Presentation on theme: "Assessment for Learning Seminar"— Presentation transcript:
1 Assessment for Learning Seminar Downing College, University of Cambridge Friday 16th November 2007Rachel Hawkes, Assistant Principal, Comberton Village College
2 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
3 Professional Standards for teachers Core C8Have 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
5 structure/organise ideas risk takers capable communicators analyticalWhat do we want our learners to look like? What skills do we want them to have?Successful learnerslink makerseffective memorisersindependentstructure/organise ideasConfident individualsrisk takerscapable communicatorsable to self-assessenquiringResponsible citizensgood listenersconfident performersinterested in other culturesable to cope with unpredictablecreative thinkerstolerantcollaborative group workersR. Hawkes Assessment for Learning Seminar November 2007
6 How would you define assessment for learning? “It’s 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 LearningR. Hawkes Assessment for Learning Seminar November 2007
7 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 teacherQCA, 10 principles of Assessment for LearningR. Hawkes Assessment for Learning Seminar November 2007
8 1. Modelling quality: showing pupils the learning strategies and goals Improving learning through formative assessment depends on 5 deceptively simple key factors:1. Modelling quality: showing pupils the learning strategies and goalsCommunicating 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 doesn’t meet the criteria.2. Dialogue and the provision of effective feedback to pupilsGiving pupils feedback that give them specific guidance on how to improve their work.R. Hawkes Assessment for Learning Seminar November 2007
9 4. The active involvement of pupils in their own learning. 3. A recognition of the profound influence assessment has on the motivation and self-esteem of pupilsAppreciating how comments and feedback to pupils can create a positive or negative culture4. 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 ideas5. The need for pupils to be able to assess themselves and understand how to improve(adapted from Bourdillon and Storey 2002)R. Hawkes Assessment for Learning Seminar November 2007
10 AfL in praticeShare the learning objectives and identify learning outcomesDevelop the skills of peer and self-assessmentProvide positive feedbackCreate opportunities for reflection and reviewR. Hawkes Assessment for Learning Seminar November 2007
11 Strategies to promote Active Learning Pupils know how to improvePupils know their learning aimsPupils think for themselvesmake tasks as open-ended as possibleallow choice of task (inc. homework)include a variety of ways of working inc. group & pair workclarify knowledge & skills to be learntclarify success criteriagive opportunities for pupils to draft-mark-reflect-improve their workgive opportunities for pupils to reflect on and review their targetsStrategies to promote Active LearningPupils extend responses & explain their thinkingplan open-ended questioningextend questioning based on pupil responsesencourage pupils to ask questionsvariety of strategies to promote maximum engagement of all e.g. ‘no hands’ policyPupils assess themselves and othersgive opportunities for pupils to use success criteria and objectives to assess their own and others’ workPupils achieve their full potentialallow pupils to give feedback and set targets for themselves and othersPupils know about their own progressknow the pupils well through dialogue and marking of their workplan differentiated tasks to meet their needsinform the pupils of their levels of achievementshow pupils examples of good, (assessed) workRHawkes 07
12 AfL/Active learning in oral interaction Thinking timePupil talk in pairs‘no hands up’ policySuspend IRE/IRF sequence – ask several pupils firstProlonged interactions with pupilsMore paired and group activityPupils respond to answers of othersTeacher responds to content more than formSpontaneous interaction encouragedLots of ‘I think that’ and ‘because’Teacher position in classGesture and eye contact to promote active listeningPupil talk scaffoldedTeacher modelling – ‘role play partner’Time for memorisation practice and masteryR. Hawkes Assessment for Learning Seminar November 2007
14 KS3 Spanish Core Language tener – to haveser – to beestar – to bePronounstengoI havetienesyou havetienehe/she/you have (pol.sing)tenemoswe havetenéisyou have (fam.pl.)tienenthey/you have (pol.pl.)soyI ameresyou areeshe/she is/you are (pol.sing)somoswe aresoisyou are (fam.pl.)sonthey/you are (pol.pl.)estoyI amestásyou areestáhe/she is/you are (pol.sing)estamoswe areyou are (fam.pl.)estánthey/you are (pol.pl.)yo – Itú – you él/ella – he/sheUsted – you (polite, sing.)nosotros – wevosotros – you (fam.pl.)ellos/ellas – theyUstedes – you (polite, pl.)Time wordsReferring to thingsReferring to placesAsking questionsahora – now antes – beforedespués – 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 weekuna cosa – a thing esto – this eso – that algo (más) – something (else) otro – (an)other mucho – a lot (un) poco – (a) littlemuy – very todo – all/everythingaquí – here allí - there¿Por qué? – why?¿Qué? – what?¿Cuándo? – when?¿Dónde? – where?¿Quién? – who?¿Cuánto(s)? – how much/many?¿Cómo? – how?Making linksy – and o – or también – also pero – but porque – because con – with sin - withoutSentence buildingSaying what you didpuedo/puedeI can/he,she canquiero/quiereI want to/he,she wants to…tengo que/tiene queI have to/he has to…voy a/va a+ verbI’m going to/he is going to…(no) me/le gustaI (don’t) like to/he doesn’t like tome/le encantaI love to/he loves to…me/le gustaríaI/he,she would like to…fui – I went hice – I did ví – I saw jugué – I played comí – I ate bebí – I drankOpinionsPienso que – I think thatCreo que – I believe that Me parece que – it seems that..
