PGCE Full Time 2011-12 Professional Studies

1. PGCE Full Time 2011-12Professional Studies ASSESSMENT FOR LEARNING

2. DIRECTED TASK MINI- LESSON WEEK 5 – FRIDAY on PAGE 20 of DETAILS PS Handbook ( use new lesson plan format) NO seminars on Friday of week 4- you have preparation time

3. Planning Learning Objectives Delivery of teaching and learning objectives Review and target setting Learning Outcomes Lesson Delivery Assessment of pupil progress The Learning Cycle

4. Reflect on your pre-course experience… • What have you seen in schools that comes under the heading of assessment? • Who was it used by? • What was it used for?

5. Main Sources of Assessment Evidence • Your observations of how the children react and behave • What pupils say about what they are learning • The questions children ask and the answers that they give! • Pupil’s written and practical work • Marking • Test results • Other teachers’ records

6. WHY ASSESS ? Think back to Week 1 when we talked about different stake holders...do they have different reasons for assessing... What are these?

7. Types of Assessment • SUMMATIVE • FORMATIVE What do these terms mean?

8. Assessment of Learning • Also known as SUMMATIVE assessment • Is carried out at the end of a unit of work, end of a year, end of a key stage etc. • Is often related to national curriculum levels

9. Professional Standards Q13 – Know how to use local and national statistical information to evaluate the effectiveness of their teaching, to monitor the progress of those they teach and to raise levels of attainment. Whilst you are on SE you should try and take any opportunities given to you to get involved in levelling work ! Have a go !

10. Assessment for Learning: • Also known as FORMATIVE assessment • Is carried out as pupils progress through a lesson / unit of work • Provides feedback, allowing pupils to make improvements and to identify next steps in learning

11. “ Assessment for learning is the 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.” Black et al (2003) Assessment for Learning: Putting it into Practice. Berkshire: OUP

12. What the Teacher Needs to Know? • Where you children are • Who is making progress? • Who is not? You need to keep such information and use it to plan how you will move the children in your class forward.

13. A4L in action • Teachers’ TV: \\akira\EHSC\Resources\PAss Formative assessment.wmv

14. Professional Standards • Q12 – Know a range of approaches to assessment, including the importance of formative assessment • Q29 – Evaluate the impact of teaching on the progress of all learners and modify planning and classroom practice where necessary • Whilst you are on SE you should start to try out different ways of assessing children's learning. Have a go ! APP- is just one strategy used by some schools- if you do get a chance- have a go at it yourself!

15. APP – Assessing Pupils’ Progress • The aim of APP is to enable teachers to: • Track pupils’ progress through KS2 • Use diagnostic information about pupils’ strengths and weaknesses • Forward plan based on group and individual need

16. APP forms part of the on-going assessment for learning strategies in place in the classroom… Planning from Learning Objectives (Primary National Strategy) Day-to-day teaching and learning Evidence for Assessment Focuses (AFs) Informing planning and teaching and learning Periodic assessment using AFs

17. Assessment Focuses (AFs) • AFs are based on the National Curriculum Programmes of Study and Level Descriptors. • AFs are NOT learning objectives. • For each AF there are 2 or 3 bullet points at every level.

18. Using APP

19. Benefits of APP • It gives a detailed profile of what a pupil can do in relation to the AFs • It provides high quality evidence to inform next steps in pupils’ learning and reporting on pupils’ progress • It uses a teacher’s assessment of a sample of pupils to get a periodic view of progress and attainment across a whole class • It helps to develop more responsive teaching • It embraces assessment approaches which have traditionally been defined as formative and summative • It provides a NC level from an informed, holistic judgement, rather than relying solely on total marks accumulated in a test. • BUT it is not the only strategy used and it is NOT used in every school- find out how teachers assess in your school on SE!

20. Key elements of AfL • Sharing learning intentions and success criteria • Questioning • Effective feedback – verbal or marking • Peer and self assessment Black & Wiliam (1998)

21. Feedback • How can teachers give effective feedback to pupils? • How can teachers ensure that this feedback impacts on pupil learning? • What does the teacher need to do? • What is the role of the pupil?

22. Oral feedback – most effective • Written feedback • Target setting

23. Oral / verbal feedback : ‘ The quality of dialogue in feedback is important and most research indicates that oral feedback is more effective than written feedback.’ (QCA – www.qca.org.uk)

24. Oral Feedback … • Most natural and frequent type of feedback in the classroom • Tailor made to the individual • Powerful in meeting the needs of the learner • *Requires careful language choices • *Use of LO / SC separates the learner from the learning – preserves self-esteem • *Use LO / SC to ensure praise is authentic – avoid ‘blanket praise’

25. Marking Effective marking identifies: • Clear areas of success against the learning objective • Specific improvements which can be made to ‘close the learning gap’

26. Feedback needs: • To be based on clear learning intentions / success criteria • To highlight where success has occurred and where improvement could take place • To be in a form which is accessible to the learner EY? KS1? • To give strategies for improvement (often oral), if this is beyond the means of the learner • *Allocated time in which to take place or be read • *Some focused improvement, based on the feedback, to take place.

