Week 2 already

1. Week 2 already

2. Review-individual activity What is a lesson aim? What is a lesson outcome or objective? Which is a higher order thinking skill…mastery or development? What is the term for adapting approaches and resources to ensure everyone’s needs are met?

3. Teaching Cycle

4. Today’s outcomes: • Review previous session’s content • Exemplify assessment types • Distinguish mastery from developmental objectives and assessment methods • Analyse key assessment quality criteria

5. Which link to the module assessment Part 2… L6 (4) Evaluate a range of inclusive assessment strategies and tools which are suitable to your subject specialism. L4 (4) Identify and explain a range of assessment tools and strategies appropriate for teaching your subject specialism. Module Teaching, Learning and Assessment learning outcome

6. Ofsted say significant features of outstanding teaching, learning and assessment are that …. Teachers identify the objectives for each learning activity clearly. Learning objectives are based on skill development alongside the acquisition of knowledge. Assessment plans integrate closely with the schemes of work or individual learning plans and support the use of regular assessment to ensure that teachers monitor learners’ development of skills over time and support them to increase their rates of progress. Teaching, learning and assessment in further education and skills – what works and why 12 September 2014, No. 140138

7. Initial, Diagnostic, Formative & Summative Assessment Types • Initial- prior to start of course- defines existing skills & readiness • Diagnostic – Initial is one type of diagnostic. Used to assess strengths and weaknesses, skills and qualities often at start of module or session • Formative – developmental- used for teaching & learning • Summative – at the end- often used for certification

8. Mastery and Developmental Mastery Objectives • Essential skills and knowledge which underpin course studied • Assessed on pass/fail basis Developmental Objectives • Apply skills and knowledge in structured way to subject and wider curriculum- e.g. transferable skills • Evaluation, analysis, interpretation, synthesis • Assessed on formative or graded basis • http://pandora.cii.wwu.edu/cii/resources/outcomes/objectives.asp

9. Bloom

10. Dunn – Selecting Methods of Assessment Dunn outlines 8 broad categories of outcomes. Task – In pairs Identify specific examples of assessments from your specialisms for each. Plenary • Which are mastery? Which are developmental? • Which outcomes are the most difficult to assess in your specialism? Why?

11. What will you use? Refer to the lesson plan and learning outcomes you started with Andrew last week…what assessment methods will you/could you use?

12. and finally…SMART targets and VACSRassessment ?

13. Smart targets These are the targets you agree with your learner. • Specific • Measurable • Achievable • Realistic • Time bound

14. Assessment MUST be fair A = Authentic V = Valid C = Current S = Sufficient R = Reliable

15. Review Look at your notes and the activities • One thing that you have learnt this morning • One thing thatis still a bit muddy • Targets • Review previous session’s content • Exemplify assessment types • Distinguish mastery from developmental objectives and assessment methods • Analyse key assessment quality criteria

16. Remember…….. Education is not the filling of a pail, but the lighting of a fire. William Butler Yeats ( 1869 -1935 )

17. Next - feedback