would like to…
fui – I went hice – I did ví – I saw jugué – I played comí – I ate bebí – I drank
Opinions
Pienso que – I think that
Creo que – I believe that Me parece que – it seems that..

15. KS3 Spanish Key Skills Memory Sentence building Pronunciation
1 Sound/meaning
2 Visual/meaning
Memory
3 Spelling (core language words only)
1 repeat correctly
4 (improved) speed of recall
Pronunciation
2 retain pronunciation
1 say whole sentences from visual prompts
3 pronounce accurately from text
Sentence building
Infer/guess meaning from key words/cognates
2 adapt sentences to make new meanings
Comprehension
3 Use key verbs to build new sentences

16. AfL/Active Learning in written work
Modelling – pupils are clear about the task objectives and what makes a good piece of work
Levels – pupils understand the descriptors
Learning objectives & outcomes are the focal point for teacher’s written feedback
Feedback shows what students have done well and how to improve
Feedback promotes further independent thought on next steps
Progression – teacher is clear about this
Self & peer assessment - students develop the skills needed to reflect critically on own and others’ work
R. Hawkes Assessment for Learning Seminar November 2007

17. The ‘tick grid’ marking scheme
Year 7 Spanish
Year 8 Spanish
GCSE Spanish  
Present (reg)
Present (rad ch)
Present (reflex)
Future (ir a)
links
opinions
reasons
adjectives
questions
negatives
spelling errors  
Present (reg & irreg)
Future
Preterite
Imperfect
Verb & infinitive
links
opinions
reasons
adjectives
questions
negatives
comp./sup.
spelling errors  
present
past (preterit)
past (imperfect)
past (perfect)
future
conditional
subjunctive
links
opinions
reasons
negatives
comp./sup.
spelling errors

18. “One of the main obstacles is that often pupils don’t recognise what a good piece of work looks like – they don’t have a sufficiently clear view of the aim to be able to steer themselves.”
Professor Paul Black Interview with GTC, Assessment for Learning
R. Hawkes Assessment for Learning Seminar November 2007

19. Year 8 End of Unit project
Prepare the text for your PowerPoint presentation on your family. You will need 5 slides only (but you can add additional slides if you wish) and you may add in photos or drawings at home. In this lesson, you will be planning and writing the text. Include the following information:
Year 8 End of Unit project
a description of yourself
how many people in your family and who they are
a detailed description of one family member and a comparison of yourself with that person
a description of the hobbies and interests you and your family have
a description of your plans for next weekend

20. Yo
Me llamo Isabel. Soy de Granada y vivo en Madrid con mi familia. Tengo 13 años y mi cumpleaños es el 7 de agosto. Tengo el pelo negro y los ojos marrones. Soy baja y delgada.
Como persona, soy divertida y habladora. Nunca soy perezosa.

21. Mi familia
Ésta es mi familia. Hay cinco personas en mi familia: mi madre, mi padre, mi hermana, mi hermano y yo.
Mi madre se llama Mayra y tiene 40 años. Tiene el pelo corto y los ojos verdes. Es muy simpática y optimista. Mi padre se llama Luis y tiene 42 años. Tiene el pelo negro y los ojos marrones como yo. Es muy enérgico y gracioso. Mi hermana se llama Tania y tiene 16 años. Mi hermano se llama Martín y tiene 11 años.

22. Mi hermano
Mi hermano Martín es bastante alto y delgado. Es más alto que yo. Tiene el pelo al rape y los ojos verdes (como mi madre). Como persona es muy divertido y gracioso. ¡Pero yo pienso que es mucho más perezoso que yo!
Le encanta el deporte, especialmente el fútbol. Es aficionado de Barcelona. ¡Qué aburrido! Yo detesto el fútbol – prefiero el rugby!

23. El tiempo libre
A mí me encanta la música. Escucho música siempre en casa y en el autobús. Me gusta también practicar la equitación y jugar al hockey en el colegio con mis amigas. A mi madre le encanta leer porque es relajante. Le gusta a veces hacer ciclismo. A mi padre le gusta mucho hacer deporte. Es muy deportista. Le encanta jugar al tenis y al ping pong.

24. El fin de semana que viene
Este fin de semana voy a descansar en casa y hacer mis deberes. El sábado voy a salir con mis amigos. Vamos a ir al cine. Mi hermano va a jugar en un partido de fútbol en Newmarket. Después va a mirar la tele y chatear por internet – es muy perezoso. El domingo mi familia y yo vamos a ir a un restaurante para el cumpleaños de mi abuela.

25. see p.5 vocabulary book e.g. nicer than, funnier than, bigger than..
Use verb forms other than ‘I’ and choose some ‘radical’ verbs and other irregulars – e.g. ser/tener/jugar/hacer/pensar  
Present (reg & irreg) 5
Future 2
Preterite
Imperfect
Verb & infinitive
links 3
opinions
reasons
adjectives
questions
negatives
comp./sup.
spelling errors
Say a little about your plans for next weekend and what the rest of your family will be doing too.
You use this when you say you like doing something – i.e. me gusta bailar.
Links are ways to join sentences or halves of sentences together – e.g. y, también, pero, sin embargo, después, luego
porque = because!
As well as ‘me gusta’ etc.. Why not also include pienso que, creo que, a mi parecer, me parece que, en mi opinión
p.2 – 4 vocabulary book
see p.5 vocabulary book e.g. nicer than, funnier than, bigger than..

