1. PGCE Full Time 2011-12 Professional Studies
ASSESSMENT FOR LEARNING

2. DIRECTED TASK
MINI- LESSON WEEK 5 – FRIDAY on PAGE 20 of DETAILS PS Handbook ( use new lesson plan format) NO seminars on Friday of week 4- you have preparation time

3. The Learning Cycle Planning
Delivery of teaching and learning objectives
Assessment of pupil progress
Review and target setting
Learning Objectives
Lesson Delivery
Learning Outcomes

4. Reflect on your pre-course experience…
What have you seen in schools that comes under the heading of assessment ?
Who was it used by?
What was it used for?

5. Main Sources of Assessment Evidence
Your observations of how the children react and behave
What pupils say about what they are learning
The questions children ask and the answers that they give!
Pupil’s written and practical work
Marking
Test results
Other teachers’ records

6. WHY ASSESS ?
Think back to Week 1 when we talked about different stake holders...do they have different reasons for assessing... What are these?

7. What do these terms mean?
Types of Assessment
SUMMATIVE
FORMATIVE
What do these terms mean?

8. Assessment of Learning
Also known as SUMMATIVE assessment
Is carried out at the end of a unit of work, end of a year, end of a key stage etc.
Is often related to national curriculum levels

9. Professional Standards
Q13 – Know how to use local and national statistical information to evaluate the effectiveness of their teaching, to monitor the progress of those they teach and to raise levels of attainment.
Whilst you are on SE you should try and take any opportunities given to you to get involved in levelling work ! Have a go !

10. Assessment for Learning:
Also known as FORMATIVE assessment
Is carried out as pupils progress through a lesson / unit of work
Provides feedback, allowing pupils to make improvements and to identify next steps in learning

11. “ 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.”
Black et al (2003) Assessment for Learning: Putting it into Practice. Berkshire: OUP

12. What the Teacher Needs to Know?
Where you children are
Who is making progress?
Who is not?
You need to keep such information and use it to plan how you will move the children in your class forward.

13. A4L in action Teachers’ TV:
\\akira\EHSC\Resources\PAss Formative assessment.wmv

14. Professional Standards
Q12 – Know a range of approaches to assessment, including the importance of formative assessment
Q29 – Evaluate the impact of teaching on the progress of all learners and modify planning and classroom practice where necessary
Whilst you are on SE you should start to try out different ways of assessing children's learning. Have a go ! APP- is just one strategy used by some schools- if you do get a chance- have a go at it yourself!

15. APP – Assessing Pupils’ Progress
The aim of APP is to enable teachers to:
Track pupils’ progress through KS2
Use diagnostic information about pupils’ strengths and weaknesses
Forward plan based on group and individual need

16. APP forms part of the on-going assessment for learning strategies in place in the classroom…
Planning from Learning Objectives
(Primary National Strategy)
Day-to-day teaching and learning
Evidence for Assessment Focuses (AFs)
Informing planning and teaching and learning
Periodic assessment using AFs

17. Assessment Focuses (AFs)
Attainment target (AT)
Assessment focuses (AFs)
Ma1 Using and applying mathematics
Problem solving
Communicating
Reasoning
Ma2 Number - levels 2 to 4
Numbers and the number system
Fractions, decimals (percentages and ratio at level 4)
Operations and relationships between them
Mental methods
Solving numerical problems
Written methods
Ma2 Number - level 5 and above
Fractions, decimals, percentages, ratio and proportion
Mental, written and calculator methods
Algebra
Ma3 Shape, space and measures
Properties of shape
Properties of position and movement
Measures
Ma4 Handling data - levels 2 to 4
Processing and representing data
Interpreting data
Ma4 Handling data - level 5 and above
Specifying the problem, planning and collecting data
Interpreting and discussing results
AFs are based on the National Curriculum Programmes of Study and Level Descriptors.
AFs are NOT learning objectives.
For each AF there are 2 or 3 bullet points at every level.

18. Using APP

19. Benefits of APP
It gives a detailed profile of what a pupil can do in relation to the AFs
It provides high quality evidence to inform next steps in pupils’ learning and reporting on pupils’ progress
It uses a teacher’s assessment of a sample of pupils to get a periodic view of progress and attainment across a whole class
It helps to develop more responsive teaching
It embraces assessment approaches which have traditionally been defined as formative and summative
It provides a NC level from an informed, holistic judgement, rather than relying solely on total marks accumulated in a test.
BUT it is not the only strategy used and it is NOT used in every school- find out how teachers assess in your school on SE!

20. Key elements of AfL Sharing learning intentions and success criteria
Questioning
Effective feedback – verbal or marking
Peer and self assessment
Black & Wiliam (1998)

21. Feedback How can teachers give effective feedback to pupils?
How can teachers ensure that this feedback impacts on pupil learning?
What does the teacher need to do?
What is the role of the pupil?

