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© PMB 2007 Assessment for Learning (AfL) Unit 5: Helping Pupils to Reflect on Their Learning.

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Presentation on theme: "© PMB 2007 Assessment for Learning (AfL) Unit 5: Helping Pupils to Reflect on Their Learning."— Presentation transcript:

1 © PMB 2007 Assessment for Learning (AfL) Unit 5: Helping Pupils to Reflect on Their Learning

2 © PMB 2007 Learning Intentions To understand the role of peer-/self-assessment and self- evaluation in helping pupils to reflect on their learning To consider some strategies for use in the classroom

3 © PMB Ian Smith (2004) ‘When there is one teacher and thirty pupils and all the feedback comes from or through the teacher, there is no hope of providing sufficient good quality feedback.’ Why Promote Pupil Reflection?

4 © PMB 2007 Why Promote Pupil Reflection? Encourages independent learning - (active | empowered | self-reliant) Increases pupil self-esteem Develops skills to recognise quality Improves pupil understanding

5 © PMB 2007 Why Promote Pupil Reflection? Feedback is in language that the pupils use Strengthens the pupil’s voice Can produce valuable feedback

6 © PMB 2007 Differentiating Assessment from Evaluation Assessment describes activities that enable learners to reflect on WHAT has been learnt and judge it against a set of criteria. Evaluation describes the process learners use to gain an understanding of HOW they are learning – it’s about understanding themselves as learners.

7 © PMB 2007 Differentiating Correction from Assessment ‘Engaging in peer- and self-assessment is much more than checking for errors or weaknesses. It involves making explicit what is normally implicit and thus requires the pupil to be more active in their learning … The pupils become more aware of when they are learning and when they are not.’ - Black & Wiliam: Working Inside the Black Box

8 © PMB 2007 How To Prepare Pupils Share learning intentions and success criteria. Model the assessment and feedback processes. - Try group assessment activities. - Use the feedback process to demonstrate how-to. - Use effective questioning. Build the right climate. - Encourage openness about learning. - Set expectations about group work.

9 © PMB 2007 First Find 2 successes with reference to the success criteria. Second Find the part of the work which provides most scope for a ‘jump’ (not simply the worst part). Third Write a short prompt telling the learner exactly what to do to this part of their work. The Gray Day The day hung over us like a wet blanket. The cars shot past on the motorway like marbles thrown across a floor. The leaves hung from the trees like soggy bits of toast. The leaves shone red and gold like a burning fire. The wet ground looked like a slippery, black ice rink. The clouds overhead hung very low. The rain tapped the window like a quiet drum. Learning Intention: To use similes to create atmosphere Success Criteria: Compare each object to something else ‘like’……‘like a’ ‘as’……..‘as a’ ‘as though’ Can you think of a simile to describe the way the clouds were hanging or moving?

10 © PMB 2007 The Gray Day The day hung over us like a wet blanket. The cars shot past on the motorway like marbles thrown across a floor. The leaves hung from the trees like soggy bits of toast. The leaves shone red and gold like a burning fire. The wet ground looked like a slippery, black ice rink. The clouds overhead hung very low. The rain tapped the window like a quiet drum. Can you think of a simile to describe the way the clouds were hanging or moving? Fourth… provide time to read, process and respond. ‘The clouds moved overhead like the ferry crossing the sea.’ Learning Intention: To use similes to create atmosphere Success Criteria: Compare each object to something else ‘like’……‘like a’ ‘as’……..‘as a’ ‘as though’

11 © PMB stars and a wishWhat I think about my work: My teacher thinks…

12 © PMB 2007 Other Ideas Traffic Lights Thumbs Up Scale 1 - 5

13 © PMB 2007 Self-Evaluation Self-Evaluation: Pupils reflect about how they have learnt. Self-Assessment: Pupils use success criteria to assess their own work prior to the teacher marking it. Self-Evaluation: Pupils use self-evaluation questions to prompt reflection during short plenary sessions. Early opportunities for development: Self-Assessment: Pupils reflect about what they have learnt.

14 © PMB 2007 Possible Prompts for Self-Evaluation The most important thing I learned was… What I found difficult was… What I enjoyed most was… What I want to find out more about is… What I need more help with is… What still puzzles me is…

15 © PMB 2007 Possible Prompts for Self-Evaluation… What surprised me was… What I have learned that is new is… What helped me when something got tricky was… What really made me think was… Right now I feel… I might have learned better if… What I would change about this activity to help another class learn is…

16 © PMB 2007 Self-Evaluation Prompts What did you find easy about learning to …? What do you need more help with? What can you do now that you couldn’t do before? What really made you think? What are you most pleased with? The most important thing you learned was …

17 © PMB 2007 Strategies to Make It Work Make it routine Give learners the information they need Keep it varied Build it in Focus on strengths Make it lead somewhere Explain it to parents


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