Assessment for Learning

1. Assessment for Learning Course Leader: Denise Smith (Torquay Academy) Venue: Scarman House, University of Warwick Date: 14th January 2014

2. Session 1 Establishing systems Denise Smith www.denisesmithteaching.co.uk

3. Target grades • Sharing of target grades / assessment criteria to be met • When? • How?

4. Tracking achievement Name: Current grade: Target grade: Progress tracking: • Module 1: • Module 2: • Module 3: • Module 4: • Module 5: • Module 6:

5. It’s important that the target grade is treated as a minimum. • http://www.youtube.com/watch?v=GlpjA-QgmQM • Let students aspire for higher.

6. The new criteria only assessment system

7. Criteria only recording

8. Discussion about target grades Things to consider: • Are you comfortable with reading them aloud? • It is wise to establish an openness about sharing target grades, but it might be a good idea to start it in pairs and spread the discussion wider as appropriate.

9. Use of language • Compare your grade to your target grade. • To prevent students comparing their grade to others’. • Consider using colour coding, so somebody who is on target at a level 2 and somebody who is on target at a level 4 will both be coloured in green to celebrate success. • To get to the next grade, you will... • So next time, you will need to... • What do you need to achieve a level...?

10. Dealing with incorrect answers • You’re definitely on the right lines. Now let’s build the perfect answer between us. • That’s a very good point. So what about...? • I can see what you mean there. What would happen if...?

11. Talk partners

12. No hands up rule • To prevent people from taking over the discussion. • To make sure that you don’t leave people out, so you can assess the progress of everybody. • Random name pickers Classtools.net My example • Names on lollipop sticks

13. Use of peer assessment (to be covered in detail in session 3)

14. Displays Work should be levelled, with information to say why it has attained that level and what could be done to improve its level.

15. Session 1 Outcomes Denise Smithwww.denisesmithteaching.co.uk

16. What might the outcomes be for this lesson? (watch at 4.05) http://www.tes.co.uk/teaching-resource/Teachers-TV-KS1-KS2-Science-Forces-6044061/

17. Friction can be useful or not beneficial • Key Learning Points • The friction was useful because it stopped the jelly from slipping. • Look at other ways that friction could be useful e.g. brakes, tyres, holding on to a rope etc. • The oil made it slip there was little friction so that the chopsticks could hold the jelly. Link with oil on a road – it’s dangerous! • Look at ways that oil could be used so that little friction was useful. For example inside an engine, stopping hinges squeaking etc.

18. Ways to phrase outcomes / objectives • Success criteria • I can… • To know…, to be able to…, to understand… • WALT • We are learning today • WILF • What I’m looking for

19. Outcomes should be measurable • How will you know that the outcomes have been achieved? • How could you measure the students’ performance against the outcomes in the forces lesson?

20. Phrasing outcomes • Action verbs Taken from http://teaching.uncc.edu/articles-books/best-practice-articles/goals-objectives/writing-objectives-using-blooms-taxonomy

21. Session 1 Questioning Denise Smithwww.denisesmithteaching.co.uk

22. Can you identify any questioning techniques used here? • The use of robots in supermarkets • Identify the pros and cons of computerised checkouts

23. Techniques used • Wait time • Bouncing students’ answers off each other • Building answers together

24. Question stems to avoid closed questions • What might...? • Use of the word ‘might’ rather than ‘is’ • Can you compare this to...? • What could happen if...? • How would you...? • What are the possible results of this? • Refer back to Bloom’s taxonomy

25. Asking levelled / differentiated questions • Refer to APP / National Curriculum level descriptors

26. Science AF3 – Communicating and collaborating in Science • Level 3 • Present simple scientific data in more than one way, including tables and bar charts • Can you tell me two ways in which we can present / show the results?

27. Science AF3 – Communicating and collaborating in Science • Level 5 • Decide on the most appropriate formats to present sets of scientific data, such as using line graphs for continuous variables • What would be the most appropriate graph to present this data and why?

28. Devising questions that encourage ambiguity and therefore discussion • Please have a go at devising such a question about the use of robots in supermarkets.

29. Devising questions that encourage ambiguity and therefore discussion • The “deficiencies [of self-scanning checkouts] neatly illustrate the limits of computers' abilities to mimic human skills.” Wall Street Journal http://online.wsj.com/news/articles/SB10001424052702303492504579115310362925246 • So why do we still use them?

30. Get the students to ask questions of each other

31. Session 2 Quick whole-class assessment Denise Smithwww.denisesmithteaching.co.uk

32. Wipe boards / show-me boards Picture from http://www.adboards.com/junior-education/Dyslexia-Friendly-Unframed-A4-Colourwipe-Dry-Wipe-Boards

33. Find my rule • 26 years old • Went to school in Dunblane, Scotland • Tennis player • Andy Murray • 85 years old • Went to school in Edmonton, England • Game show host • Bruce Forsyth

34. Traffic lighting Picture from http://www.autopresseducation.co.uk/

35. Thumbs up / thumbs down Picture from http://schneeblog.com/tag/patience/

36. Comparing knowledge before and after • E.g. ‘what do we already know about volcanoes?’ • Volcanoes can be caused by earthquakes • Volcanoes release liquid granite • Repeat at the end of the lesson to measure the progress

37. Active multiple choice answers • Have the letters A, B, C and D placed around the room and when you ask a multiple choice question and watch where your students place themselves. • E.g. Who was Prince William talking about this year when he said “He’s got way more than me”? A. Peter Stringfellow B. Peter Jones C. Prince George D. Prince Harry

38. On 14th Jan 2013, it was revealed that which supermarket’s beefburgers contained 29% horsemeat? A. Asda B. Morrisons C. Sainsbury’s D. Tesco

39. Putting things in the correct order using cards Answers • Henry VIII • Edward VI • Victoria • Elizabeth II

40. Matching • Snap

41. Understanding the difference between objects or concepts • Creationary

42. Levelled class game • Students work in groups and select the level of question they would like to answer. The number of marks they get corresponds to the level of question they answered correctly.

43. Acting out concepts or personalities

44. Play your cards right

45. Post-Christmas Play Your Cards Right • Higher or lower?

46. Number of turkeys consumed 10 million

47. Number of Christmas puddings Higher - 25 million

48. Number of pints of beer Higher - 250 million

49. Number of bottles of wine Lower - 35 million

50. Session 3 Self-assessment Denise Smithwww.denisesmithteaching.co.uk