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Assessment for Learning Seminar Downing College, University of Cambridge Friday 16 th November 2007 Rachel Hawkes, Assistant Principal, Comberton Village.

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Presentation on theme: "Assessment for Learning Seminar Downing College, University of Cambridge Friday 16 th November 2007 Rachel Hawkes, Assistant Principal, Comberton Village."— Presentation transcript:

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2 Assessment for Learning Seminar Downing College, University of Cambridge Friday 16 th November 2007 Rachel Hawkes, Assistant Principal, Comberton Village College

3 Professional Standards for teachers Core C12 Know a range of approaches to assessment, including the importance of formative assessment. Post-threshold P5 Have a more developed knowledge and understanding of their subjects/curriculum areas and related pedagogy including how learning progresses within them. R. Hawkes Assessment for Learning Seminar November 2007

4 Professional Standards for teachers Core C8 Have a creative and constructively critical approach towards innovation; being prepared to adapt their practice where benefits and improvements are identified. R. Hawkes Assessment for Learning Seminar November 2007

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6 What do we want our learners to look like? What skills do we want them to have? Successful learners Confident individuals Responsible citizens R. Hawkes Assessment for Learning Seminar November 2007

7 How would you define assessment for learning? Its about the way a teacher might assess a pupil in order to determine what that pupil or group needs to take their learning further. Then to use that information to change, modify, and tune the teaching to meet that need. Professor Paul Black Interview with GTC, Assessment for Learning R. Hawkes Assessment for Learning Seminar November 2007

8 Assessment for Learning checklist (QCA) To effectively use assessment for learning teachers need to: know their pupils well, know why pupils make mistakes…………. encourage pupils to take responsibility for their learning by providing opportunities for pupils to describe… the strategies they use. the process of learning has to be in the minds of both learner and teacher QCA, 10 principles of Assessment for Learning R. Hawkes Assessment for Learning Seminar November 2007

9 Improving learning through formative assessment depends on 5 deceptively simple key factors: 1. Modelling quality: showing pupils the learning strategies and goals Communicating clearly what the pupils will be learning and how they can recognise their success – being clear about what a good piece of work is – looking at work that meets and doesnt meet the criteria. 2. Dialogue and the provision of effective feedback to pupils Giving pupils feedback that give them specific guidance on how to improve their work. R. Hawkes Assessment for Learning Seminar November 2007

10 4. The active involvement of pupils in their own learning. Giving pupils the opportunity to express their understanding – giving them the chance to think and express their ideas 5. The need for pupils to be able to assess themselves and understand how to improve (adapted from Bourdillon and Storey 2002) 3. A recognition of the profound influence assessment has on the motivation and self-esteem of pupils Appreciating how comments and feedback to pupils can create a positive or negative culture R. Hawkes Assessment for Learning Seminar November 2007

11 AfL in pratice Share the learning objectives and identify learning outcomes Develop the skills of peer and self- assessment Provide positive feedback Create opportunities for reflection and review R. Hawkes Assessment for Learning Seminar November 2007

12 Strategies to promote Active Learning Pupils know their learning aims clarify knowledge & skills to be learnt clarify success criteria Pupils think for themselves make tasks as open-ended as possible allow choice of task (inc. homework) include a variety of ways of working inc. group & pair work Pupils extend responses & explain their thinking plan open-ended questioning extend questioning based on pupil responses encourage pupils to ask questions variety of strategies to promote maximum engagement of all e.g. no hands policy Pupils achieve their full potential know the pupils well through dialogue and marking of their work plan differentiated tasks to meet their needs Pupils know about their own progress inform the pupils of their levels of achievement show pupils examples of good, (assessed) work Pupils know how to improve give opportunities for pupils to draft-mark- reflect-improve their work give opportunities for pupils to reflect on and review their targets give opportunities for pupils to use success criteria and objectives to assess their own and others work Pupils assess themselves and others allow pupils to give feedback and set targets for themselves and others RHawkes 07

13 AfL/Active learning in oral interaction Thinking time Pupil talk in pairs no hands up policy Suspend IRE/IRF sequence – ask several pupils first Prolonged interactions with pupils More paired and group activity Pupils respond to answers of others Teacher responds to content more than form Spontaneous interaction encouraged Lots of I think that and because Teacher position in class Gesture and eye contact to promote active listening Pupil talk scaffolded Teacher modelling – role play partner Time for memorisation practice and mastery R. Hawkes Assessment for Learning Seminar November 2007

14 1 pelo rubioojos verdespelo corto 2 soy altosoy bajasoy moreno 3 es negroes blanca es de talla media ¿Cuál es la excepción? ¿Por qué? © rh05

15 KS3 Spanish Core Language yo – I tú – you él/ella – he/she Usted – you (polite, sing.) nosotros – we vosotros – you (fam.pl.) ellos/ellas – they Ustedes – you (polite, pl.) tengoI have tienesyou have tiene he/she/you have (pol.sing) tenemoswe have tenéisyou have (fam.pl.) tienen they/you have (pol.pl.) tener – to have ser – to be soyI am eresyou are es he/she is/you are (pol.sing) somoswe are soisyou are (fam.pl.) son they/you are (pol.pl.) estoyI am estásyou are está he/she is/you are (pol.sing) estamoswe are estáyou are (fam.pl.) están they/you are (pol.pl.) estar – to be Time words ahora – now antes – before después – after hoy – today ayer – yesterday mañana – tomorrow otra vez - again siempre – always a menudo – often a veces – sometimes nunca – never la semana pasada – last week la semana que viene – next week Referring to things una cosa – a thing esto – this eso – that algo (más) – something (else) otro – (an)other mucho – a lot (un) poco – (a) little muy – very todo – all/everything Making links y – and o – or también – also pero – but porque – because con – with sin - without Asking questions ¿Por qué? – why? ¿Qué? – what? ¿Cuándo? – when? ¿Dónde? – where? ¿Quién? – who? ¿Cuánto(s)? – how much/many? ¿Cómo? – how? Referring to places aquí – here allí - there Opinions Pienso que – I think that Creo que – I believe that Me parece que – it seems that.. Sentence building puedo/puedeI can/he,she can quiero/quiereI want to/he,she wants to… tengo que/tiene queI have to/he has to… voy a/va a+ verbIm going to/he is going to… (no) me/le gustaI (dont) like to/he doesnt like to me/le encantaI love to/he loves to… me/le gustaríaI/he,she would like to… Pronouns Saying what you did fui – I went hice – I did ví – I saw jugué – I played comí – I ate bebí – I drank

16 KS3 Spanish Key Skills Memory 1 Sound/meaning 2 Visual/meaning 3 Spelling (core language words only) 4 (improved) speed of recall Pronunciation 1 repeat correctly 2 retain pronunciation 3 pronounce accurately from text Sentence building 1 say whole sentences from visual prompts 2 adapt sentences to make new meanings 3 Use key verbs to build new sentences Comprehension Infer/guess meaning from key words/cognates

17 AfL/Active Learning in written work Modelling – pupils are clear about the task objectives and what makes a good piece of work Levels – pupils understand the descriptors Learning objectives & outcomes are the focal point for teachers written feedback Feedback shows what students have done well and how to improve Feedback promotes further independent thought on next steps Progression – teacher is clear about this Self & peer assessment - students develop the skills needed to reflect critically on own and others work R. Hawkes Assessment for Learning Seminar November 2007

18 Present (reg) Present (rad ch) Present (reflex) Future (ir a) links opinions reasons adjectives questions negatives spelling errors Present (reg & irreg) Future Preterite Imperfect Verb & infinitive links opinions reasons adjectives questions negatives comp./sup. spelling errors present past (preterit) past (imperfect) past (perfect) future conditional subjunctive links opinions reasons negatives comp./sup. spelling errors The tick grid marking scheme Year 7 SpanishYear 8 SpanishGCSE Spanish

19 One of the main obstacles is that often pupils dont recognise what a good piece of work looks like – they dont have a sufficiently clear view of the aim to be able to steer themselves. Professor Paul Black Interview with GTC, Assessment for Learning R. Hawkes Assessment for Learning Seminar November 2007

20 Prepare the text for your PowerPoint presentation on your family. You will need 5 slides only (but you can add additional slides if you wish) and you may add in photos or drawings at home. In this lesson, you will be planning and writing the text. Include the following information: a description of yourself how many people in your family and who they are a detailed description of one family member and a comparison of yourself with that person a description of the hobbies and interests you and your family have a description of your plans for next weekend Year 8 End of Unit project

21 Yo Me llamo Isabel. Soy de Granada y vivo en Madrid con mi familia. Tengo 13 años y mi cumpleaños es el 7 de agosto. Tengo el pelo negro y los ojos marrones. Soy baja y delgada. Como persona, soy divertida y habladora. Nunca soy perezosa.

22 Mi familia Ésta es mi familia. Hay cinco personas en mi familia: mi madre, mi padre, mi hermana, mi hermano y yo. Mi madre se llama Mayra y tiene 40 años. Tiene el pelo corto y los ojos verdes. Es muy simpática y optimista. Mi padre se llama Luis y tiene 42 años. Tiene el pelo negro y los ojos marrones como yo. Es muy enérgico y gracioso. Mi hermana se llama Tania y tiene 16 años. Mi hermano se llama Martín y tiene 11 años.

23 Mi hermano Mi hermano Martín es bastante alto y delgado. Es más alto que yo. Tiene el pelo al rape y los ojos verdes (como mi madre). Como persona es muy divertido y gracioso. ¡Pero yo pienso que es mucho más perezoso que yo! Le encanta el deporte, especialmente el fútbol. Es aficionado de Barcelona. ¡Qué aburrido! Yo detesto el fútbol – prefiero el rugby!

24 El tiempo libre A mí me encanta la música. Escucho música siempre en casa y en el autobús. Me gusta también practicar la equitación y jugar al hockey en el colegio con mis amigas. A mi madre le encanta leer porque es relajante. Le gusta a veces hacer ciclismo. A mi padre le gusta mucho hacer deporte. Es muy deportista. Le encanta jugar al tenis y al ping pong.

25 El fin de semana que viene Este fin de semana voy a descansar en casa y hacer mis deberes. El sábado voy a salir con mis amigos. Vamos a ir al cine. Mi hermano va a jugar en un partido de fútbol en Newmarket. Después va a mirar la tele y chatear por internet – es muy perezoso. El domingo mi familia y yo vamos a ir a un restaurante para el cumpleaños de mi abuela.

26 Present (reg & irreg) 5 Future2 Preterite Imperfect Verb & infinitive2 links3 opinions3 reasons2 adjectives5 questions2 negatives2 comp./sup.2 spelling errors Use verb forms other than I and choose some radical verbs and other irregulars – e.g. ser/tener/jugar/hacer/pensar Say a little about your plans for next weekend and what the rest of your family will be doing too. You use this when you say you like doing something – i.e. me gusta bailar. Links are ways to join sentences or halves of sentences together – e.g. y, también, pero, sin embargo, después, luego As well as me gusta etc.. Why not also include pienso que, creo que, a mi parecer, me parece que, en mi opinión porque = because! p.2 – 4 vocabulary book see p.5 vocabulary book e.g. nicer than, funnier than, bigger than..

