Assessment: ‘the bigger picture’

1. Assessment: ‘the bigger picture’ Approaches to learner-oriented assessment in one secondary school MFL department Rachel Hawkes January 2008

2. Pupils know how to improve Pupils think for themselves Pupils know their learning aims • make tasks as open-ended as possible • allow choice of task (inc. homework) • include a variety of ways of working inc. group & pair work • clarify knowledge & skills to be learnt • clarify success criteria • give opportunities for pupils to draft-mark-reflect-improve their work • give opportunities for pupils to reflect on and review their targets Strategies to promote Active Learning Pupils extend responses & explain their thinking • plan open-ended questioning • extend questioning based on pupil responses • encourage pupils to ask questions • variety of strategies to promote maximum engagement of all e.g. ‘no hands’ policy Pupils assess themselves and others • give opportunities for pupils to use success criteria and objectives to assess their own and others’ work Pupils achieve their full potential • allow pupils to give feedback and set targets for themselves and others Pupils know about their own progress • know the pupils well through dialogue and marking of their work • plan differentiated tasks to meet their needs • inform the pupils of their levels of achievement • show pupils examples of good, (assessed) work RHawkes 07

3. Assessment for Learning: ‘the landscape’ Landscape: Noon (‘The Hay Wain’), 1821, John Constable Rachel Hawkes January 2008

4. Assessment for Learning: ‘the landscape’ • Pupils know and understand their learning aims • Pupils know and understand the assessment and success criteria DefinitionNoun: landscape (plural – landscapes) 1. A portion of land or territory which the eye can comprehend in a single view, including all the objects it contains.http://en.wiktionary.org Rachel Hawkes January 2008

5. Teaching & Learning activities • Course (topic, module, skill, exam) overview & timings • Assessment criteria (speaking & writing) • Modelling • Collaborative writing/speaking preparation • Assessing others’ work using criteria Rachel Hawkes January 2008

6. Module 4: Speaking Exam: 1st week in May Rachel Hawkes January 2008

7. The speaking exam Rachel Hawkes January 2008

8. The 6 conversation topics

9. Writing mark scheme In each band the higher of the two marks is awarded if there is strong evidence of the criteria in that band. If the evidence is more limited, the lower mark is awarded. Rachel Hawkes January 2008

11. German A* features Range and quality of language Expressions followed by zu + infinitive (versuchen, Lust haben etc) Um……zu + infinitive, ohne………..zu + infinitive Present and imperfect form of the passive voice (wird/wurde.....+ pp) Longer sequences – multiple use of subordinating conjunctions Relative clauses Eben/gerade for ‘just’ with verbs Change of time sequence (nachdem + pluperfect followed by perfect) Nouns used as verbs (das Rauchen etc..) A variety of accurate use of cases with and without prepositions Use of ‘da’ with prepositions (darin, dadurch) Use of ‘wo’ with prepositions (worin, womit) Accurate use of third person pronouns Comparatives, superlatives Use of a range of time expressions with inversion Frequent use of adverbs Use of extended opinions & justifications Idioms Use of rhetorical questions (‘Was mache ich morgen? Also……) Grammar and complexity Tenses Present - regular and irregular forms Perfect – with haben & sein Pluperfect Imperfect Future Conditional Imperfect subjunctive with conditional meaning (wäre, hätte) Modal verbs Rachel Hawkes January 2008

12. Wie heißt deine Stadt oder dein Dorf? Ich wohne in einem kleinen Dorf, dasToft heißt. Früher habe ich in Bristol gewohnt. Wenn ich älter bin, möchte ich in London wohnen. Include present, past and future as often as you can! Rachel Hawkes January 2008

13. Welche Vorteile oder Nachteile hat das Leben im Dorf? Ich wohne gern in Toft, weil es ruhig ist und alle meine Freunde dort wohnen. Was ich nicht so gut finde, sind die Verkehrsmöglichkeiten, weil es nur zwei Büsse am Tag nach Cambridge gibt Give opinions but each time add a reason too! Rachel Hawkes January 2008

14. Tally sheet

15. Assessment for Learning: ‘the self-portrait’ Self-Portrait with Bandaged Ear1889, Vincent Van Gogh Rachel Hawkes January 2008

