1 Assessment for Learning Maths. 2Assessment for Learning I taught my dog to whistle I can ’ t hear him whistle I said that I ’ d taught him – I didn.

1 Assessment for Learning Maths

2Assessment for Learning I taught my dog to whistle I can ’ t hear him whistle I said that I ’ d taught him – I didn ’ t say that he ’ d learned how to

3Assessment for Learning Estyn Inspection Comments … assessment is used consistently … However, not all assessments are rigorously evaluated, monitored or used to direct pupils ’ work. … the quality of feedback is unsatisfactory. Much of the feedback focuses on curriculum coverage, rather than what pupils achieve. Although teachers assess pupils ’ standards, such assessments are not used effectively to set targets for individuals and groups; they do not help pupils to achieve higher standards.. All work is regularly marked. Positive comments are added on occasions. Few suggestions, however, are made to show pupils how to improve their work & to raise their own standard of achievement..

4Assessment for Learning Inspection findings “ Maths teachers are not always using effective strategies to ensure that assessment improves the quality of learning. Much assessment is summative in nature. ” “ Many maths departments have developed good test materials that are focused,accurately marked and levelled,and used to record progress over the key stage. ” “ Some maths departments have developed strategies that extend the use of assessment. These approaches to assessment have been identified as a key factor in raising standards of teaching and learning (and attainment) in these schools. ”

5Assessment for Learning “ Overall the purpose of assessment is to improve standards, not merely measure them” Ofsted “ Good assessment in secondary schools ” March 2003

6Assessment for Learning Moving On …  explore number;  calculate accurately and efficiently, selecting mental strategies where appropriate;  deal with measurement accurately;  handle and interpret data;  reason mathematically, making predictions and asking questions ;  adopt a range of strategies for solving problems;  communicate mathematically and present their work for different audiences and purposes. Aiming for pupils to …

7Assessment for Learning How is assessment used ? Assessment of learning (summative assessment) e.g. teachers use evidence collected from an end-of-unit test to make a judgement about pupils’ performance against national standards. Assessment for learning (formative assessment) e.g. teachers use evidence from testing to decide what pupils achieved against their targets and plan for the next step.

8Assessment for Learning Although many teachers mark pupils’ work regularly and record these marks, this information is not used to influence teaching and learning. Pupils often do not understand the meaning of marks or grades. In these circumstances marking can actually be de- motivating. Assessment issues in schools

9 Assessment for Learning Involves: Gathering and interpreting evidence about pupils’ learning Pupils & their teachers using that evidence to decide where pupils are, where they are going and how to take the next steps

10Assessment for Learning 1998 : Inside the Black Box Evidence suggested: Improving formative assessment raised standards, particularly among low attainers Existing assessment methods were not effective in promoting good learning

11Assessment for Learning Assessment was effective when: It was embedded in the planning Teachers used a range of assessment techniques Teachers made use of manageable systems for recording pupil progress

12Assessment for Learning 1999 : Beyond the Black Box Improving learning depended on: The provision of effective feedback Pupils actively involved in learning Adjusting teaching according to assessment results A recognition of the profound influence of assessment on motivation and self esteem The need for pupils to assess themselves and understand how to improve

13Assessment for Learning Inhibiting factors A tendency to assess quantity & presentation rather than quality of learning Attention to marks & grades Comparing pupils with each other Feedback which is often social/managerial Teachers not knowing their pupils’ needs

14Assessment for Learning A for L in practice: Is an essential part of teaching & learning Involves sharing learning goals with pupils Aims to help pupils know what they are aiming for Involves pupils in self assessment Provides feedback Every pupil can improve Involves reviewing and reflecting

15Assessment for Learning 2002 : Working inside the black box Questioning Marking Self & peer assessment The formative use of summative tests

16Assessment for Learning Strategies Teachers: Planned their questions Allowed an appropriate wait time Gave feedback intended to cause thinking Ensured lesson time for self and peer evaluation

17Assessment for Learning Elements of AfL Formative use of summative assessment Shared learning objectives and expected outcomes Effective questioning Effective feedback (oral and written) Self and peer assessment

18Assessment for Learning 5 Key Principles of Learning 1.Start from where the learner is 2.Students must be active in the process 3.Students need to talk about their ideas 4.Students must understand the learning intention 5.Feedback should tell pupils how to improve

19Assessment for Learning Formative use of Summative testing

20Assessment for Learning Formative use of summative tests Having end-of-unit tests analysed by HoD/KS3 Co-ordinator/colleagues to give feedback on any significant weaknesses in pupils ’ response to questions. Returning marked end-of-unit tests to pupils, along with mark schemes, to help them see what they understand, where they have made errors and, most importantly, what they need to do next to improve.

