1. School Development Planning Initiative
“An initiative for schools by schools”
Self-Evaluation of Learning and Teaching – Assessment for Learning
Mark Fennell NSPI: March 2009

2. School Self-evaluation Premises
Teacher inquiry
SSE & CPD two sides of one coin
Formative – AFL and SSE
Activity based and theory driven
Evaluation within action plan…SSE skills
Only improved student learning outcomes over time will justify exercise
‘Transfer of Training’ is Holy Grail

3. Transfer of training Teacher In-Service / CPD
Information
Knowledge
Demonstration
Application
Practice over time
Collaboration – Coaching…
(shared planning – observation – review)
… Sustained changed practice in classroom
resulting in improved student learning

4. Joyce and Showers (Adapted)
1. Knowledge
know the theory and skills / strategies
2. Demonstration…see how it works
3. Practice… 10/12 weeks – 50 classes
4. Peer Observation / collaboration / adaptation
work together is planning and reviewing
Observe without giving feedback
5. Evaluate, share, apply and extend
Leadership commitment & support / collaborative & experimental culture are both essential

5. Subject Department Peer Coaching Team
Teachers learning from one another as they work together on new approaches, share ideas and review student learning
Forge a common vision for department
Commitment to collaborative learning
Design lessons, strategies in common
Report, discuss and amend
Observe to learn from colleague’s
teaching

6. Self-Evaluation What are the technical challenges?
Use of data
variety (qualitative & quantitative)
Interpretation
Judgment
Success Criteria
applying knowledge to practice
envisioning improvement
focused evaluation

7. ‘Active self-directed learning rather than passive attendance
“If they can’t learn
In the way I teach,
can I teach in a way
they can learn?”
‘Active self-directed learning
rather than passive attendance
at a lesson is the goal
of AFL’

8. Assessment for Active Student Learning

9. Forms of Learning Success Criteria for AFL Classroom
Learning teaching
Active…what are the students thinking and doing?
Social…are they ever learning from one another?
Emotional…what feelings motivate their learning?
Assured…does challenge aid risk-taking or retreat?
Individual…are differences heeded & exploited?
Meaningful…do new ideas relate to old ones?
Independent…are they learning how to learn?
Powerful…is the learning improved?

10. Planning for AfL – Step 1
Staff understand of AfL principles and strategies.
Watch demonstration e.g. film / role play
Subject department reflection on assessment practice
Review subject specific resources
Subject department review re AfL

11. Planning for AfL – Step 2
Collaboratively select / adapt strategies worth trying with a target group of students (often 1st, TY & 5th year)
Use Action Plan Template
Set success criteria – develop a vision
What would success look like?
Agree roles, timing, resources, monitoring and evaluation procedures

12. TIME ALLOCATED FOR EXERCISE (HOW WILL YOU KNOW IF IT WORKS?)
ASSESSMENT ACTION PLAN
GROUP:_________________ DATE:____________
‘AFL’
STRATEGY
TARGET GROUP
(CLASS, YEAR,)
TIME ALLOCATED FOR EXERCISE
ACTIONS
(WHAT IS TO BE DONE?)
SUCCESS CRITERIA
(HOW WILL YOU KNOW IF IT WORKS?)
DATE FOR REVIEW
Teachers can agree to try a number of techniques to see if there is any evident improvement in learning, motivation or inclusion of all students.
A review after a set period of time can be discussed to see if the technique is helpful
and might be rolled out more widely, continued, stopped or amended.

13. Planning for AfL - Step 3
Implement agreed methodologies and observation and monitoring plan
Teachers meet to review progress and mutually observe each other’s practice without giving feedback
Subject departments / AfL project groups meet to review progress and discuss emerging issues or difficulties
Overt, informed leadership interest – monitoring – support critical at this stage

14. Planning for AfL - Step 4
Each subject department evaluates AfL across school, with aid of sample success criteria:
Prepare a report which outlines:
- what we tried (strategies, class groupings, .. timescale , context factors)
- what happened (outcomes)
- what went well ( impact on learning - refer to success criteria)
- what was not so successful – why?
- lessons learnt – aims for the future

15. Planning for AfL - Step 5
Hold a plenary session of all staff to review AfL initiative
Each department / project group displays ‘poster’ or gives brief presentation based on report
Brief Q & A after each presentation
Disseminate reports – newsletter / website / planning folders / report to BoM – parents – students

16. Planning for AFL – Step 6
Agree, in principle, follow up to project:
Will subject departments embed and extend AfL practice / will new AfL project groups form and initiate a continuing AfL exercise?
Can there be a commitment to more extensive use of AfL strategies?
Does this need to be explored by a cross-curricular committee?

17. Evaluation Reflection What does the evidence tell us?
What went well?
Where were the greatest challenges?
What would we do differently?
What do we need to learn more about?

18. SDPI South Dublin/N Wicklow
Marino Institute of Education (HO)
Dublin
Blackrock Education Centre:
Mark Fennell, Regional Coordinator
Tel:
Mobile:
Fax: