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© 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 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 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
Assessment for Learning Promoting Formative Strategies A quick reminder ….What does AfL involve in the classroom? Teachers having an understanding of the.
© PMB 2007 Assessment for Learning (AfL) Unit 3: Formative Feedback.
School Based Assessment and Reporting Unit Curriculum Directorate Assessment.
Some Questions? What is Assessment for Learning? Where has it come from? Why should it interest us? How do we make it part of every lesson? How do we take.
© PMB 2007 Thinking Skills and Personal Capabilities Unit 6 Metacognition: Thinking About Thinking and Learning.
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If students know the classroom is a safe place the make mistakes, they are more likely to use feedback for learning Dylan Williams The feedback students.
Please view the PowerPoint in note form to read the comments attached to the slides and to see how the resources were used. Thanks.
Assessment For Learning Tools Made by Mike Gershon – Sources
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Learning Intentions and Success Criteria. Learning Intentions Participants will: Understand the benefits of using Learning Intentions and Success Criteria.
Of. and a to the in is you that it at be.
MIXED-ABILITY CLASS How to teach heterogeneous groups.
The. of and a to in is you that it he for.
© PMB 2007 Thinking Skills and Personal Capabilities Unit 4 Encouraging Creativity.
Learning intentions To know what is meant by high quality formative feedback To know the steps needed to provide high quality formative feedback in your.
Making the most of Feedback Chris Doye Institute for Academic Development University of Edinburgh 2012.
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D.S.TRUTER ( SCT ). We will ask ourselves: What do the experts say about Feedback? What is Effective Feedback? What does this look like in practice? Where.
Feedback, the fourth tenet of the Big Four, is a powerful aspect of the formative assessment process. Effective feedback is timely, specific/descriptive,
Imagine It! Inquiry. Why Use the Inquiry Process? Instruction in reading, writing, speaking, and listening is often fragmented and lacking in a coherent.
Fun and Engaging Activities Pat Todd TN Dept of Ed.
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Our Messages to Students Read the first page: Feedback as Part of Formative Assessment from How to Give Effective Feedback to Your Students by Susan.
© PMB 2007 Assessment for Learning (AfL) Unit 2: Sharing Learning Intentions & Success Criteria.
Self- and Peer-Assessment Rationale Preparation Tasks Implementation Evaluation.
Teacher Skill 06: Using assessment for learning. Teacher Skill 06: Using assessment for learning OBJECTIVES 1.What is (AfL)? 2.Why bother with AfL? 3.How.
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