1. 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. Put you initials next to each one. Helen Hindle - AST Longhill High School & Author of www.growthmindsetmaths.comwww.growthmindsetmaths.com Email: hhindle@longhill.org.uk @helenhindle1

2. Position each post it note on a continuum Use often Use rarely

3. Time to Magpie each others ideas If you see an assessment idea and you’re not sure what it is, pick up the post it note.

4. Teacher Time Impact on pupil progress High Impact – Low teacher timeHigh Impact – High Teacher Time Low impact – Low teacher timeLow impact – High Teacher Time

5. Teacher Time Impact on pupil progress High Impact – Low teacher timeHigh Impact – High Teacher Time Low impact – Low teacher timeLow impact – High Teacher Time

6. Types of Assessment FormalInformal FormativeSummative

7. Formative assessment …….this process may be may be defined as: ‘all those activities undertaken by teachers, and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged. (Black & Wiliam, 1998.)’ Inside the black box Black and Wiliam (1998)

8. Formative Assessment / Assessment for Learning – key characteristics Assessment for learning: involves sharing learning goals with pupils aims to help pupils to know and recognise the standards they are aiming for involves pupils in [peer and] self assessment provides feedback, which leads to pupils recognising their next steps and how to take them involves both teacher and pupils reviewing and reflecting on assessment data [information] Assessment for learning: beyond the black box Assessment Reform Group (1999)

9. Assessment for Learning Questionning Peer and Self Assessment Feedback

10. Formative Questioning Promotes quality of answers Promotes Peer discussion Promotes Active involvement of all pupils

11. TypeDescription ClosedA closed question has one correct answer OpenAn open question has many possible answers. ProbingA probing question has many possible answers and provides information about a pupil’s understanding.

12. 10cm 6cm Closed Find the area of this triangle ?cm Open The area of this triangle is 80cm 2. What could the dimensions be? ?cm Probing The area of this triangle is 80cm 2. What could the dimensions be? How do you know?

13. What is wrong with this question What is the first number in the sequence 3n + 1

14. Feedback Formative Summative Useless

15.  Good workLevel 5 piece Target: bring a ruler Bar charts is a level 4 topic Always write your title and date Target: try to do the Pythagoras work (at level 7) Write a question for your partner. Very neat, well done To get to level 8, you need to do reverse percentage questions 6/10 © grade What is wrong with this piece of work? How could you improve it? 48% Next time, try the amber questions. What if it were 2x + 8 = 22 ? This is common mistake, come and see me about it.

16. Formative Teacher’s comments Relate to the lesson objectives Relate to differentiated learning outcomes linked to progression Provide specific advice for moving forward Challenge the pupil to think for himself / herself Provide a framework to discuss work with the teacher Expect a response

17. Dialogue Marking – Making Marking Effective

18. Explain what is wrong and correct the mistake? Our example questions:- Explain why…. Convince me that …… Give me an example of …… What is the same and what is different about….. How do you know that ….. What clues do you look for when ….. Is it possible to …….. How do you go about ……. What if the minimum information to be able to …….

19. Formative Peer and Self Assessment Provides opportunities for on going assessment in lessons Provides opportunities to use summative assessment formatively.

20. Peer Assessment When do your pupils do this? How do they do this? How is it recorded?

21. Self Assessment When do your pupils do this? How do they do this? How is it recorded?

22. The researchers suggest that the ability to monitor one's own learning may be one of the most important benefits of assessment for learning - that learning how to learn is more important for raising achievement in the long run than how to improve scores on particular tests. Research for Teachers Assessment for learning: Putting it into practice published: Wed Sep 01 10:37:24 GMT 2004 'students felt safe to give wrong answers and to express, freely, their lack of understanding... the classroom ceased to be a habitat where only the brightest survived and flourished, but one where, with careful grouping and good questioning, every student could feel themselves making progress through a lesson'.

23. Evidence suggested, that across the classrooms, an increased number of students: took a greater part in their own learning than previously - they became aware of their learning goals and how they could meet them participated in shared learning - with all students involved in discussing solutions with their peers - as a common practice in their lessons became more confident and effective communicators learnt to work in, and helped to create, an ethos in which expressed misunderstandings were received empathetically by the whole class.

24. Colour in the person that represents your mindset in today’s lesson.

25. One question I would like answered… Two things I am not sure about yet…. Three things I have mastered… Progress Pyramid

26. I’m so confident - I could explain this to someone else! I can get to the right answer but I don’t understand well enough to explain it yet. I understand some of this but I don’t understand all of it yet. I tried hard and I listened but I am finding this challenging. I will make sure that I get help with this next lesson. I do not understand any of this yet. There are things I could do to be a better learner next lesson. Colour in the arrow, up to the statement which best describes your current understanding.

27. My Favourite MISTAKES Means I Start To Acquire Knowledge Experience Skills A mistake that moved my learning on……

28. Understanding Self Assessment…………. Understanding Teacher Assessment I’m confident enough to explain this to someone else. You made excellent progress in today’s lesson. I understand most of this but not well enough to explain it to someone else yet. You made good progress in today’s lesson. I’ve really struggled with this, I need help to move my understanding on. You did not make enough progress in today’s lesson. Effort Self Assessment………. Understanding Teacher Assessment…………. 1. I have put a lot of effort into my learning today. 1.You demonstrated excellent determination and resilience. You made an effort to show your working out. 2. I have put some effort into my learning today but I know I could have pushed myself further. 2.You demonstrated good determination and resilience. You made some effort to show your working out. 3. I was not a good learner in today’s lesson. I can do better. 3.You gave up too quickly.

29. Tips I would give a friend to solve this problem are......... I have made a link between this topic and … To help me move forward, when I got stuck today, I …. Today I interacted with the teacher by …… Today I am still unsure about ……………… To fill in this gap I intend to ………… A barrier to my learning today was……….. I will try to overcome by ….. Today I explained to ………. how to ………….. Something I have learnt today about the way I learn is ……… At home, I need to look at ………………

30. The 5 minute Mock Paper Analysis My Target A* A B C D E F A B C D E F Strong topics What I am improving on Next steps Things I know but need to make stick Dec Mock Things I need to learn A* A B C D E F Nov Mock How my teacher can help me improve even more Revision resources used Revision resources I plan to use

32. Implementing and Continuing to learn Tomorrow – what changes will you implement to your own assessment techniques straight away. Next Term - what changes would you like / would you like the department to implement from next term. Next Year - what changes would you like / would you like the department to implement from next term.