Assessment for Learning

1. Assessment for Learning Questioning Dunblane Primary School Roz McEwan

2. Are you any of these?

3. Bloom’s Taxonomy of Questions1 Knowledge • Knowledge – Asking children to state/recall • Straightforward information, facts, names, numbers • Remembered information, facts, observations, from previous lessons (Who can remember three of the ways that we can make electricity) • Procedures, ideas, theories Who can tell us where we put the ten we carry forward) • In each case the information has been learned/taught previously

4. Bloom’s Taxonomy of Questions2 Comprehension • Comprehension –Comprehension involves more than recall, remembering, repeating, but also understanding • Restating knowledge of facts – in different ways: words, numbers, pictures, graphs, charts, maps, models, drama, oral to written and vice versa • Making comparisons between these ideas /facts and others: comparing ideas, giving examples, stating similarities and differences, drawing basic conclusions and implications • Being able to explain some of the implications • Using evidence to justify an answer

5. Bloom’s Taxonomy of Questions3 Application • The key idea at the application level is that children use their knowledge and understanding to solve problems, answer questions, role play, construct models, draw, ask questions etc • Primary education has long recognised the importance of this level of thinking in first-hand experience, experiential learning etc • The draw- back is that it is time consuming • The obvious benefit is that children both learn and understand more effectively and learn to use their knowledge and understanding

6. Examples of higher order questions Application • Can you think of a story which has a similar theme? • Have you ever read a story which deals with the same issues? • Do you know of any other author who finishes his book with a cliff-hanger?

7. Bloom’s Taxonomy of Questions4 Analysis • Analytical thinking is about: • Breaking down ideas, problems, concepts into the component parts • Finding out ‘why?’ and ‘how’ • The use of a rule or system or an organised form of thinking: problem solving, decision making, analogies

8. Examples of higher order questions Analysis • What makes you think that? • What is it that gives you that impression? • Can you explain why? • Do you agree with -------------’s opinion? • Can you support your view with evidence?

9. Bloom’s Taxonomy of Questions5 Synthesis • Synthesis means putting the parts together in a new and often creative way • Synthesis may not be unique in general – but a new outcome or way of thinking for the children • Synthesis can only be demonstrated by the production of something: a plan of action, music, a story, drama • Answers may be more or less realistic but there is no ‘right’ or ‘wrong’ answer • Products (answers, artefacts etc) need to be tested for validity against the criteria etc

10. Examples of higher order questions Synthesis • What is your opinion and what evidence do you have to support your view? • Using all the evidence available can you tell me what you think/feel about……… • Given what you know about…..what do you think? • How have the views put across in texts affected your own views on…………? • Using the evidence you have gathered on …………. What are your views about…………….

11. Bloom’s Taxonomy of Questions6 Evaluation • Involves two questions/answers - What is your evaluation? - On what basis did you make the evaluation? • Two kinds of evaluation - Internal: to judge the logic, organisation or consistency within the argument - External using criteria/standards created by those with expertise or an interest in the area – as in criteria laid down by 5-14

12. Examples of higher order questions Evaluation • What makes this a successful story? What evidence do you have to support your opinion? • Does it work? • Could it be improved? • How does it compare to? • Which is better and why?

13. Co operative Learning • We are already using formative assessment to encourage co operative learning – allowing children to work in pairs or groups giving them time to respond to answers think, pair, share • Use these strategies when challenging children with higher order questions

14. Research – class and home based • Most research uses a ‘go find out method’ e.g. find out about Elvis or research Russia • This type of research turns us into simple ‘word movers’ • Technology makes ‘word moving’ even easier – cutting and pasting • Think about research questions which require either problem solving or decision making e.g. How would moving to live in Russia change your current lifestyle? Why does Elvis and his music continue to have an impact on today’s music scene

15. Research approach Environmental Studies • What do we know already? • What do we want to know? • What do we need to know? • How do we find out? Planning/resource implications to this approach Children’s planning

16. Curriculum for Excellence • ‘Asking good questions is the basis for becoming a successful learner’, says Guy Claxton. ‘If children aren’t asking questions they are being spoon-fed. That might be effective in terms of getting results, but it won’t turn out curious, flexible learners suited to the 21st Century • Responsible • Effective • Successful • Confident

17. Plan of Action • Try some higher order questions within the curriculum – in subjects you are comfortable with • Try using the research approach to ES