ASSESSMENT

1. ASSESSMENT khaled@ams-uk.org

2. The Prophet (saw) taught by… • using engaging and stimulating methods • through dialogue and questioning • analogy and comparison • drawing on the ground • answering questions in full • joking and humour • narrating stories • giving feedback • repeating his words and statements 3 times • varying his body language according to the audience • asking rich, deep and thought provoking questions • using perfect pedagogical methodologies. • consult on issues • work as a group in a group • changing the complexity of language

3. LEARNING OBJECTIVE • I will understand the difference between FORMATIVE and SUMMATIVE assessment

4. What is summative assessment? Summative assessments checks or tests the learning of a pupil at a particular time. i.e. Class Test, Exam It is described as ‘Assessment of Learning’

5. What is formative assessment? Formative assessment is a self-reflective process that intends to promote student attainment when the feedback from learning activities is actually used to adapt the teaching to meet the learner's needs. It is described as ‘Assessment for Learning’

6. What are summative and formative assessment? If we think of our children as plants … Summative assessment of the plants is the process of simply measuring them. It might be interesting to compare and analyse measurements but, in themselves, these do not affect the growth of the plants. Formative assessment, on the other hand, is the equivalent of feeding and watering the plants appropriate to their needs - directly affecting their growth. The garden analogy

7. Assessment of & for Learning Summative Assessment - occurs after the learning - to prove learning - measures learning - done to learners - widens the ability range… - externally referenced - outcome focused Formative Assessment - occurs during the learning - to improve learning - grows learning - done with learners - narrows the ability range - personally referenced - process focused

8. Formative and summative assessment Formative and summative assessment are interconnected. They seldom stand alone in construction or effect. The vast majority of genuine formative assessment is informal, with interactive and timely feedback and response. It is widely and empirically argued that formative assessment has the greatest impact on learning and achievement.

9. Activity Draw a Star 8 Marks You may not ask any questions. Must be done in Silence You have two minutes

10. Full Marks Exemplar

11. Why Use AfL in Your Classroom? • AfL helps pupils to: • understand the reason and focus for learning; • recognise success in learning; • identify and work towards a goal; and • understand how to make improvements and achieve their goals.

12. Evidence – Black and Wiliam • There’s an over-emphasis on grading and giving marks. • To pupils, assessment that compares them with others seems to be more about competition than personal improvement. • Feedback from these comparative assessment approaches reduces morale.

13. THE BLACK BOX • Black and Wiliam’s research indicates that improving learning through assessment depends on five simple factors: • Providing effective feedback to students. • Students’ active involvement in their own learning. • Adjusting teaching to take account of the results of assessment. • Recognising the profound influence of assessment on students’ motivation and self-esteem - both crucial influences on learning. • Ensuring pupils assess themselves and understand how to improve.

14. Implications for classroom practice • Sharing learning goals with students. • Involving students in self-assessment. • Providing feedback that helps students recognise their next steps and how to take them. • Being confident that every student can improve.

15. The test of a successful education is not the amount of knowledge that a student takes away from a school, but the appetite to know and the capacity to learn. If a school sends out students with a desire for knowledge and some idea of how to acquire and use it, it will have done its work. Too many students leave school with the appetite killed and the mind loaded with undigested lumps of information. What do we want for our students?

16. AfL in the Classroom Planning Learning Intentions Improvement Questioning Questioning Learning, Teaching & Assessment Cycle Peer & Self-Assessment & Evaluation Input Questioning Formative Feedback Success Criteria Learning Activity

17. Assessment for Learning (AfL)Effective Questioning

18. Learning Objectives • Know and understand that effective questioning is a powerful tool for learning • Be aware of strategies for effective questioning in the classroom • Consider ways to generate pupils’ questions

19. Some Starter Questions • Do you ask pupils to come up with their own ideas and to think aloud? • Do you encourage your pupils to explain their reasons for their answers? • Do they get the opportunity to ask their own questions? • Is it okay to give a ‘wrong’ answer in your classroom? • Is everybody’s opinion valued by everyone?

20. Climate for Learning • Risk-taking culture • Community of enquiry • Commitment to learning for all

21. Activity 1 Answering the Big Questions What was the purpose of your questions during that lesson? How did you respond to the answers the pupils gave?

22. Why Do We Ask Questions? • To manage and organise pupils’ behaviour • To find out what pupils know • To stimulate interest in a new topic • To focus on an issue or topic • To structure a task for maximum learning • To identify, diagnose difficulties or blocks to learning • To stimulate pupils to ask questions • To give pupils opportunity to assimilate, reflect and learn through discussion

23. What Is Effective Questioning? • Framing, delivering, timing, soliciting and responding to questions to: • identify where pupils are currently in their learning; • expand and deepen the learning; • inform planning for future learning.

24. Classroom Strategies: Ask Better Questions • Ask fewer questions. • Ask more ‘open’ questions. • Sequence questions. • Prepare key questions.

25. Classroom Strategies: Ask Questions Better • Involve the whole class. • Think, pair, share. • Provide think time. • Try no hands up.

26. Classroom Strategies: Deal With Answers Productively • Use wrong answer to develop understanding. • Prompt pupils. • Listen and respond positively.

27. Classroom Strategies: Generate Pupils’ Questions • Model questioning for pupils. • Provide opportunities for pupils to practise their skills. • Plan time for pupils’ questions and for dealing with them effectively.

28. Key Messages • Establishing the right climate is crucial. • The classroom should be seen as a community of enquiry. • The role of questioner does not lie solely with the teacher. • Effective questioning performs three key functions: • - to identify the present level of understanding; • - to extend and deepen learning; and • - to inform future planning.

29. Key Messages cont. • Benefits of effective questioning include: • - improving the classroom ethos/environment; • - instilling the skills needed for independent learning; and • - supporting the objectives of Personal Development and Mutual Understanding (at Key Stages 1 and 2), Learning for Life and Work (at Key Stage 3) and Thinking Skills and Personal Capabilities.

30. Planning for Questioning- Adapted from E C Wragg Identify the key questions in relation to the learning intentions for the lesson Decide on the level, order and timing of questions Extend the questioning - thinking of subsidiary questions to ask Analyse anticipated answers and responses you might give