16. Assessment for Learning: ‘the self-portrait’ • Pupils know and understand what skills and knowledge they have currently • Pupils know and understand how they can improve to make further progress DefinitionNoun: self-portrait 1. A work in which the artist depicts him/herself as the main subject or the most important character.http://en.wikipedia.org Rachel Hawkes January 2008

17. Teaching & Learning activities • Data for the teacher & data for the pupils – KS4, KS3 • Assessing own knowledge • Assessing own skills Rachel Hawkes January 2008

18. Summer Yr10 Triangulation of data 1. Verbal and Mean CATS2. Predicted GCSE grades from CATS3. Locally-generated KS3 global predictor statements4. Current subject grade prediction from progress so far5. Fischer Family Trust data predictions Figure 1: year 11 German set 2 data 2006-8 Rachel Hawkes January 2008

19. Figure 2: year 11 German set 2 grade predictor 2006-8 Rachel Hawkes January 2008

20. From January year 11 onwards September year 11 February year 10 March year 11 Figure 3: year 11 German set 2 whole class predictions 2006-8

21. MFL Department KS3 results: National Curriculum Level 5+ % Figure 4: Table shows the % of girls and boys achieving NC level 5+ over the last 5 years. The national average % for level 5+ is still at around 52%. Whilst we expect pupils at CVC to perform above the national average, if we were to use the average differential in performance between CVC pupils at English, Maths and Science and the national average, which currently stands at 13.7%, to set a target for MFL % 5+ this would have been 65.7% for Summer 07. Figure 5: Table shows the newly derived whole class targets for KS3 MFL at the end of each year over Key Stage 3. Rachel Hawkes January 2008

22. From class target to individual target Figure 6: year 8 German data 2007-8

23. Monitoring pupil effort and progress NC levelsVocabulary tests – 20L & R activities – levelled and/or raw scoresW & S activities – levels awardedAbsent or late hw or insufficient effort recorded – 3 x = report Figure 7: year 8 German marksheet 2007-8

24. Whole year group assessments twice per year  review of class and year targets Figure 8: Year 7 Spanish end of year results 2007

25. Activity 1Look at the following list of words and give each one a number rating 1-5 based on how well you know the word. Look at the VKS (Vocabulary Knowledge Scale) below: 1. I don’t remember having seen this word before.2. I have seen this word before but I don’t know what it means.3. I have seen this word before and I think it means….4. I know this word: it means…….5. I can use this word in a sentence, e.g……….(ref: Wesche M & Paribakht T.S. (1996) “Assessing second language vocabulary knowledge: depth versus breadth”, The Canadian Modern Language Review 53, 1:28)

26. Look at the following Spanish words and award them a number (1 – 5) according to the criteria below:1. I can pronounce this word and I know what it means2. I know what it means3. I think I know what it means4. I know I have learnt this word but I can’t remember what it means5. I have never seen that word before

27. KS3 Spanish Core Language ser – to be tener – to have estar – to be Pronouns yo – I tú – youél/ella – he/she Usted – you (polite, sing.) nosotros – we vosotros – you (fam.pl.) ellos/ellas – they Ustedes – you (polite, pl.) Time words Referring to things Referring to places Asking questions ahora – nowantes – before después – afterhoy – todayayer – yesterdaymañana – tomorrowotra vez - againsiempre – alwaysa menudo – oftena veces – sometimesnunca – neverla semana pasada – last weekla semana que viene – next week una cosa – a thingesto – thiseso – thatalgo (más) – something (else)otro – (an)othermucho – a lot(un) poco – (a) little muy – verytodo – all/everything aquí – hereallí - there ¿Por qué? – why? ¿Qué? – what? ¿Cuándo? – when? ¿Dónde? – where? ¿Quién? – who? ¿Cuánto(s)? – how much/many? ¿Cómo? – how? Making links y – ando – ortambién – alsopero – butporque – becausecon – withsin - without Sentence building Saying what you did fui – I wenthice – I didví – I sawjugué – I playedcomí – I atebebí – I drank Opinions Pienso que – I think that Creo que – I believe thatMe parece que – it seems that..

