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2. Assessment

3. Mobile phones Be HERE Bags / laptops / office work away from table Have an open mind Ask questions Listen to learn Be honest Confidentiality and Professionalism Be positive and constructive Interact and collaborate with others with active participation Take responsibility for your own learning Show respect Ways of Working (WoW)

4. Icebreaker

5. . COFFEE LUNCH Route map of the day: How will we get there?

6. Reminder- What is Assessment? Definition: -the act of assessing, the evaluation of a student's achievement on a course – Collins English Dictionary -is the process of gathering, interpreting, recording and using information about pupils' responses to an educational task - British Educational Research Association (BERA) 1992

7. What are the KEY categories of assessment? 1. SUMMATIVE – Assessment OF Learning 2. FORMATIVE – Assessment FOR Learning

8. Feedb ack The Sutton Trust-EEF Teaching and Learning Toolkit, 2013 …if delivered well, "effective feedback" can boost learning by an extra nine months in an academic year. By effective feedback we mean shifting fundamentally how teachers approach their work in the classroom - understanding where their pupils are in relation to learning goals, adapting their teaching in response, planning how to plug the learning gaps as well as quality verbal and written feedback.

9. http://educationendowmentfoundation.org.uk/toolkit/ In which order would you rank these? feedback meta- cognition and self- regulation collaborative learning parental involvement teaching assistants performance- related pay school uniform

10. Findings from the Sutton Trust http://educationendowmentfoundation.org.uk/toolkit http://educationendowmentfoundation.org.uk/toolkit/

11. Reality of Feedback Practices 2. PAIR 1. THINK 3. SHARE How do you give feedback to your students? Record each idea on post it notes and put onto a flipchart. Gallery Walk.

12. Next Step Marking Feedback to children is essential in order for them to move forward in their learning. Feedback can be verbal or written as a ‘next step’ on the children’s work. Quality written feedback gives a specific next step that would significantly improve the piece of work. Children are given time to respond to the feedback and make the suggested improvements.

13. SID Marking Strength- Identify and praise a strength in the child’s work. Improvement- Suggest an improvement or ask an open question. Dialogue- Initiate dialogue for the child to respond to.

14. Comments should always be about the learning Try to avoid comments like those above. Referring to presentation does not help explain to the student why the work is good nor how it can be improved. Always make it about the learning! That’s neat! Well done! You’ve presented that beautifully! That’s very colourful… Your partitioning of numbers is excellent as they are all in the right columns. Can you try with three digit numbers now? I love the complex sentence that you have used to add further information for the reader. Can you include a simple sentence so that you have a range of sentence types?

15. http://www.youtube.com/watch?v=3cdntvgsiwE Marking in Action

16. Target Setting During the break, reflect upon the following: How do you currently set targets for your students? What makes a good target?

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18. Target Ownership Set targets based on your knowledge of each student and personalise them. Ensure targets are ‘smart’ and concise. Plan regular opportunities for each student to meet their target. Ensure that students have time to reflect upon their target/s within teaching sessions and build in self and peer assessment opportunities. During Parents’ Evenings, share the students’ targets and discuss ways in which they can work towards these both at home and at school.

19. Peer and Self- Assessment Peer assessment and self-assessment is much more than children marking their own or each other's work. To improve learning, it must be an activity that engages children with the quality of their work and helps them reflect on how to improve it. Peer assessment enables children to give each other valuable feedback so they learn from and support each other. It adds a valuable dimension to learning: the opportunity to talk, discuss, explain and challenge each other enables children to achieve beyond what they can learn unaided. Peer assessment helps develop self-assessment, which promotes independent learning, helping children to take increasing responsibility for their own progress.

20. “Students can perform a variety of assessment tasks in ways which both save the tutor's time and bring educational benefits, especially the development of their own judgement skills.” (Rust, 2001, p10) Peer and Self- Assessment

21. http://www.youtube.com/watch?v=8OkPW_mX7Vw http://www.youtube.com/watch?v=CkFWbC91PXQ

22. Peer and Self- Assessment Build a culture of reflective, formative self and peer assessment within your classroom.Build a culture of reflective, formative self and peer assessment within your classroom. Equip the children with the necessary skills to ensure that they are able to self and peer assess.Equip the children with the necessary skills to ensure that they are able to self and peer assess. Link outcomes to learning objectives.Link outcomes to learning objectives. Ensure that the students are aware of the criteria they will be using to assess prior to the activity- they may even suggest these themselves!Ensure that the students are aware of the criteria they will be using to assess prior to the activity- they may even suggest these themselves! Give the students time to edit and improve their work once it has been assessed.Give the students time to edit and improve their work once it has been assessed. Ensure that future teaching is delivered based on gaps in the students’ understanding.Ensure that future teaching is delivered based on gaps in the students’ understanding.

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24. Critical Friend Time

25. Did we meet our Learning Objectives?

26. WWW EBI WELL WEN T WHA T IFBETTEREVEN

27. REFERENCES

28. Learn. Aspire. Be. Thank you