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29 Self-assessment will only happen if teachers help pupils, particularly the low- attainers, to develop the skill. This takes time and practice. Working inside the black box Dept of Education & Professional Studies, Kings College, London R. Hawkes Assessment for Learning Seminar November 2007

30 A Auxiliary verb required/incorrect Adj Wrong position or agreement error G Gender error I Infinitive verb required M Meaning unclear P Plural required PP Past participle required/error Sp Spelling error T Tense incorrect V Verb required/incorrect WO Word order Incorrect use of à/de

31 Activity 1 Look at the following list of words and give each one a number rating 1-5 based on how well you know the word. Look at the VKS (Vocabulary Knowledge Scale) below: 1. I dont remember having seen this word before. 2. I have seen this word before but I dont know what it means. 3. I have seen this word before and I think it means…. 4. I know this word: it means……. 5. I can use this word in a sentence, e.g………. (ref: Wesche M & Paribakht T.S. (1996) Assessing second language vocabulary knowledge: depth versus breadth, The Canadian Modern Language Review 53, 1:28)

32 Look at the following Spanish words and award them a number (1 – 5) according to the criteria below: 1. I can pronounce this word and I know what it means 2. I know what it means 3. I think I know what it means 4. I know I have learnt this word but I cant remember what it means 5. I have never seen that word before 1. Buenos días2. tengo3. dos4. muy bien 5. ¿Cómo estás? 6. mi cumpleaños 7. enero8. gracias 9. catorce10. un bolígrafo11. no tengo12. estoy mal 13. noviembre14. dieciocho15. ¿Qué tal?16. veinte

33 Peer assessment is uniquely valuable because pupils may accept, from one another, criticisms of their work, which they would not take seriously if made by their teacher Working inside the black box Dept of Education & Professional Studies, Kings College, London R. Hawkes Assessment for Learning Seminar November 2007

34 1 Subject variety (other than ich) 2 Number of present tenses 3 Number of past tenses 4 Number of future tenses 5 Number of opinions 6 Number of different adjectives 7 Number of adjective endings 8 Number of appropriate R2/R3 articles 9 Number of inversions 10 Number of WO3 constructions 11 Number of modal verbs 12 Number of um … zu … clauses 13 Number of idioms

35 Jane Jones, Senior Lecturer at Kings College, London Video clips classified by area of AfL Page of links including video, links to QCA documents etc.. Recommended reading list for AfL in MFL Some resources to download to aid self and peer assessment in MFL Case study of AfL in MFL to download Sunderland Network resources to download for AfL in MFL AfL in MFL – several videos of teachers using AfL techniques Professor Paul Black on AfL - Interview with GTC R. Hawkes Assessment for Learning Seminar November 2007

36 Rachel Hawkes Tel: ext.222 The active involvement of pupils is absolutely essential if personalised learning is to work. R. Hawkes Assessment for Learning Seminar November 2007

37 Rachel Hawkes Tel: ext.222 What have I learned? R. Hawkes Assessment for Learning Seminar November 2007 One new idea One thing I will do (differently?) One thing I will pass on

38 Frequently Asked Questions Will it (AfL) be more work? Will it be more meaningful? Will the pupils know where they are without a grade? R. Hawkes Assessment for Learning Seminar November 2007

39 Primary pupils have formative assessment strategies embedded as the mainstay of their KS1 and KS2 learning. They experience trauma (first 2 terms of year 7 at least) on transition to the overwhelmingly summative approach in secondary schools. This is one of the main difficulties for pupils on transition from primary to secondary. KS2/KS3 transition Summary of research being conducted into AfL by Jane Jones, Kings College, London. R. Hawkes Assessment for Learning Seminar November 2007

40 A mixed economy is best Research findings suggest that pupils most want a mixture of self-assessment, peer assessment, teacher formative feedback and summative assessment. They do tire of just one approach that becomes routinised and dull and want a variety of assessment experiences. They do want teachers just to correct their work sometimes and give them a grade. However, an assessment for learning approach that makes pupils central to the learning dialogue and is underpinned by learning strategy training creates more autonomy and confidence among learners and improves teaching and learning in the classroom. R. Hawkes Assessment for Learning Seminar November 2007


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