28. KS3 Spanish Key Skills 1 Sound/meaning 2 Visual/meaning Memory 3 Spelling (core language words only) 1 repeat correctly 4 (improved) speed of recall Pronunciation 2 retain pronunciation 1 say whole sentences from visual prompts 3 pronounce accurately from text Sentence building Infer/guess meaning from key words/cognates 2 adapt sentences to make new meanings Comprehension 3 Use key verbs to build new sentences

29. Dynamic assessment: ‘the optimistic self-portrait’ Self-Portrait1500, Albrecht Dürer

30. Dynamic assessment: ‘the optimistic self-portrait’ “Assessment and instruction are dialectically integrated as a single activity that seeks to understand development by actively promoting it.” Beyond the test: L2 Dynamic Assessment and the Transcendence of Mediated Learning. Poehner, M.E. 2007. The Modern Language Journal, 91, iii pp.323-340 Rachel Hawkes January 2008

31. Dynamic assessment: measuring potential achievement • Most assessment measures what is already mastered • Most assessment is not truly developmental • Most feedback is not specific enough to be acted on • Most achievement is not aspirational – i.e. it doesn’t indicate future potential Rachel Hawkes January 2008

32. The ‘tick grid’ system

33. Prepare the text for your PowerPoint presentation on your family. You will need 5 slides only (but you can add additional slides if you wish) and you may add in photos or drawings at home. In this lesson, you will be planning and writing the text. Include the following information: Year 8 End of Unit project • a description of yourself • how many people in your family and who they are • a detailed description of one family member and a comparison of yourself with that person • a description of the hobbies and interests you and your family have • a description of your plans for next weekend

34. Use verb forms other than ‘I’ and choose some ‘radical’ verbs and other irregulars – e.g. ser/tener/jugar/hacer/pensar Say a little about your plans for next weekend and what the rest of your family will be doing too. You use this when you say you like doing something – i.e. me gusta bailar. Links are ways to join sentences or halves of sentences together – e.g. y, también, pero, sin embargo, después, luego porque = because! As well as ‘me gusta’ etc.. Why not also include pienso que, creo que, a mi parecer, me parece que, en mi opinión p.2 – 4 vocabulary book see p.5 vocabulary booke.g. nicer than, funnier than, bigger than..

37. Modelling the tick grid – a lesson resource

38. Marking code for writing

39. Whole class formative assessment

40. Year 9 French Year 8 French Year 7 French The French KS3 tick grids

41. Pupils know how to improve Pupils think for themselves Pupils know their learning aims • make tasks as open-ended as possible • allow choice of task (inc. homework) • include a variety of ways of working inc. group & pair work • clarify knowledge & skills to be learnt • clarify success criteria • give opportunities for pupils to draft-mark-reflect-improve their work • give opportunities for pupils to reflect on and review their targets Strategies to promote Active Learning Pupils extend responses & explain their thinking • plan open-ended questioning • extend questioning based on pupil responses • encourage pupils to ask questions • variety of strategies to promote maximum engagement of all e.g. ‘no hands’ policy Pupils assess themselves and others • give opportunities for pupils to use success criteria and objectives to assess their own and others’ work Pupils achieve their full potential • allow pupils to give feedback and set targets for themselves and others Pupils know about their own progress • know the pupils well through dialogue and marking of their work • plan differentiated tasks to meet their needs • inform the pupils of their levels of achievement • show pupils examples of good, (assessed) work RHawkes 07

42. Summary: Using data for the learner • HODs use and understand multiple sources of data and set year group/class targets • Teachers use data from HODs and own data to set individual targets (in line with class targets) • Teachers use a range of strategies to ensure that pupils understand the ‘landscape’ of the subject/course • Teachers enable pupils to understand their own strengths and areas for development and share appropriate data to support this – ‘self-portrait’ • Assessment is(at its best) aspirational and developmental - Dynamic Assessment – ‘optimistic self-portrait’ Rachel Hawkes January 2008

43. Assessment: ‘the bigger picture’ Rachel HawkesAssistant PrincipalComberton Village CollegeEmail: rhawkes@comberton.cambs.sch.ukTel: 01223 262503 ext.222/223 Rachel Hawkes January 2008