21Assessment for Learning Formative use of summative tests Using end-of-unit tests earlier in the unit, perhaps two thirds of the way through, which allows time for significant weaknesses in learning to be dealt with. Use ACCAC ’ s “ Implication for Teaching and Learning ” reports & GCSE Examiners ’ Reports to identify national strengths and weaknesses shown by the tests at the end of KS3 and 4

22Assessment for Learning Sharing Objectives and Success Criteria

23Assessment for Learning Draw a house

24Assessment for Learning “If you don’t know where you are going” said Alice “then how will you know when you get there”

25Assessment for Learning “ How will pupils know what a ‘ good ’ piece of work looks like? ”

26Assessment for Learning “ Learning Objective ” … The LEARNING OBJECTIVE (or ‘intention’) is what teachers hope children will know, understand, or be able to do by the end of the lesson or set of lessons.

27Assessment for Learning Two groups of ‘ objectives ’ those objectives which focus on what pupils will learn. e.g. “we will learn how to calculate a side of a right- angled triangle, given the lengths of the other two sides.” those objectives which focus on how the learning will take place. e.g. “we will use a spreadsheet to investigate the purchases required for maximum profit.”

28Assessment for Learning … these are most effective if they are in “pupil speak”

29Assessment for Learning Objectives are statements of what pupils are to learn rather than what activities they will do.

30Assessment for Learning Pupils ’ Confusion with Objectives Pupils may not know what is meant by the language in which they are written e.g. to understand quadratic factorisation e.g. to understand units Objectives or titles written on the board may ‘give the game away’ e.g. Today we are going to find out…. e.g. We are going to do an investigation to …. Pupils may forget the objectives during the course of the lesson

31Assessment for Learning Success Criteria Success criteria for pupils should make clear : What pupils need to say, do or produce to demonstrate achievement of lesson objectives What evidence the teacher is looking for when assessing a pupils ’ progress during the lesson and when marking work What is expected of them so that they can assess their own and each other ’ s progress (self and peer assessment)

32Assessment for Learning Another way of thinking … ‘How will I know that you have learnt how to ………….………………… (refer to learning intention) … What will I see ?’

33Assessment for Learning Strategies for writing objectives and sharing success criteria WALT WILF and TIBS

34Assessment for Learning Strategies for Sharing Objectives WALT “ We Are Learning To …” Shirley Clarke 2001 ‘ Unlocking Formative Assessment ’

35Assessment for Learning Strategies for Sharing Objectives WALT “ We Are Learning To …” WILF “ What I ’ m Looking For …” Shirley Clarke 2001 ‘ Unlocking Formative Assessment ’

36Assessment for Learning Strategies for Sharing Objectives WALT “ We Are Learning To …” WILF “ What I ’ m Looking For …” TIBS “ This Is Because …” or ‘ ASIDE ’ (helps pupils understand the purpose of the activity, and put the learning into context) Shirley Clarke 2001 ‘ Unlocking Formative Assessment ’

37Assessment for Learning Teaching objectives are from the NC Programmes of Study WALT Learning objectives are what you intend the pupils to achieve in lessons. They are best written and explained in pupil friendly language. TIBS / ASIDE The big picture helps pupils identify the purpose behind their learning and to generalise and develop transferable skills WILF Success criteria help both teachers and pupils be clear about what would need to be demonstrated in order to achieve the learning objective.

38Assessment for Learning Alternative forms “ We are learning how to …” “ We ’ ll know we ’ ve achieved this because …” OR “ Remember to …” … instead of WALT & WILF

39Assessment for Learning Examples “ We are learning HOW to measure accurately to the nearest cm, & record our answers ” “ Remember to : Start from zero Use the rounding rules Record the unit of measurement ” Context : Measuring classroom objects Jigsaw piece : Comparing lengths of objects  Drawing lines accurately

40Assessment for Learning Alternative form Learning intention : “To be able to make predictions & use a spreadsheet to check them” Success criteria : “That you make a prediction, use a spreadsheet, using formulae to calculate totals in cells, and use the graphs tool to create a graph to help you answer the problem” Context : “Finding a maximum area of a rectangle, given its perimeter.” Aside : GCSE Coursework will require you to test a hypothesis

41Assessment for Learning Sharing Assessment Criteria e.g. GCSE coursework criteria criteria need to be simplified into ‘ pupil- speak ’ pupils need to see good practice by being given examples of high quality work by other pupils pupils need to see the criteria applied to exemplar coursework

42Assessment for Learning

43Assessment for Learning Assessing Objectives & Success Criteria Will pupils understand the language in which the objective is written ? Will pupils understand what they are expected to write, talk about or demonstrate to achieve the objective?