28. “Self-assessment will only happen if teachers help pupils, particularly the low-attainers, to develop the skill. This takes time and practice.”
Working inside the black box Dept of Education & Professional Studies, King’s College, London
R. Hawkes Assessment for Learning Seminar November 2007

29. Marking code for writing
Auxiliary verb required/incorrect
Adj
Wrong position or agreement error G
Gender error I
Infinitive verb required M
Meaning unclear P
Plural required PP
Past participle required/error Sp
Spelling error T
Tense incorrect V
Verb required/incorrect WO
Word order incorrect @
Incorrect use of à/de

30. Activity 1 Look at the following list of words and give each one a number rating 1-5 based on how well you know the word. Look at the VKS (Vocabulary Knowledge Scale) below:
1. I don’t remember having seen this word before. 2. I have seen this word before but I don’t know what it means. 3. I have seen this word before and I think it means…. 4. I know this word: it means……. 5. I can use this word in a sentence, e.g………. (ref: Wesche M & Paribakht T.S. (1996) “Assessing second language vocabulary knowledge: depth versus breadth”, The Canadian Modern Language Review 53, 1:28)

31. 1. Buenos días 2. tengo 3. dos 4. muy bien 5. ¿Cómo estás?
Look at the following Spanish words and award them a number (1 – 5) according to the criteria below: 1. I can pronounce this word and I know what it means 2. I know what it means 3. I think I know what it means 4. I know I have learnt this word but I can’t remember what it means 5. I have never seen that word before
1. Buenos días
2. tengo
3. dos
4. muy bien
5. ¿Cómo estás?
6. mi cumpleaños
7. enero
8. gracias
9. catorce
10. un bolígrafo
11. no tengo
12. estoy mal
13. noviembre
14. dieciocho
15. ¿Qué tal?
16. veinte

32. “Peer assessment is uniquely valuable because pupils may accept, from one another, criticisms of their work, which they would not take seriously if made by their teacher”
Working inside the black box Dept of Education & Professional Studies, King’s College, London
R. Hawkes Assessment for Learning Seminar November 2007

33. Tally sheet 1
Subject variety (other than ‘ich’) 2
Number of present tenses 3
Number of past tenses 4
Number of future tenses 5
Number of opinions 6
Number of different adjectives 7
Number of adjective endings 8
Number of appropriate R2/R3 articles 9
Number of inversions 10
Number of WO3 constructions 11
Number of modal verbs 12
Number of um … zu … clauses 13
Number of idioms

34. R. Hawkes Assessment for Learning Seminar November 2007
Jane Jones, Senior Lecturer at King’s College, London Video clips classified by area of AfL
Page of links including video, links to QCA documents etc..
Recommended reading list for AfL in MFL
Some resources to download to aid self and peer assessment in MFL
Case study of AfL in MFL to download
Sunderland Network resources to download for AfL in MFL
AfL in MFL – several videos of teachers using AfL techniques
Professor Paul Black on AfL - Interview with GTC
R. Hawkes Assessment for Learning Seminar November 2007

35. “The active involvement of pupils is absolutely essential if personalised learning is to work.”
Rachel Hawkes
Tel: ext.222
R. Hawkes Assessment for Learning Seminar November 2007

36. One thing I will do (differently?) One thing I will pass on
What have I learned?
One new idea
One thing I will do (differently?)
One thing I will pass on
Rachel Hawkes
Tel: ext.222
R. Hawkes Assessment for Learning Seminar November 2007

37. Frequently Asked Questions
Will it (AfL) be more work?
Will it be more meaningful?
Will the pupils know where they are without a grade?
R. Hawkes Assessment for Learning Seminar November 2007

38. KS2/KS3 transition
Primary pupils have formative assessment strategies embedded as the mainstay of their KS1 and KS2 learning. They experience trauma (first 2 terms of year 7 at least) on transition to the overwhelmingly summative approach in secondary schools. This is one of the main difficulties for pupils on transition from primary to secondary.
Summary of research being conducted into AfL by Jane Jones, King’s College, London.
R. Hawkes Assessment for Learning Seminar November 2007

39. A ‘mixed economy’ is best
Research findings suggest that pupils most want a mixture of self-assessment, peer assessment, teacher formative feedback and summative assessment. They do tire of just one approach that becomes routinised and dull and want a variety of assessment experiences. They do want teachers just to correct their work sometimes and give them a grade. However, an assessment for learning approach that makes pupils central to the learning dialogue and is underpinned by learning strategy training creates more autonomy and confidence among learners and improves teaching and learning in the classroom.
R. Hawkes Assessment for Learning Seminar November 2007