15 KS3 Spanish Key Skills Memory Sentence building Pronunciation 1 Sound/meaning2 Visual/meaningMemory3 Spelling (core language words only)1 repeat correctly4 (improved) speed of recallPronunciation2 retain pronunciation1 say whole sentences from visual prompts3 pronounce accurately from textSentence buildingInfer/guess meaning from key words/cognates2 adapt sentences to make new meaningsComprehension3 Use key verbs to build new sentences
16 AfL/Active Learning in written work Modelling – pupils are clear about the task objectives and what makes a good piece of workLevels – pupils understand the descriptorsLearning objectives & outcomes are the focal point for teacher’s written feedbackFeedback shows what students have done well and how to improveFeedback promotes further independent thought on next stepsProgression – teacher is clear about thisSelf & peer assessment - students develop the skills needed to reflect critically on own and others’ workR. Hawkes Assessment for Learning Seminar November 2007
17 The ‘tick grid’ marking scheme Year 7 SpanishYear 8 SpanishGCSE SpanishPresent (reg)Present (rad ch)Present (reflex)Future (ir a)linksopinionsreasonsadjectivesquestionsnegativesspelling errorsPresent (reg & irreg)FuturePreteriteImperfectVerb & infinitivelinksopinionsreasonsadjectivesquestionsnegativescomp./sup.spelling errorspresentpast (preterit)past (imperfect)past (perfect)futureconditionalsubjunctivelinksopinionsreasonsnegativescomp./sup.spelling errors
18 “One of the main obstacles is that often pupils don’t recognise what a good piece of work looks like – they don’t have a sufficiently clear view of the aim to be able to steer themselves.”Professor Paul Black Interview with GTC, Assessment for LearningR. Hawkes Assessment for Learning Seminar November 2007
19 Year 8 End of Unit project 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:Year 8 End of Unit projecta description of yourselfhow many people in your family and who they area detailed description of one family member and a comparison of yourself with that persona description of the hobbies and interests you and your family havea description of your plans for next weekend
20 YoMe 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.
21 Mi familiaÉsta 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.
22 Mi hermanoMi 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!
23 El tiempo libreA 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.
24 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.
25 see p.5 vocabulary book e.g. nicer than, funnier than, bigger than.. Use verb forms other than ‘I’ and choose some ‘radical’ verbs and other irregulars – e.g. ser/tener/jugar/hacer/pensarPresent (reg & irreg)5Future2PreteriteImperfectVerb & infinitivelinks3opinionsreasonsadjectivesquestionsnegativescomp./sup.spelling errorsSay 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, luegoporque = because!As well as ‘me gusta’ etc.. Why not also include pienso que, creo que, a mi parecer, me parece que, en mi opiniónp.2 – 4 vocabulary booksee p.5 vocabulary book e.g. nicer than, funnier than, bigger than..
28 “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, King’s College, LondonR. Hawkes Assessment for Learning Seminar November 2007
29 Marking code for writing Auxiliary verb required/incorrectAdjWrong position or agreement errorGGender errorIInfinitive verb requiredMMeaning unclearPPlural requiredPPPast participle required/errorSpSpelling errorTTense incorrectVVerb required/incorrectWOWord order incorrect@Incorrect use of à/de
30 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 don’t remember having seen this word before. 2. I have seen this word before but I don’t 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)
31 1. Buenos días 2. tengo 3. dos 4. muy bien 5. ¿Cómo estás? 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 can’t remember what it means 5. I have never seen that word before1. Buenos días2. tengo3. dos4. muy bien5. ¿Cómo estás?6. mi cumpleaños7. enero8. gracias9. catorce10. un bolígrafo11. no tengo12. estoy mal13. noviembre14. dieciocho15. ¿Qué tal?16. veinte
32 “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, King’s College, LondonR. Hawkes Assessment for Learning Seminar November 2007
33 Tally sheet1Subject variety (other than ‘ich’)2Number of present tenses3Number of past tenses4Number of future tenses5Number of opinions6Number of different adjectives7Number of adjective endings8Number of appropriate R2/R3 articles9Number of inversions10Number of WO3 constructions11Number of modal verbs12Number of um … zu … clauses13Number of idioms
34 R. Hawkes Assessment for Learning Seminar November 2007 Jane Jones, Senior Lecturer at King’s College, London Video clips classified by area of AfLPage of links including video, links to QCA documents etc..Recommended reading list for AfL in MFLSome resources to download to aid self and peer assessment in MFLCase study of AfL in MFL to downloadSunderland Network resources to download for AfL in MFLAfL in MFL – several videos of teachers using AfL techniquesProfessor Paul Black on AfL - Interview with GTCR. Hawkes Assessment for Learning Seminar November 2007
35 “The active involvement of pupils is absolutely essential if personalised learning is to work.” Rachel HawkesTel: ext.222R. Hawkes Assessment for Learning Seminar November 2007
36 One thing I will do (differently?) One thing I will pass on What have I learned?One new ideaOne thing I will do (differently?)One thing I will pass onRachel HawkesTel: ext.222R. Hawkes Assessment for Learning Seminar November 2007
37 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
38 KS2/KS3 transitionPrimary 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.Summary of research being conducted into AfL by Jane Jones, King’s College, London.R. Hawkes Assessment for Learning Seminar November 2007
39 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