44Assessment for Learning Class Concept Web

45Assessment for Learning During the week/unit

50Assessment for Learning During the week/unit abc

52Assessment for Learning Ideas keep to one or two objectives in any one lesson record objectives where pupils can easily see them objectives include what is going to be taught and/or how it will be taught to aid learning at the end of the lesson ask ‘What have you learned today?’ and other questions which refer pupils back to the objectives & success criteria.

53Assessment for Learning Questioning

54Assessment for Learning  What is 3 add 7?  How many days are there in a week?  How many centimetres are there in a metre?  Is 31 a prime number? Recalling facts

55Assessment for Learning  Tell me two numbers that have a difference of 12.  What unit would you choose to measure the width of the table?  What are the factors of 42?  8 x 6 = 48, so what is 8 x 60? … 16 x 6? Applying facts

56Assessment for Learning  Estimate the number of words on this page.  If we did our survey again on Friday, how likely is it that our graph would be the same?  Roughly, what is 51 times 38?  How many crosses in the next diagram? + ++ +++ … and the next? … in the tenth? … hundredth? Hypothesising or predicting

57Assessment for Learning  How might we count this pile of sticks?  How could you subtract 37 from 82?  How could we test a number to see if it is divisible by 6?  How could we find the 20th triangular number? Are there other ways of doing it? Designing and comparing procedures

58Assessment for Learning  So what does that tell us about numbers that end in 5 or 0?  What does the graph tell us about the most common shoe size?  So what can we say about the sum of the angles in a triangle? Interpreting results

59Assessment for Learning  The seven coins in my purse total 23p. What could they be?  In how many different ways can four children sit at a round table?  Why is the sum of two odd numbers always even? Applying reasoning

60Assessment for Learning Odd One Out

61Assessment for Learning Sometimes, always, never?

62Assessment for Learning Questions to ponder

63Assessment for Learning Sum and Product

64Assessment for Learning Questioning should … not just supply knowledge provide a model of an experienced thinker set up the thinking agenda by asking open questions that demand children to think get progressively more thoughtful and probing encourage pupils to make connections and distinctions

65Assessment for Learning It is important to consider before a lesson: what questions will be asked when questions will be asked how the questions will be asked Thinking about Questions

66Assessment for Learning Thinking about Questions 1. Are you clear about the purpose of asking the questions ? 2. Do you limit how long you spend asking questions at the start of the lesson ? 3. What strategies do you use to ensure that everybody is engaged during the question- and-answer time ? 4. When summarising what has been learned have you involved some pupils to provide feedback to the class?

67Assessment for Learning 5. Have you considered how you ask the question? Is your body language, including hand gestures, supportive and encouraging? 6. Do you provide time for pupils to think ? 7. During practical/group work, do you use questions to challenge pupils at a different level of understanding ? 8. Do you use questions to check pupils’ understanding and use the information to adjust your planning for the next lesson ? Thinking about Questions

68Assessment for Learning Bloom’s Taxonomy of Questioning Higher Order Middle Order Lower Order EVALUATION SYNTHESIS ANALYSIS APPLICATION KNOWLEDGECOMPREHENSION

69Assessment for Learning Useful words to use for “ deepening the curriculum ” : DrawStateRecordRecogniseIdentify SortDescribeSelectPresent Locate information from text DecideDiscussDefineClassifyExplain how DeviseCalculateInterpretConstructClarify PlanPredictConcludeSolve Determine the key points from …. Formulate Explain why Use the pattern to …. Recognise Explain the difference between … Link/make connections with Use the idea of …. to …. Use the model of … to …. Provide evidence for …. Evaluate for evidence of ….

70Assessment for Learning Quality Questions Quality questioning often includes the following characteristics: it probes more deeply into pupils ’ understanding, using a follow-up question with the same pupil it requires pupils to think before answering it is frequently more open in nature, permitting a range of correct responses it uses questions beginning with stems such as …. Why….?How come…….? How do ……….? What would happen if ………?

71Assessment for Learning Effective questions Why is … an example of … ? How can we be sure that … ? What is the same & what is different about … ? Is it ever/always true/false that … ? Why do …, …, … all give the same answer? How do you … ? How would you explain … ? What does that tell us about … ? What is wrong with … ? Why is … true?

72Assessment for Learning The Effect of Changing a Question Instead of asking : “Is 7 a prime number?” what would be the effect of asking: “Why is 7 an example of a prime number?”

