Dr Jane Jones King’s College London Oslo, November 2010 AfL – Back to Basics and a way to progress learning. Implications for trainers Dr Jane Jones King’s College London Oslo, November 2010 © Dr Jane Jones

Session outline AfL: what is it? Features of effective practice Progression Research with pupils Teacher learning Student teacher learning Implications for trainers So, what are the basics? © Dr Jane Jones

Formative Assessment This is classroom assessment which focuses on the learning as it is taking place and its function is to bring about improvement Both teachers and learners need to be involved but ultimately it is the learner who has to take action Reminder of what FA is but stressing 2nd paragraph with involvement of learners. Thinking about how we can involve learners more actively in their learning and in assessment. What sort of classroom env supports this? What sort of training do learners need? © Dr Jane Jones 3

Assessment For Learning Provide teachers with information about student thinking Provide feedback to students for their self-monitoring and subsequent learning Provide teachers with feedback to help them decide on next steps Assessment is an integral part of self-directed learning Provide opportunity for teachers to give feedback © Dr Jane Jones 4

5 Key Strategies Sharing learning intentions Questioning Feedback Clarifying and sharing learning intentions and criteria for success Questioning Engineering effective classroom discussion, questions and learning tasks that elicit evidence of learning Feedback Providing feedback that moves learners forward Self-Assessment Activating students as owners of their own learning Peer-Assessment Activating students as instructional resources for one another © Dr Jane Jones

AfL rich lessons will have.. Varied and challenging questions/questioning Feedback and targets that are followed up Two and a wish type feedback Critically reflexive self- assessment Skilled peer-assessment ‘Wait time’ for thinking/meta-reflection Traffic –lighting possibilities Opportunities for dialogue/pupil talk Blended skill opportunities Embedded assessment Skilful interventions © Dr Jane Jones

Research with pupils about their learning Embedded AfL-WALT, WILF, targets, talk opportunities etc. at the primary phase can lead to pupils’ transfer of skills to secondary levels In the absence of clear learning targets and feedback, after a time, pupils can ‘figure it out’ for themselves Progression would be deeper and faster with continuity of approach Transitions-for there are many- need to focus on learning and teaching Teachers’ lack of awareness of and respect for the ‘other’ phase of learning, teaching and assessment An opportunity for rich teacher learning with colleagues – children tell us teachers have great things to share (Jones and Webb, 2006-9) © Dr Jane Jones

Research from Secondary pupils 8 teachers so 8 ways to teach and 8 ways to assess Discontinuity of practice: stop and start again Negating primary AfL experiences Fixation with summative assessment Some exceptions e.g. using primary techniques, portfolio work © Dr Jane Jones

Ensuring progression Collecting qualitative data about pupil learning Portfolio style assessment Transitions Pupil self-learning, assessment and knowing where they are, and next steps Records of learning © Dr Jane Jones

Teacher learning Change in belief about assessment (not just handing over of pre-defined formats/ tools) Teacher Learning Groups Time and space to think, try-out and share Peer observation Involve children in discussion/evaluation- what would they find helpful? Assessment team and leadership Practitioner research A whole school ‘big conversation’ Student teachers to engage in this © Dr Jane Jones

Student teacher learning 1 Good at setting learning objectives Training pupils to peer assess Helpful friendly feedback Tricks and games Pair and group work Using summative assessment formatively Good classroom community atmosphere Enthusiasm for AfL © Dr Jane Jones

Student teacher learning 2 Revisit learning objectives Better quality success criteria Individualised focused feedback Letting pupils do the learning Think time Being flexible and responsive to contingencies Positive and formative attitude to examination preparation A ‘habit of mind’ not techniques © Dr Jane Jones

Implications for Trainers Introduce AfL immediately training begins Embed into the course inc assessment procedures Provide expert models yourself and in school Encourage trainees to practise in small ways Keep AfL fresh and not routinised Lesson frames not lesson plans Discuss and share good practice Opportunities to observe skilled practice © Dr Jane Jones

Rethinking Pedagogy: 2 examples Getting away from I-R-F / I-R-E Basketball rather than serial table-tennis ‘No hands up’ (except to ask a question) Class polls to review current attitudes towards an issue ‘Hot Seat’ questioning Pose-pause-pounce-bounce Approach to error © Dr Jane Jones

In the student teacher learning community and in classrooms Crucially… Active learning Collaborative learning Dialogue about/in learning In the student teacher learning community and in classrooms © Dr Jane Jones

Creating a Learning Community Safe level of experimentation Developing confidence Becoming assessment-literate Group identity Moving learning onwards Crucially: Active learning Collaborative learning Dialogue about/in learning In the student teacher learning community and in classrooms © Dr Jane Jones

Back to basics Ensure clarity and orientation (‘out of the fog’ – Jeff Lee) Good succession criteria for quality work Progression inbuilt Appropriate pace – less hyperactivity Skilful teaching and spaces for learning Good questions/Question technique Pupils talk more than teacher Ensuring understanding (What did we learn? How did we learn? How could we do it better differently?) Developing learning and learner strategies Feed forward and advance planning – what’s next? – conceptual progression The class as a learning group & team Sustainability and continuity with portfolio assessment © Dr Jane Jones

References Jones, J. and McLachlan, A. (2009) Primary Languages in Practice. A Guide to Teaching and Learning. Maidenhead: OUP Jones, J. and Wiliam, D. (2008) Modern Foreign Languages Inside the Black Box. London: GLA Assessment Jones, J. (2010) ‘The role of AfL in the management of primary to secondary transition: implications for language teachers’ Language Learning Journal 38, 2:175-91. Webb, M and Jones, J. 2008 on-line.( about research in Jersey) © Dr Jane Jones