Key Stage 3 National Strategy © Crown copyright 2004 Swanshurst School: Assessment for learning Presenter: John Hopkin, BASS Modified from Key Stage 3 Strategy: Session 2, AfL in everyday lessons

Key Stage 3 National Strategy © Crown copyright 2004 For participants to:  understand the value and key features of assessment for learning in good teaching and learning  begin to consider strategies for improving assessment for learning (in your classroom/ department/school) Session objectives

Key Stage 3 National Strategy © Crown copyright 2004 A key distinction: Assessment of learning vs. Assessment for learning. task

Key Stage 3 National Strategy © Crown copyright 2004 Support for improving AFL:

Key Stage 3 National Strategy © Crown copyright 2004 One definition of assessment for learning: ‘Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.’ Assessment Reform Group, 2002

Key Stage 3 National Strategy © Crown copyright 2004 Why assessment for learning? It helps teachers help pupils take the next steps in their learning It helps learners know how to improve It motivates pupils and helps them take more responsibility for their learning It is part of effective planning and a key professional skill It helps raise achievement.

Key Stage 3 National Strategy © Crown copyright 2004 Assessment for learning – key characteristics Assessment for learning:  is embedded in a view of teaching and learning of which it is an essential part  involves sharing learning goals with pupils  aims to help pupils to know and to recognise the standards for which they are aiming  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 information. Assessment for learning: beyond the black box, Assessment Reform Group (1999)

Key Stage 3 National Strategy © Crown copyright 2004 Key questions for AfL: Teacher: What do I want pupils to learn? How will I know when they’ve learned it? What happens next? Pupils: What am I learning? What do I need to do to improve my work? What’s the standard of work am I aiming for?

Key Stage 3 National Strategy © Crown copyright 2004 The geography lesson: context Cannock Chase High School Staffs: large comprehensive – attainment on entry below national average Y9 geography – fourth lesson on ‘local actions, global effects’ – pollution on the River Rhine Focus is on geographical description (of patterns & processes) – writing information text using supporting data Activity is the first of a sequence of assessment tasks which will inform end-of-key stage teacher assessment We don’t see the plenary activity. Task

Key Stage 3 National Strategy © Crown copyright 2004 Improving AfL… From the schools they worked with (Inside the Black Box) Black and Wiliam suggest four key areas for improvement: 1. Questioning 2. Feedback through marking 3. Peer- and self-assessment 4. Formative use of summative tests

Key Stage 3 National Strategy © Crown copyright 2004 Want to find out more? (case studies)

Key Stage 3 National Strategy © Crown copyright 2004 Session objectives For participants to:  understand the value and key features of assessment for learning in good teaching and learning  begin to consider strategies for improving assessment for learning (in your classroom/ department/school)

Key Stage 3 National Strategy © Crown copyright 2004 Task 1 In pairs or threes, jot down what you think are the features of formative assessment (assessment for learning) Do the same for summative assessment (assessment of learning) What are the benefits of each?

Key Stage 3 National Strategy © Crown copyright 2004 Task 2 Observe a lesson from the AfL DVD (the Y9 geography is recommended) Identify examples of AfL strategies in practice (use the schedule from the AfL training pack, unit 1, handout 1.1. Or you could use as prompts the key characteristics of AfL (slide 6 in this presentation) Discuss and note examples of practice in the pauses Discuss – focus on the impact on pupils’ learning.