73Assessment for Learning Which fraction is the smallest? Success rate 88% Which fraction is the largest? Success rate 46%; 39% chose (b) Choosing questions & analysing responses How do we decide which fraction is the smallest?

74Assessment for Learning Less effective questions What is 127 + 99, 25 + 201 and 198 + 28? Where are the lines of symmetry on this shape? What do the angles of a triangle add up to? Sort these shapes into two groups Are these triangles congruent? What is 2 / 3 of 24? What is 17 x 0.3? Is 46 a multiple of 3? What is the probability of drawing a red card from a pack? What is an odd number plus an odd number?

75Assessment for Learning More effective questions How do we know that 127 + 99, 25 + 201 and 198 + 28 will all give the same answer? Why is this picture an example of a shape that has symmetry? Explain the way you have sorted these shapes. How do we know these triangles are congruent? How do you find 2 / 3 of a number? Is it always true that multiplying makes numbers bigger? Why is selecting a red card from a normal pack an example of an event that has an even chance?

76Assessment for Learning Question starters …  What maths do you think you’ll use to solve this problem?  What is similar … ?  What is different … ?  Which of these questions do you think will be easy? … hard?  What makes those questions hard?  What advise would you give to someone … ?

77Assessment for Learning Strategies to support better thinking and improved responses by pupils: Use responses as a focus for teaching Use questions to identify and tackle misconceptions Extend thinking time after you have asked a question Adopt a rule ‘ no hands up ’ Avoid the temptation to prompt, provide the answer or move on to someone else Ask pupils to work in pairs on questions.

79Assessment for Learning Effects of increased ‘ wait time ’ Longer answers Decreased failure of response Increased confidence when responding Pupils challenged or improved other pupils ’ answers More alternative responses were offered

80Assessment for Learning Analysing your questioning Use a tape or video recorder to record a whole-class question-and-answer session. Replay the tape to help you to evaluate the different aspects of your own questioning. You may find it useful to focus upon whether:  you asked too many questions  you had a balance of open and closed, high- and low-order questions  you encouraged opinion, informed speculation and tentative answers  you handled incorrect answers effectively  you provided thinking time

81Assessment for Learning Effective Feedback & Marking

82Assessment for Learning “ ‘not very good work’ doesn’t help me to know how to do it better” University of Bristol School of Education - learn project

83Assessment for Learning “where anyone is trying to learn, feedback about their efforts has three elements – the desired goal, the evidence about their present position and some understanding of a way to close the gap between the two.” [Sadler,1989]

84Assessment for Learning Characteristics of Positive Feedback Feedback does not always have to be made through marking books Feedback is more effective if it focuses on the lesson objectives & success criteria and is given regularly while still relevant Feedback is most effective when it confirms that pupils are on the right track and when it stimulates correction of errors or improvement of a piece of work

85Assessment for Learning “Feedback to any pupil should be about the particular qualities of his or her work, with advice on what she or he can do to improve, and should avoid comparisons with other pupils.” Black,P (1998)

86Assessment for Learning Comments v. Marks Research on marking indicates that pupils ’ learning can be enhanced by quality written feedback but that giving marks or grades acts as a disincentive Pupils’ perceptions of what marks or grades mean are often different from what the teacher intended A numerical grade or mark does not tell you how to improve

87Assessment for Learning Effect of Marking on Motivation FeedbackProgressTopBottom Marksnone+ve-ve Comments30%+ve Marks and Comments none+ve-ve

88Assessment for Learning Focus attention on those skills which coincide with the meaning & purpose of the work Early intervention Give specific prompts which explain exactly what pupils are doing well & where and what pupils need to improve Clear & manageable targets Expect pupils to respond to the prompts Effective marking

89Assessment for Learning FEEDBACK THROUGH MARKING Reference “Unlocking Formative assessment” Shirley Clarke Mark to learning objective Highlight (Green) places where success has been achieved against those learning objectives * (Red) one place where improvement can be made. Take an arrow to the next white space and write a closing the gap statement. Allow time during the next lesson for students to respond to this comment. __________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ ___________________________ * _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ ______________  Closing the gap comments  Students responses

93Assessment for Learning FEEDBACK THROUGH MARKING Reference “Unlocking Formative assessment” Shirley Clarke Closing the gap comments:  A reminder prompt. Most suitable for more able students. It simply reminds students of what could be improved.  A Scaffolded prompt. Suitable for students who need more structure than a simple reminder, this prompt provides some support.  An example prompt. This can be appropriate in all cases but is of particular value when supporting less able students. __________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ ___________________________ * _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ ______________  Closing the gap comments  Students responses

