1. Analysis of Research and Impact on Practice, Action Planning Monday December 13th

2. Workshop Outlines This workshop will build on 2009 project by exploring what is meant by AFL and its importance. It will explore specific aspects of good assessment practise such as target setting, peer and self assessment and how they can contribute to better learning and higher achievement. It will examine a range of practical strategies for incorporating these principles into classroom routines and will include a resource pack for staff. This workshop will build on 2009 project by exploring what is meant by AFL and its importance. It will explore specific aspects of good assessment practise such as target setting, peer and self assessment and how they can contribute to better learning and higher achievement. It will examine a range of practical strategies for incorporating these principles into classroom routines and will include a resource pack for staff.

3. Format for the CPD Meetings Session 1 – Introduction, Audits, Pair/Peer Working Session 2 – Analysis of Research & Impact on Practice, Action Planning Classroom practice, modelling, trialling and observation Session 3 – CPD Tasks, Feedback and Coaching Classroom practice, modelling, trialling and observation Session 4 – Feedback, Coaching, Evaluation and Measuring Impact Session 5 – Celebration of Best Practice

4. Assessment for Learning The process of seeking and interpreting evidence for use by learners and teachers to decide where the learners are in their learning, where they need to go and how best to get there. The process of seeking and interpreting evidence for use by learners and teachers to decide where the learners are in their learning, where they need to go and how best to get there.

5. Key Characteristics of assessment for learning Sharing learning objectives with pupils Sharing learning objectives with pupils Helping pupils to know and recognise the standards they are aiming for Helping pupils to know and recognise the standards they are aiming for Involve pupils in peer and self-assessment Involve pupils in peer and self-assessment Providing feedback that leads pupils to recognising their next steps and how to take them Providing feedback that leads pupils to recognising their next steps and how to take them Promoting confidence that every pupil can improve Promoting confidence that every pupil can improve Involving both teacher and pupil in reviewing and reflecting on assessment information Involving both teacher and pupil in reviewing and reflecting on assessment information

6. Impact Evaluation Embed aspects of Assessment for Learning into our teaching Aims What we wanted to do Use of teacher led questioning in a secure environment to promote confidence that every pupil can improve The use of Peer and Self Assessment The use of assessment criteria in order for pupils to understand where they are at, what they need to do to improve and how they are going to get there Implementation How we did it Train pupils from year 7 in peer and self assessment techniques and use of assessment criteria See if possible to link AFL with APP AFL is a very broad topic area so would probably pick one area and all pairs would focus on this Next Steps What we will do differently now Teacher led questioning, open ended questions that are broken down so that all levels of ability can access them and thus Improve confidence. Building In thinking time. Use of an able pupils work to draw out correct technique Choice of topic important Peer and self assessment. Use of mark schemes or assessment criteria to enable pupils to peer and self assess Lower ability groups would need assessment sheets ‘scaffolding’ Development of assessment criteria and training for pupils in how to use it is vital if they are to access AFL. Making assessment Criteria accessible to all through use of language Review What we learnt Project Title: Assessment for learning Names: VLS, CHW,SAR,SHJ,PA,MJC,FAK,ECG,PLC,OF,SMG,TLS,HMA,HRP,ST

7. Names: Project title: Assessment for Learning Outline of project: Stage:Evidence: INPUTS What can we put into the project to achieve the outcomes? OUTPUTS What will the pupils be able to do as a result of the inputs? INTERMEDIATE OUTCOMES What aspects of the pupils and teachers behaviour / attitudes / knowledge & skills do we hope to change? FINAL OUTCOMES What final outcomes to we expect to impact on through this project? 1. Focussed on promoting confidence through skilled questioning by staff and creating a secure environment. 2. Peer and Self assessment. 3. Writing success criteria and investigation how pupils can use them effectively VLS, CHW,SAR,SHJ,PA,MJC,FAK,ECG,PLC,OF,SMG,TLS,HMA,HRP,ST 1. Identified a procedure for questioning skills 2.Staff now embedding the use of peer and self assessment in learning 3. With training and guidance from staff pupils can use criteria for peer and self assessment 2.Staff considered the use of peer and self assessment using GCSE/exam criteria Could we link aspects of APP to AfL practices? 3. Pupils need to know what level they are at and understand the language in the criteria to be able to use them. Staff need to be confident in the use of levels in their subject 1. Choice of topic vital to success. Pupils to be given ‘thinking time’ An integrated approach is best Staff observations, Resources, Meeting discussions, Meeting minutes, Questioning Process checklist/summary, progress rates and results. CHWs resources, lesson observations, meeting minutes 1. Complete research and analyse techniques for AfL. 2. Pair up and agree focussed observations.3. reflect and feedback findings. 4. Take risk's when planning activities, 5. attend 5 meetings, 6. Agree dates for observations. 1. Pupils will have a greater level of understanding of their own achievement and progress, what they need to do to improve and how they are going to get there. They will have the confidence to be able to do this. Pupil feedback to staff about AfL aspects investigated, Observations of pupils and activities Pupils will engage in self and peer assessment., Pupils will respond to Qs with confidence, Pupils will assess their own and others’ work using criteria

8. Names: Project title: Outline of project: Stage:Evidence: INPUTS What can we put into the project to achieve the outcomes? OUTPUTS What will the ‘pupils/staff’ be able to do as a result of the inputs? INTERMEDIATE OUTCOMES What aspects of the pupils/staff behaviour / attitudes / knowledge & skills do we hope to change? FINAL OUTCOMES What final outcomes to we expect to impact on through this project? Consistency to achieve independent learning, Responsibility for learning, setting targets for improvements, driven by needs of pupils – setting own success critiera, peer & self assessment Assessment for Learning 2010 Target Setting & Feedback. Peer Assessment. HF, GMT, RT, GPS, JNW, TCB, DSP, RCC, LCD, REE Sharing levels at the start of the year. Sharing success criteria SoW: Exercise books & pupils work. Development of work. Can do statements for low ability Pupils & Staff better informed about their learning. Pupils more motivated and sense responsibility Pupil records Lesson Observations Change delivery & planning approaches by staff. Improved systems for self and peer assessment Set of resources from show of hands Sophisticated methods

9. What is happening at Claverham? KAD KAD JJG JJG SHJ SHJ OF OF MPC MPC Examples of practise from last year. Examples of practise from last year.

10. Pairings for observations Pair up, decide on a focus for observations and complete ‘Post cards’ Pair up, decide on a focus for observations and complete ‘Post cards’

11. Meeting 2: 13 th December 2010 What actions will you have achieved, linked to your project, by the next meeting? Action 1: Action 2: Met with …… to discuss….. Observed….. with the focus of…… Trialled a new strategy linked to……. Action 1: Action 2: Name