Marie Delaney Assessment with meaning : how can we develop meaningful assessments for children with Special Educational Needs. www.britishcouncil.ae

Issues Why and when do we assess? What should we assess? Who is the assessment for? Issues arising for learners with SENs Assessment of Learning vs Assessment of Learning : a place for both? Assessment as a teaching tool : making assessment meaningful and motivating

Assessment of Learning Assessment by teacher Grade given Compares with standard expected at that age Results easily communicated to parents/carers Usually at the end of a unit Usually test or exam Summative – mark is taken as evaluation of learning. 3

Issues arising for Learners with SENs Working memory Empathy Problems in certain skills eg reading Thinking time Self-esteem Stress and demotivation 4

Assessment of Learning Collaborative between teacher and learner Priority = promote student’s learning. Design task or activity accordingly Identify what learner already knows Encourage learner to take active part in assessing progress Occurs at all stages of learning and integral part of lesson Measures progress not results Learner measures against own goals and progress Can be more motivating Formative – guides learners to set their own goals 5

What do you think? Learners with SENs should do the same assessments and test as other learners Learners with SENs should get extra time in assessments and tests Learners with SENs should get someone to write for them in assessments and tests Learners with SENs should go to a different room to do assessments and tests Learners with SENs should not be given grades as this discourages them Learners with SENs should be marked on a different scale to other learners Learners with SENs should have someone to read the assessment questions to them 6

Questions to ask Can the learner have extra time in exams? Can the learner have a scribe? Can the learner use a laptop? Can the learner do the exam in a smaller room? Can the learner record their answers in a different format eg audio? Can learners show their understanding in new ways e.g posters, podcasts, talk show role plays, drama ? 7

Assessment for Learning KWL Grids PMI Smiley faces 8

Assessment for Learning Level 3 In most of my reading I can use a range of strategies to read new texts with fluency, understanding and expression.  Level 2 In some of my reading I know and can read my key words. When I get stuck on a word I work it out e.g. by reading on, reading back, blending phonemes. 9

Traffic lights 10

Some other ideas Mini whiteboards Talk partners Think, Pair, Share 4 Bs – Brain, Buddy, Book, Boss Muddiest point ABCD cards Thumbs up, thumbs down Graphic organisers 11

Acknowledge strengths Kindest student Most helpful student Most creative answer Perseverance 12

2 stars and a wish For peer assessment, ask students to give two stars and a wish. Two stars = 2 things that are good about the piece of work A wish = something they can improve to make it even better *The learners could give the teacher 2 stars and a wish+ assessment of what was learnt 13

Top tips to make it work 1. Give constructive feedback. You are still the teacher. For example, comment on something positive in the work and then ask a question which helps the learner to improve it next time. 2. Encourage a co-operative learning atmosphere through all your class activities and your class rules. 3. Have clear criteria for grading and let learners look at sample exercises which have been marked and discuss how the criteria have been applied. 4. Encourage learners to see the value of setting their own goals and to challenge themselves to do even better. Praise their independent learning. . 14

Resources What Really Works in Special and Inclusive Education – Using Evidence-Based Teaching Strategies. David Mitchell (2008) Routledge, Taylor and Francis Group Differentiating Instruction in the Regular Classroom: How to Reach and Teach All Learners Diane Heacock (2002) Free Spirit Publishing Working inside the black box : assessment for learning in the classroom.Letts publishing. 1990. Paul Black Inside the Black Box : Raising the standards through classroom assessment. Letts publishing.1990. Dylan Wiliam www.educationgov.uk 15

Want to know more? Marie Delaney The Learning Harbour, Crosshaven, Co Cork, Ireland Email : the learningharbour@gmail.com www.thelearningharbour.ie Teaching the Unteachable, October 2008, Worth Publishing,UK What can I do with the kid who….2010. Worth publishing,UK www.worthpublishing.com www.caspari.org.uk British Council CiSELT course and SEN course www.teachingenglish.org.uk/webinars www.pilgrims.co.uk ‘Dealing with Difficult Learners’