Revised Curriculum Year 6 Assessment for Learning

1. Revised Curriculum Year 6 Assessment for Learning

2. Programme 9.00 Registration 9.30Welcome ,Introduction 9. 35 AFL-WHY? 10.30 Coffee 11.00 Practical experience of a range of AFL strategies-Sharing the Learning, Formative Feedback 1.00 Lunch 2.00 AFL strategies continued-Reflecting on the Learning, Questioning 3.30 Plenary and Evaluation

3. Course ObjectivesTo provide: *a sense of ‘Why AfL?’ * a knowledge of AfL in the classroom * experience of AfL areas

4. Key content for today It’s based on a constructivist approach to learning . . . We have to help children to construct their own learning. . . We can’t learn it for them! Sharing Learning Intentions Feedback for improvement Questioning to deepen learning Scaffolding children’s reflection about their learning Time to consider next steps in developing own practice AfL . . . why? Experience the range Next steps

5. Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decidewherethe learners are in their learning,wherethey need to go next andhowbest to get them there. Assessment Reform Group 2002 A definition

6. Assessment of and for learning Summative * after the learning * outcome focus * to prove the learning * to measure learning * done to learners * externally referenced * widens ability range Formative * during the learning * process focus * to improve the learning * to promote learning * done with learners * personally referenced * narrows ability range

7. Mastery Mindset Performance Mindset Intelligence can grow Intelligence is fixed Effort leads to success Ability leads to success When the going gets tough ... I get smarter When the going gets tough ... I get found out I need to be viewed as able I only need to believe in myself Success is the making of targets Success is doing better than others When the going gets tough ... give up, it’s hopeless When the going gets tough ... dig in and persist (After Carol Dweck)

8. Mindsets: Reflecting on your own experience as a pupil In pairs Talk about the influences (positive/negative) that a particular teacher had on your view of yourself as learner Think about relationships/classroom layout/marking/language used etc

9. Active Learning supported by Positive attitudes to learning Children have to construct their own learning . . . we can’t do it for them.

10. P6 Assessment for Learning Personal Reflection AfL: Why? Children’s ‘mindsets’ The constructivist classroom

11. Break

12. Pages 8 - 14 Sharing the Learning Pages 26 - 32 Reflecting about Learning Assessment forLearning Formative Feedback Pages 15 - 20 Questioning Pages 21 - 25

13. Learning Intentions Success Criteria Formative Feedback Reflecting about learning Planning Improvement Questioning Questioning Learning, Teaching & Assessment Cycle Input Questioning Questioning Learning Activity

14. Why Learning Intentions? The first ‘active’ element of formative assessment in the classroom is the sharing of learning intentions with children . . . Without the learning intention, children are merely victims of the teacher’s whim. Unlocking Formative Assessment Shirley Clarke, 2001

15. Learning Intentions • Planned for • Knowledge/skills/understanding • Learning rather than doing • Shared/displayed • Child friendly

16. Context/Activity Learning Intention Success Criteria • As a group, design a Poster showing why you should brush your teeth • Persuade others to your point of view • Work well in groups

17. Learning Intentions Success Criteria Formative Feedback Reflecting about learning Planning Improvement Questioning Questioning Learning, Teaching & Assessment Cycle Input Questioning Questioning Learning Activity

18. Shirley Clarke, 2001 Process Success Criteria Process success criteria summarise the key steps or ingredients the pupil needs in order to fulfil the learning intention ~ the main things to do, include or focus on.

19. Process Success Criteriaprovide a scaffold and focus for pupils while engaged in the activity They are: *linked to the learning intention * Specific to an activity * discussed and agreed with children before they begin the activity *used as the basis for feedback and self/peer assessment

20. Context/Activity Learning Intention Success Criteria • Use persuasive language • Design clear visually attractive poster • Use classroom rules for group work • As a group, design a Poster showing why you should brush your teeth • Persuade others to your point of view • Work well in groups

21. ? ? ? Workshop Think about an activity you do with your class Context/Activity Learning Intention Success Criteria

22. Next Steps – Sharing the Learning (LI) • Start with one learning area • Separate the learning from the activity • Display and read aloud the L.I. • Explain the process to pupils • Monitor the impact on pupils’ learning • Reflect and evaluate with staff

23. Next Steps-Sharing the Learning (SC) • Start with one area-plan with colleague if possible • Plan “process” success criteria • Model how it is arrived at • Share and display • During lesson remind pupils to focus on the success criteria • Keep success criteria few and succinct

24. Learning Intentions (WeAreLearningTo)Success Criteria(What I Am Looking For)

36. Pages 8 - 14 Sharing the Learning Pages 26 - 32 Reflecting about Learning Assessment forLearning Formative Feedback Pages 15 - 20 Questioning Pages 21 - 25

37. Learning Intentions Success Criteria Formative Feedback Reflecting about learning Planning Improvement Questioning Questioning Learning, Teaching & Assessment Cycle Input Questioning Questioning Learning Activity

38. Characteristics of Formative Feedback • Feedback should provide: evidence on where they are now the desired goal some understanding of how to close the gap

39. Formative Feedback • Is timely • Relates to the focus of the learning • Identifies where success has occurred • Identifies where and how improvement can take place how • Allows time for improvement • Is accessible to the pupil

40. Types of Feedback Oral FeedbackWritten Feedback • During the lesson/activityAfter the task • Personal and immediateComments only • Interactive (two-way)

41. Workshop -Feedback

42. A Strategy for Written Feedback • Find 2 successes against the success criteria • Find the part of the work that has most scope for an immediate ‘jump’ (not simply the worst part) • Write a short prompt telling the child exactly what to do to this part of their work • Provide time for them to read, process and respond to your prompt

43. St. Patrick’s P S – video clip

44. Next steps-formative feedback • Choose an activity eg literacy writing • Focus on one group of children at a time • Any verbal feedback during lesson should be focussed on learning intention and success criteria • Give immediate specific written feedback related to L I SC • Give pupils time to make improvements

45. P6 Assessment for Learning Personal Reflection • Knowledge/experience of AfL Strategies • Sharing the Learning • Formative Feedback

46. Lunch

47. Learning Intentions Success Criteria Formative Feedback Reflecting about learning Planning Improvement Questioning Questioning Learning, Teaching & Assessment Cycle Input Questioning Questioning Learning Activity

48. Reflecting about Learning Self-assessment: reflecting on WHAT has been learnt • Children use success criteria to assess their own work prior to the teacher marking it

49. Self-evaluation: reflecting on HOW they are learning understanding themselves as learners • Children use self-evaluation questions to prompt reflection during short plenary sessions

50. Self Evaluation Questions • What really made you think/did you find difficult while you were learning to..? (quote learning intention) • What helped you( e.g. a friend, the teacher, new equipment, a book, your own thinking) when something got tricky about learning to….? • What do you need more help with about learning to?