22. Oral feedback – most effective Written feedback Target setting
Oral feedback while pupils are working is most effective – not always possible. Focus on a group, use the plenary etc
Written feedback – see following slides
Ditto target setting

23. Oral / verbal feedback :
‘ The quality of dialogue in feedback is important and most research indicates that oral feedback is more effective than written feedback.’
(QCA –

24. Oral Feedback …
Most natural and frequent type of feedback in the classroom
Tailor made to the individual
Powerful in meeting the needs of the learner
*Requires careful language choices
*Use of LO / SC separates the learner from the learning – preserves self-esteem
*Use LO / SC to ensure praise is authentic – avoid ‘blanket praise’

25. Marking Effective marking identifies:
Clear areas of success against the learning objective
Specific improvements which can be made to ‘close the learning gap’

26. Feedback needs:
To be based on clear learning intentions / success criteria
To highlight where success has occurred and where improvement could take place
To be in a form which is accessible to the learner EY? KS1?
To give strategies for improvement (often oral), if this is beyond the means of the learner
*Allocated time in which to take place or be read
*Some focused improvement, based on the feedback, to take place.
Video E&E

27. Marking: research shows that:
Teachers focus on 4 features of children’s work before the learning intention. What are they?
Presentation (handwriting / neatness)
Surface features of writing (full stops, capital letters and especially spelling)
Quantity
Effort

28. A possible strategy:
Highlight 2/3 places where the child has achieved best against the learning intention
Indicate, perhaps with an arrow, 3 places where an improvement could be made
Write a prompt to help the child make a small improvement.

29. Types of prompt A reminder prompt:
More suitable for brighter children – reminds of what could be improved:
Say more about how you feel about this person

30. A scaffold prompt: provides more structure than a simple reminder
A question
A directive
An unfinished sentence
Can you describe how this person ‘is a good friend’?
Describe something which happened to show you they were a good friend
He showed me he was a goods friend when ….

31. An example prompt: successful with all, but especially less able
Choose one of these or your own:
He is a good friend because he never says unkind things about me.
My friend is a friend because he is always nice to me.
Clarke, S (2001)
TASK

33. And crucially…
‘For assessment to be formative the feedback information has to be used.’
(Black and Wiliam 1989)
VIDEO

34. Effective marking: Can the children read my marking comments?
On SE, ask yourself:
Can the children read my marking comments?
Do they understand them?
Will I give them time to read what I have written?
Will there be time for some improvement to be made as a result?
Is the time I have spent, which may be considerable, going to result in a proportional improvement in learning?

35. L.O.To write in the style of a Traditional Tale
Marking Activity
Read the child’s work you have been given.
L.O.To write in the style of a Traditional Tale
Find 2 stars and wish (the exact number is decided by the age of the child, length / complexity of task etc.)
Add a suitable comment and an improvement prompt.
Success Criteria:
Use vocabulary associated with a traditional tale ( once upon a time, they lived happily ever after)
Is the setting in some kind of alternative reality?
Is there a hero/ heroine who has to overcome some sort of difficulty?
Does someone in the story have magical powers?
Is there a villain or villains who try to stop the hero/heroine from succeeding in his/her quest?
Is there a happy ending?

36. Marking Activity
Read the child’s work you have been given.
L.O. To write simple instructions sequentially and use diagrams as part of the set of instructions
Find 2 stars and wish (the exact number is decided by the age of the child, length / complexity of task etc.)
Add a suitable comment and an improvement prompt.
Success Criteria:
Use vocabulary associated with instructions
Maintain consistency in non-narrative including purpose and tense
Make adventurous word and language choice appropriate to the style and purpose of the text

37. How well did you do? How many of you
Referred to the learning objective
Put positive comments
Put a development point
Considered how the child would feel getting it back (especially since they met the learning objective)?
Mentioned neatness?

38. Self-assessment Emphasis on thinking and articulating –not writing
Articulation can be in small groups and pairs
A range of questions displayed as a poster may broaden the scope for analysis, for example …….

39. Self-evaluation
What really made you think while you were learning to….?
What helped you?
What do you need more help with about learning to…?
What are you most pleased with about learning to….?
What have you learnt that is new about…?
Source: Clarke, S (2001) Unlocking Formative Assessment. London: Hodder and Stoughton

41. Peer review / marking
Children need to really understand what success looks like before they critique a friend’s work.
Children need time to consider the marking comments that they make to a friend.
Paired marking partners should be roughly the same ability.
The response partner should begin with a positive comment
See Clarke, S (2003) Effective Feedback in the Primary Classroom, London: Hodder & Stoughton, pp

42. Look at the examples you have been given….
These self and partner evaluation sheets vary in complexity.
Feedback would be recorded but discussion forms a vital part of the process.
Can you see how the prompts relate to success criteria that have been identified and discussed earlier in the writing process?

43. Target setting Target setting in the classroom can:
focus the teacher’s attention and effort on clearly defined priorities for children’s learning and progress;
help children to have a clear idea of what they need to do to improve their work and achieve high personal standards;
help parents know what they can do to support their children’s learning;
enable teachers to evaluate the effectiveness of their teaching strategies.

44. Remember ...
As a rule, if you are teaching, some record of assessment should be completed.
Assessment is not the same as Lesson Evaluation. What’s the difference?

45. Lesson Evaluation on SE
This is about YOU.
It needs to be:
clearly focused on the intended LO
sharp
focused on pupil learning
evidence based
USED – evidence of impact on next lesson plan
NOT A DESCRIPTION OF THE LESSON!

46. A Possible Approach LO(s) at the top Bullet pointed
What went well against the LI?
Where’s my evidence?
What did I do to support this?
What went less well against the LI?
What do I need to do now to address this?
Transfer this onto the next lesson plan***

47. Bibliography
Black, P., Harrison, C., Lee, C., Marshall, B., Wiliam, D. (2003) Assessment for Learning: Putting it into Practice. Glasgow: Open University Press
Clarke, S. (2001) Unlocking Formative Assessment. London: Hodder and Stoughton
Clarke, S. (2003) Enriching Feedback in the Primary Classroom. London: Hodder and Stoughton
Clarke, S. (2005) Formative Assessment in Action: Weaving the Elements Together, London: Hodder & Stoughton
Dean, J. (2005) The Effective Primary School Classroom. Abingdon: Routledge Falmer