The Foundation Stage Assessment for Learning

1. The Foundation Stage Assessment for Learning

2. Programme Session one Introduction Rationale for AfL COFFEE Session two Sharing learning intentions Success criteria Effective feedback LUNCH Session three Observation Questioning skills Plenary

3. Aims for Day 3Assessment for Learning • To consider • How the key elements of Assessment for Learning are incorporated into the ‘plan, do, review cycle’ in the Foundation Stage • Observation as one of the key strategies for assessing children’s learning • To raise awareness of the range of language demands covered in the language for learning model

4. AfL in the Northern Ireland Curriculum The Northern Ireland Curriculum Primary Section 1:9 Pages 11 and 12 Implementation box (PMB) Assessment for Learning for Key stages 1 and 2 (Pages 8 -14) Assessment for Learning DVD CPD Units CD-Rom

5. Assessment for Learning . . . is a process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there. (Assessment Reform Group, 2001)

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

7. Assessment for Learning responsibility transferable learning transparent process

8. Assessment is an integral part of the learning process Assessment for Learning involves the following key actions • planning/sharing learning intentions • sharing/identifying success criteria • effective questioning • giving feedback to pupils • involvement in self-assessment (AfL Booklet p2)

9. Assessment for Learning in the Foundation Stage Individual target settings Open learner/ teacher relationships Shared success criteria Advice on how to improve Plan Do Shared learning intentions Review Taking risks in learning Self and peer assessment Self and peer evaluation Celebrating success

10. Plan Plan – • clarify tasks, • generate ideas, • designing ways of approaching tasks and problems (Northern Ireland Curriculum p10)

11. ‘A night out’ Plan – clarify tasks, generate ideas, designing ways of approaching tasks and problems • What do we know already? • What do we want to learn? • How will we find out ? • Who could help us?

12. Do Carry out, plan and communicate findings • Finding and analysing relevant information • Creating, trialling or testing out possible solutions • Making decisions • Drawing conclusions • Presenting ideas, opinions and outcomes (The Northern Ireland Curriculum p10)

13. Review Both the process and the outcomes of their work and their learning • Evaluating progress throughout and making improvements when necessary • Reflecting on their thinking and their learning • Transferring thinking and learning to other contexts ( The Northern Ireland Curriculum p10)

15. AfL workshop

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

17. If learners are to take more responsibility for their own learning, then they need to know what they are going to learn, how they will recognise when they have succeeded and why they should learn it in the first place. (An Intro to AfL, Learning Unlimited, 2004)

18. Defining the learning You can express the learning in terms of • knowledge • understanding • skills (AfL booklet p9)

19. Putting learning intentions into practice • start small • separate the learning from the task /activity • tell them why they are learning something • use appropriate language • display the learning intention • discuss the learning intention with pupils

20. Learning Intentions Workshop

21. Feedback Telling a child he needs to work harder is as much use as telling a comedian he needs to be funnier. Dylan Wiliam

22. How to share success criteria The process takes time and needs to be developed You can help children along by • Modelling the process • Putting criteria into child friendly language • Allowing time to discuss • By using images to illustrate the process (AfL booklet p14)

23. Feedback Young children need a nurturing climate Verbal and non verbal language from the adult gives powerful messages to the child Focus feedback on individual progress Give feedback that focuses on success and improvement Give children time to make improvements Understanding the Foundation Stage, CCEA 2006, page 14

24. AfL in action Physical Development and Movement DVD

25. Observation

26. Mr Bean DVD

27. Why Observe? ‘Well planned, regular and skilful observations help teachers gain a more accurate picture of the progress each child is making across the whole curriculum’ (Understanding the Foundation Stage p14)

28. Why Observe? ‘Without the use of regular observations, and written records on each child’s development, the teacher is left with an incomplete picture of the child. This may lead to a loss of significant information that could help shape the planning and take more account of the child’s needs.’ (Understanding the Foundation Stage p14)

29. What to observe There are two aspects to consider during any observation; • What the children say • What the children choose to do

30. What might be included ? Use of language in a range of situations Ability to problem-solve and make decisions or demonstrate thinking skills Use of resources in an imaginative way Level of self- awareness and self-confidence Ability to work with others

31. What might be included ? • Willingness to investigate and be creative • Desire to plan his/her activities • Ability to manage emotions and feelings (Understanding the Foundation Stage p15)

32. Observation - the process Significant difference between ‘being observant’ and ‘planned observation’

33. Observations should be: • Planned for by staff • Recorded appropriately - may include photographs, children’s contributions/samples of work, etc • Carried out over time • Used to make an assessment which will inform future planning

34. Assessment and planning Observations provide the adult with the evidence about the child’s progress in learning

35. Observation Workshop

36. Purposes of Effective Questioning In AfL effective questioning serves two main purposes: to assist with assessment and to improve understanding. (AfL Booklet p22)

37. Strategies for Effective Questioning • Asking better questions • Asking questions better • Dealing with answers productively • Encouraging pupil questions (AfL Booklet p22)

38. Key Messages • AfL supports TS&PC and PDMU • AfL is focuses on the learning process rather than the end product • The underpinning reason for AfL is to inform teaching and learning • We need to gather evidence to assess children’s progress