94Assessment for Learning Peer and Self Assessment

95Assessment for Learning Pupil Involvement in Self Assessment Give pupils opportunities to talk about what they have learned and what they have found difficult, using the objectives as a focus Encourage pupils to work and discuss together, focusing on how to improve Ask pupils to explain the steps in their thinking Give time for pupils to reflect upon their learning Identify with pupils the next step in their learning that will enable them to meet their target(s)

96Assessment for Learning Theory into Practice: Supporting Self Assessment To support self assessment, teachers need to: explain systematically the objectives for the lesson explain to pupils what is expected of them frequently encourage pupils to talk about improving the quality of their work frequently and consistently encourage pupils to reflect on their learning through planned strategies

98Assessment for Learning To support self assessment, teachers need to: give time for self assessment give time for pupils to reflect on how they thought through a problem and how they might do it differently – and advise other pupils how to approach it Theory into Practice: Supporting Self Assessment

99Assessment for Learning Pupil Log “ I can explain what an equation is ” “ I can draw a straight line graph from a given equation ” etc.  

100Assessment for Learning Pupil Log AT2 NumberStart of moduleEnd of module I can : “… explain what an equation is ”  “… draw a straight line graph from a given equation ”  

101Assessment for Learning Self-Assessment & Target setting DateTopicPre-   Post-   CommentTarget?

102Assessment for Learning Concept Web abc

103Assessment for Learning At the end of the week Pupils summarise what they have learnt / what skills they now have / key points Pupils recall the week ’ s ‘ tripwires ’ Pupils recall as many of the week ’ s keywords as they can. Pupils draw their own version of the class concept web. abc

104Assessment for Learning Self-assessment ‘tools’: graphic organisers Traffic lights Thumbs up / thumbs down Talk partners Smiley faces Ladders  

105Assessment for Learning Self/Peer Assessment Techniques Pupils: write a list of key questions and find answers make up differentiated questions to test each other produce a written account for an audience (and make a presentation) construct a concept web (pupils may comment on each other ’ s web)

106Assessment for Learning  Have you achieved the learning intention of the lesson?  What did you find easy?  What did you find difficult and what helped you to learn something new?  What do you need more help with next?  What are you most pleased with?  What have you learned that you didn’t already know?  How would you change this activity for another class? Plenary reflection

107Assessment for Learning Developing Quality in Self-Evaluation Sessions: Constantly relate back to the learning objectives Think about the language used Keep pupils focused on the objectives and success criteria by ‘ pulling them back ’ Give feedback focused on self-evaluation strategies and strategies used to meet the success criteria Generally bring in more talk about thinking processes Gillingham Partnership Formative Assessment Project 2000 - 2001

108Assessment for Learning The 10 Principles of Assessment for Learning

109Assessment for Learning The 10 principles of assessment for learning Assessment for learning should: be part of effective planning of teaching and learning focus on how pupils learn be recognised as being central to classroom practice be regarded as a key professional skill for teachers should be sensitive and constructive because any assessment has an emotional impact

110Assessment for Learning The 10 principles of assessment for learning Assessment for learning should: take account of the importance of learner motivation promote commitment to learning goals and a shared understanding of the criteria by which they are assessed provide learners with constructive guidance about how to improve develop the learners’ capacity for self-assessment so that they can become reflective and self-managing recognise the full range of achievement of all learners

111Assessment for Learning What now?

112Assessment for Learning Moving Forward select one strategy and introduce it with one class of pupils who you think will respond well. for a topic you are about to teach, develop a bank of challenging questions. for a topic you are about to teach, identify one or two lessons that would be appropriate to indicate whether pupils are moving towards a ‘ learning objective ’. Mark their work, based on the success criteria, and identify, where applicable, the next stage in the pupils ’ learning. Encourage pupils’ to respond to your comment.

113Assessment for Learning Review departmental Schemes of Work to evaluate whether they support ‘ AfL ’ strategies in term of: having appropriate success criteria linked to objectives providing opportunities for monitoring progress, other than through the use of tests Moving Forward

114Assessment for Learning For each strategy your department tries, reflect on how it : informs you about what pupils know and understand is used by pupils to improve Moving Forward

1 Assessment for Learning Maths. 2Assessment for Learning I taught my dog to whistle I can ’ t hear him whistle I said that I ’ d taught him – I didn.

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1 Assessment for Learning Maths. 2Assessment for Learning I taught my dog to whistle I can ’ t hear him whistle I said that I ’ d taught him – I didn.

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