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School Sports Coaching Apprenticeship ASSESSMENT Understanding primary school.

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Presentation on theme: "School Sports Coaching Apprenticeship ASSESSMENT Understanding primary school."— Presentation transcript:

1 School Sports Coaching Apprenticeship ASSESSMENT Understanding primary school

2 NAME GAME Using questioning you are to discover who you really are!

3 Constant Refining reviewing Problem solving Assessment!

4 ‘Assessment should be a powerful tool for learning, not merely a political solution to perceived problems over standards and accountability.’ (Association of Teachers and Lecturers, Doing our Level Best, 1996)

5 Types of assessment Formal Vs Informal Formative Assessment – conducted during the teaching and learning process; supports further learning and development by identifying areas of strength and weakness; informs future planning. Summative Assessment – usually conducted towards the end of a course or unit; provides a judgment on the learning that has taken place; measures and reports progress and achievement.

6 Types of assessment Norm-referenced Assessment – provides a comparison of the pupil’s learning in relation to others in the group, school year or nationally. Can be delivered as a rank (e.g. 18th/30) or position in a distribution (20th percentile). Criterion-referenced Assessment – measures performance and achievement against pre-determined standards; position relative to others not important; shows success/failure to reach a given point (e.g. NC levels). Ipsative or ‘value-added’ Assessment – provides a comparison of the pupil’s learning in relation to a previous level of attainment; measures improvement from a baseline; considers the impact that teaching has had over a set period of time.

7 Day-to day Learning objectives made explicit and shared with pupils Peer and self-assessment in use Pupils engaged in their learning and given immediate feedback Periodic Broader view of progress across subject for teacher and learner Use of national standards in the classroom Improvements to medium-term curriculum planning Transitional Formal recognition of pupils’ achievement Reported to parents/carers and next teacher(s) Uses external tests or tasks Effective assessment

8 Assessment for learning Assessment of Learning

9 Assessment for learning “Any assessment for which the first priority is to serve the purpose of promoting pupils' learning." “A way to provide information, to be used as feedback by teachers and by pupils in assessing themselves and each other, which will lead to a modification of the teaching and learning activities in which they are engaged." “An activity which should occur during the teaching process, not afterwards."

10 Assessment for learning Assessment for learning is a powerful way of raising pupils’ achievement. It is based on the principle that pupils will improve most if they understand the aim of their learning, where they are in relation to this aim and how they can achieve the aim (or close the gap in their knowledge). It is not an add-on or a project; it is central to effective teaching, coaching and learning.

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12 Good assessment for learning makes: an accurate assessment – knowing what the standards are, judging pupils’ work correctly, and making accurate assessments linked to National Curriculum levels; a fair assessment – knowing the methods used are valid; a reliable assessment – ensuring that judgements are consistent and based on a range of evidence; a useful assessment – identifying barriers to pupil progress and using that information to plan and discuss the next steps in learning. a focused assessment – identifying areas of a child’s learning where there are blocks to progression, which might, for example, benefit from the attention of one-to-one tuition; for continuity of assessment, enabling better transfer between years and schools

13 Understanding performance levels Understanding their own level of attainment Understanding progression steps Children’s involvement in assessment

14 Why? To have an aim, focus and direction. Who for? Teachers, pupils, parents, TA’s, OFSTED Target setting – Why? Who for?

15 Establishing what pupils understand Task: State the ways pupil understanding can be uncovered: Teacher observation Conversations and questioning Mind maps; posters Oral presentations Work in progress Written work

16 Assessment for Learning can be achieved through... Targeted questioning Self- and peer-assessment activities Discussions with pupils (as a group or individually) about success criteria and targets

17 Of Learning (AoL) A For Learning (AfL)

18 Plenary Understanding if learning objectives have been met &feature=related

19 What methods can you adopt to ensure that you are establishing what pupils understand, rather than recall or regurgitate (in the context of your subject or school): Restating in the pupils' own words Giving examples Recognising in various circumstances; using the knowledge in various ways Seeing connections with other ideas Stating the converse or opposite Foreseeing consequences (If…then…)

20 Questioning Closed Open Probing Leading

21 Using closed questions Closed questions have the following characteristics: They give you facts. They are easy to answer. They are quick to answer. They keep control of the conversation with the questioner.

22 Using open questions Open questions have the following characteristics: They ask the respondent to think and reflect. They will give you opinions and feelings. They hand control of the conversation to the respondent.

23 Clarification When they use vague or unclear language, or when you just need more detail, seek to further understand them by asking for clarification.vagueunclear What exactly did you mean by 'XXX'? Could you tell me more about YY? Purpose Sometimes they say things where the purpose of why they said it is not clear. Ask them to justify their statement or dig for underlying causes. Why did you say that? What were you thinking about when you… Relevance If they seem to be going off-topic, you can check whether what they are saying is relevant or salient to the main purpose of inquiry. How is what you are saying related to what I asked? Completeness and accuracy You can check that they are giving you a full and accurate account by probing for more detail and checking against other information you have. Sometimes people make genuine errors (and sometimes deliberate), which you may want to check. Is that all? Is there anything you have missed out? How do you know that is true? How does that compare with what you said before? PROBING

24 Leading Questions One way of influencing a person is to ask them questions that are deliberately designed to make them think in a certain way. Leading questions either include the answer, point the listener in the right direction or include some form or carrot or stick to send them to the 'right' answer. Note that not only words can lead the question. You can also lead people by your body Language and voice tone effects, such as with subtle emphasis. body Languageemphasis Leading questions are often directional in that, whilst they do not indicate an answer, they close off undesirable alternatives and guide the person in a desired direction.

25 Can you answer the following? Can you describe Assessment for Learning? Can you describe how to draw out what a pupil understands as opposed to what they can recall? Can you name and describe 3 different types of questioning? What ways can we assess learning?


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