27. Marking: research shows that: Teachers focus on 4 features of children’s work before the learning intention. What are they? • Presentation (handwriting / neatness) • Surface features of writing (full stops, capital letters and especially spelling) • Quantity • Effort

28. A possible strategy: • Highlight 2/3 places where the child has achieved best against the learning intention • Indicate, perhaps with an arrow, 3 places where an improvement could be made • Write a prompt to help the child make a small improvement.

29. Types of prompt • A reminder prompt: • More suitable for brighter children – reminds of what could be improved: • Say more about how you feel about this person

30. A question A directive An unfinished sentence Can you describe how this person ‘is a good friend’? Describe something which happened to show you they were a good friend He showed me he was a goods friend when …. A scaffold prompt: provides more structure than a simple reminder

31. Choose one of these or your own: He is a good friend because he never says unkind things about me. My friend is a friend because he is always nice to me. Clarke, S (2001) An example prompt: successful with all, but especially less able

33. And crucially… ‘For assessment to be formative the feedback information has to be used.’ (Black and Wiliam 1989)

34. Effective marking: On SE, ask yourself: • Can the children read my marking comments? • Do they understand them? • Will I give them time to read what I have written? • Will there be time for some improvement to be made as a result? • Is the time I have spent, which may be considerable, going to result in a proportional improvement in learning?

35. Read the child’s work you have been given. L.O.To write in the style of a Traditional Tale Find 2 stars and wish (the exact number is decided by the age of the child, length / complexity of task etc.) Add a suitable comment and an improvement prompt. Success Criteria: Use vocabulary associated with a traditional tale ( once upon a time, they lived happily ever after) Is the setting in some kind of alternative reality? Is there a hero/ heroine who has to overcome some sort of difficulty? Does someone in the story have magical powers? Is there a villain or villains who try to stop the hero/heroine from succeeding in his/her quest? Is there a happy ending? Marking Activity

36. Read the child’s work you have been given. L.O. To write simple instructions sequentially and use diagrams as part of the set of instructions Find 2 stars and wish (the exact number is decided by the age of the child, length / complexity of task etc.) Add a suitable comment and an improvement prompt. Success Criteria: Use vocabulary associated with instructions Maintain consistency in non-narrative including purpose and tense Make adventurous word and language choice appropriate to the style and purpose of the text Marking Activity

37. How well did you do? How many of you • Referred to the learning objective • Put positive comments • Put a development point • Considered how the child would feel getting it back (especially since they met the learning objective)? • Mentioned neatness?

38. Self-assessment • Emphasis on thinking and articulating –not writing • Articulation can be in small groups and pairs • A range of questions displayed as a poster may broaden the scope for analysis, for example …….

39. Self-evaluation • What really made you think while you were learning to….? • What helped you? • What do you need more help with about learning to…? • What are you most pleased with about learning to….? • What have you learnt that is new about…? Source: Clarke, S (2001) Unlocking Formative Assessment. London: Hodder and Stoughton

41. Peer review / marking • Children need to really understand what success looks like before they critique a friend’s work. • Children need time to consider the marking comments that they make to a friend. • Paired marking partners should be roughly the same ability. • The response partner should begin with a positive comment • See Clarke, S (2003) Effective Feedback in the Primary Classroom, London: Hodder & Stoughton, pp.135 - 142

42. Look at the examples you have been given…. • These self and partner evaluation sheets vary in complexity. • Feedback would be recorded but discussion forms a vital part of the process. • Can you see how the prompts relate to success criteria that have been identified and discussed earlier in the writing process?

43. Target setting Target setting in the classroom can: • focus the teacher’s attention and effort on clearly defined priorities for children’s learning and progress; • help children to have a clear idea of what they need to do to improve their work and achieve high personal standards; • help parents know what they can do to support their children’s learning; • enable teachers to evaluate the effectiveness of their teaching strategies.

44. Remember ... • As a rule, if you are teaching, some record of assessment should be completed. • Assessment is not the same as Lesson Evaluation. What’s the difference?

45. Lesson Evaluation on SE • This is about YOU. • It needs to be: • clearly focused on the intended LO • sharp • focused on pupil learning • evidence based • USED – evidence of impact on next lesson plan • NOT A DESCRIPTION OF THE LESSON!

46. A Possible Approach • LO(s) at the top • Bullet pointed • What went well against the LI? • Where’s my evidence? • What did I do to support this? • What went less well against the LI? • Where’s my evidence? • What do I need to do now to address this? • Transfer this onto the next lesson plan***

47. Bibliography • Black, P., Harrison, C., Lee, C., Marshall, B., Wiliam, D. (2003) Assessment for Learning: Putting it into Practice. Glasgow: Open University Press • Clarke, S. (2001) Unlocking Formative Assessment. London: Hodder and Stoughton • Clarke, S. (2003) Enriching Feedback in the Primary Classroom. London: Hodder and Stoughton • Clarke, S. (2005) Formative Assessment in Action: Weaving the Elements Together, London: Hodder & Stoughton • Dean, J. (2005) The Effective Primary School Classroom. Abingdon: Routledge Falmer