1. Assessment for Learning
SDD Term Session 2
Assessment for Learning

2. How can we help students reach their fullest potential?
Austin’s butterfly
Let’s revisit this idea of multiple drafts for learning and talk about the importance of:
Learning intentions and explicit quality criteria so every child knows what is expected of them to be successful; explicit and direct feedback; peer feedback being specific, kind and supportive.

3. Assessment for learning
Defined: Assessment for learning is any assessment for which the first priority in its design and practice is to serve the purpose of promoting students’ learning. It thus differs from assessment designed primarily to serve the purposes of accountability, or of ranking, or of certifying competence.
An assessment activity can help learning if it provides information that teachers and their students can use as feedback in assessing themselves and one another and in modifying the teaching and learning activities in which they are engaged.
Such assessment becomes “formative assessment” when the evidence is actually used to adapt the teaching work to meet learning needs. (Black, Harrison, Lee, Marshall, and Wiliam, 2004, p. 10)

4. And Why

5. Review There are three key processes involved in formative assessment:
Identifying where the learners are in their learning
Identifying where they are going
Identifying what steps need to be taken to get there.

6. Where the learner is going Where the learner is right now
Five Key Strategies
Where the learner is going
Where the learner is right now
How to get there
Teacher
Clarifying learning intentions and sharing and criteria for success (1)
Engineering effective classroom discussions, activities and tasks that elicit evidence of learning (2)
Providing feedback that moves learners forward (3)
Peer
Understanding and sharing learning intentions and criteria for success (1)
Activating students as instructional resources for one another (4)
Learner
Understanding learning intentions and criteria for success (1)
Activating students as the owners of their own learning (5)

7. 5 key strategies
Under which we have various techniques or classroom practices
Discuss with your group what are some favoured classroom practices you have used:
E.g peer editing, various questioning strategies, exit slips
Use the 5 key strategies handout to make a note under each strategy area a practice you liked/learned about today

8. What are some AfL strategies you have used in the past?

9. Reviewing AfL practice in lessons
Distribute handout and highlighters.
We are going to evaluate how the AfL practice in our lessons impacts on student learning. Use the highlighters to traffic light the statements for your lessons.
GREEN = consistent, AMBER = occasional, RED = rarely.
(ten minutes).
Talk to your partner about which point you found most difficult to make a decision about and how you might collect evidence in order to make it easier to make a decision in the future, including peer observation or work with your coach

10. Personal goals and Peer Observations for Term 2
Choose one or two techniques you will use during the next term and perhaps identify what you might do less of?
Use the peer observation sheet and pair up with someone who will observe you at some stage during term 2 and give you feedback, and vice versa . You decide what you want your partner to observe. Be explict and link it to a technique for AfL that you want to try out.

11. Example- how to use the form
The focus is the technique that I plan to use in the lesson and I can ask for up to three types of evidence to be collected by my observer (e.g. if I am trying to IMPROVE MY QUESTIONING I may want the observer to check whether I always wait 3 seconds after asking a question, whether my questions make students think and whether I consistently use an all-student response system)

12. Some practices you might like to try Or

13. Assessment ideas