1. Assessment is for Learning (AifL) Formative Assessment in the Classroom Vicky Quinn quinnv@northlan.gov.uk 01236 812723

2. AifL - Background What is AifL? - Assessment is for Learning is a Scottish government funded assessment development programme, which was launched in 2002 following an extensive public consultation on assessment practice. The aims of AifL - to actively involve the people who use assessment evidence to inform improvement for learners themselves and for the classrooms in which they learn, for their school, and for the wider education system.

3. AifL - Background AifL explores three main uses of assessment: Assessment FOR Learning - using assessment to support classroom learning and teaching Assessment AS Learning - using assessment to promote autonomy in learning Assessment OF Learning - using assessment evidence to make sound judgements about learning and school effectiveness.

5. Assessment FOR Learning Formative Assessment 5 Key Strategies Sharing Learning Intentions and Success Criteria Questioning Feedback Self Assessment Peer Assessment

6. Inside the Black Box Raising standards through classroom assessment A review of 250 pieces of research into assessment. Conclusion ‘formative assessment …this feature is at the heart of effective teaching’ Black & Wiliam 1998

7. Assessment for Learning Sharing Learning Intentions and Success Criteria

8. Learning Intentions and Success Criteria Learning Intentions – Goals that are set for the outcome of a lesson or series of lessons. They may be related to a process or the final product. Success Criteria – making pupils aware of the standard of work expected (how they will know they have achieved the Learning Intention). It is important to ensure that criteria are expressed in language that is accessible to the learner. It is helpful also if pupils are able to discuss examples of work which does not meet the criteria.

9. Thinking about success criteria: Product success criteria focuses on end points. Process success criteria focuses on how the learning intention will be achieved. ‘Product’ success criteria are relatively unhelpful for pupils compared to ‘process’ success criteria. ( Shirley Clarke, 2003 )

10. Success Criteria

11. Sharing LIs and SC Flipchart/whiteboard Group/individual whiteboards Group laminated cards (colour-coded/Must, Should, Could) Spider diagrams, cluster/cloud diagrams Context driven boards Learning loops Display commonly used/generic success criteria Model, use anonymous samples of work with classes

12. Assessment for Learning Effective Questioning - Dialogue and Interaction

13. Why focus your questioning?  Positive impact on pupil learning  Uncovers the extent of pupil knowledge/depth of understanding  Questioning can be used to elicit responses from every pupil  How we deal with responses can affect pupil self- esteem/confidence

14. Developing Practical Questioning Techniques for the classroom!

15. No Hands

16. Quiz??? When was AifL launched? A2000 B2002 C2004 D2006

17. Quiz??? How many key features appear round the AifL triangle? A 6 B 8 C10 D12

18. Quiz??? Name on method to share Learning Intentions and Success Criteria with pupils The publication which brought together over 250 pieces of research into assessment is called ‘Inside the Blue Box’ True or False

19. Post Box

20. Thumbs up/Thumbs Down

21. Planning for Questioning “Although improving teacher questions is a continual and difficult process, it is an area of formative assessment which can result in relatively rapid, positive change in the classroom.” (Clarke, 2005)

22. Assessment for Learning Feedback

23. ‘Feedback to any pupil should be about the particular qualities of their work, with advice on what he or she can do to improve, and should avoid comparison With other pupils’ Black & Wiliam 1998

24. Feedback Strategies  Identify successes and next steps  Reminder prompts  Scaffold prompts  Example prompts  Two Stars and a Wish, focus on the positive  Comments Only Marking  Intermediate oral feedback  Feedback from peers - Response Partner/Trio  Plenary with whole class

25. Assessment for Learning Self and peer assessment

26. Peer and Self Assessment …….self assessment by pupils, far from being a luxury, is in fact an essential component of formative assessment. Inside the Black Box, 1998 ….peer assessment can help develop the objectivity required for effective self assessment. Working Inside the Black Box, 2002

27. Strategies to Support Peer and Self Assessment Self Assessment Strategies Traffic lights Show me boards Snowfalls Peer Assessment Strategies Learning partners (‘two stars and a wish’/ ‘two ticks and a fix’) Make a date Promenading Learning logs/journals Formative use of summative assessments

28. Assessment is for Learning Has a central role in delivering the capacities of A Curriculum for Excellence

29. Education has four main outcomes for children and young people. It aims to help them to become: Successful learners Responsible citizens Confident individuals Effective contributors. ACfE 2004

30. successful learners with enthusiasm and motivation for learning determination to reach high standards of achievement openness to new thinking and ideas and able to use literacy, communication and numeracy skills use technology for learning think creatively and independently learn independently and as part of a group make reasoned evaluations link and apply different kinds of learning in new situations confident individuals with self respect a sense of physical, mental and emotional wellbeing secure values and beliefs ambition and able to relate to others and manage themselves pursue a healthy and active lifestyle be self aware develop and communicate their own beliefs and view of the world live as independently as they can assess risk and take informed decisions achieve success in different areas of activity responsible citizens with respect for others commitment to participate responsibly in political, economic, social and cultural life and able to develop knowledge and understanding of the world and Scotland’s place in it understand different beliefs and cultures make informed choices and decisions evaluate environmental, scientific and technological issues develop informed, ethical views of complex issues effective contributors with an enterprising attitude resilience self-reliance and able to communicate in different ways and in different settings work in partnership and in teams take the initiative and lead apply critical thinking in new contexts create and develop solve problems To enable all young people to become