We think you have liked this presentation. If you wish to download it, please recommend it to your friends in any social system. Share buttons are a little bit lower. Thank you!
Presentation is loading. Please wait.
Published byJoy joyce Isabelle
Modified about 1 year ago
© PMB 2007 Assessment for Learning (AfL) Unit 5: Helping Pupils to Reflect on Their Learning
© 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
© PMB 2007 - 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?
© 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
© PMB 2007 Why Promote Pupil Reflection? Feedback is in language that the pupils use Strengthens the pupil’s voice Can produce valuable feedback
© 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.
© 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
© 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.
© 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?
© 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’
© PMB 2007 2 stars and a wishWhat I think about my work: My teacher thinks…
© PMB 2007 Other Ideas Traffic Lights Thumbs Up Scale 1 - 5
© 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.
© 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…
© 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…
© 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 …
© 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
Learning intentions To understand the role of peer-assessment, self- assessment and self-evaluation in helping students to reflect on their learning.
Assessment for Learning in the MFL Classroom Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL.
Technology Seminar Self and Peer Assessment. Archway of teaching and learning capabilities.
Revised Curriculum Year 6 Assessment for Learning.
The Maths Pipeline Programme for the FE and Skills Sector.
Quality First Teaching In Any Subject From Good to Outstanding.
Using AfL in Mathematics. Lynne Startin
Revisit Learning intentions What is the value of using learning intentions? What are the challenges for you?
© PMB 2007 Assessment for Learning (AfL) Unit 3: Formative Feedback.
Assessment For Learning Using Self and Peer Assessment Strategies.
Formative Feedback. What Do We Mean by Formative Feedback? ‘Feedback to any pupil should be about the particular qualities of his or her work, with advice.
Learning Intentions and Success Criteria. Learning Intentions Participants will: Understand the benefits of using Learning Intentions and Success Criteria.
Unit 5 Assessment of Essential Skills (Literacy).
© New Zealand Ministry of Education copying restricted to use by New Zealand education sector. Page 1 Reflection.
What is assessment for learning?. Definition Assessment for learning has been defined as: ‘The process of seeking and interpreting evidence for use by.
Self and Peer assessment 2011 Seminar Schools. Review: Key points What have you put in place Shingai to share Plan for next steps Link to leadership Observation.
Amy Simpson Lead Teacher of Science Sources blog/2013/aug/29/assessment-for-learing-effective-classroom.
Assessment for Learning Tools and Activities. Links to Tools and Activities Comment-only marking Exemplar Work Student Marking Traffic Lights Self-assessment.
PEER ASSESSMENT AND SELF- ASSESSMENT. Peer assessment The practice is employed to save teachers time and improve students' understanding of course materials.
Using formative assessment. Aims of the session This session is intended to help us to consider: the reasons for assessment; the differences between formative.
©The Highland Council/Eric Young The Highland Council Learning and Teaching Reflection Framework Embedding Formative Assessment so what are the pupils.
Whatever It Takes Differentiated Assessment Session 2 Facilitated by Dawn Holden.
EPSE 423 Learning, Measurement and Teaching. Today’s Goals Understand the course expectations. Define key assessment terms. Familiarize learners with.
School Development Day, 16 th July 2012 L White E FFECTIVE F EEDBACK.
Practical strategies to support student progression Sharing ideas and working together Annabelle Sampson and Mandy King June 2012.
Supporting Practitioners in the Development of Reflective and Intentional Teaching Strategies Deliberate Practice in Early Childhood Education.
Marie Delaney Assessment with meaning : how can we develop meaningful assessments for children with Special Educational Needs. 1www.britishcouncil.ae.
Key Stage 3 National Strategy Standards and assessment: session 1.
Whose learning is it anyway? Di Pardoe September 2009.
Auriol Junior School Guidance for Marking. Key Elements of AfL Providing effective feedback to children. Actively involving children in their own learning.
Assessment for Learning Mary James Cambridge University.
Assessment for Learning INSET Jan 09. of for.
PROFILING AT STRATHGARVE PRIMARY. PROFILING As teachers – through personal example and setting standards in our questioning and provision of feedback.
Making sense of Assessment for Learning Ann Madgwick & Jo Walls 29 June 2007.
In this presentation you can: Clarify the purpose and value - Clarify the purpose and value of effective feedback to learners Identify strategies - Identify.
Assessment for Learning (AfL) Unit 2: Sharing Learning Intentions & Success Criteria In the previous workshop, we learned about the rationale for Assessment.
Assessment Professional Learning Module 4: Assessment AS Learning.
Dr. Megan Ravetz Objective: To learn about one new method you wish to try to facilitate self-study in your pupils.
The Foundation Stage Assessment for Learning. Programme Session oneIntroduction Rationale for AfL COFFEE Session twoSharing learning intentions Success.
New Junior Cycle. Aims To understand Assessment for learning (AFL) strategies. To understand two types of feedback. To be aware of the importance of descriptive.
Assessment and PSHE By far the weakest aspect of teaching was the assessment of pupils’ learning which was often less robust for PSHE education than for.
Approaches to Assessment Starter Activity On the post it notes provided write down as many different types of assessment as possible, one per post it note.
QROAD to learning… Its about taking control of your learning. Become an independent learner! Follow the following steps to get more out of your lessons!
Welcome- MR D Video – What is NAPLAN MR D How Parents and Teachers use the data Mr D Preparation for NAPLAN MR D Minimum Standards MS D Writing Prompts.
© New Zealand Ministry of Education copying restricted to use by New Zealand education sector. Page 1 Self and peer assessment.
What is the meaning of Meaning?. Is this a good question?
1 Assessment Professional Learning Module 4: Assessment AS Learning.
Northern Ireland Curriculum Assessment for Learning Nursery Teachers.
© 2017 SlidePlayer.com Inc. All rights reserved.