Assessment for Learning Assessing Progress

1. Assessment for LearningAssessing Progress Tuesday 4th September 2012

2. By the end of this session it is hoped that: • Everyone will see how Assessment for Learning can play a major role in raising lesson observation ratings from Good to Outstanding • Everyone will have acquired some ideas and practices to help them move their lesson observation rating from Good to Outstanding • Everyone will be able to cascade these ideas and practices to others in their subject area / department

3. Ofsted criteria for an Outstanding lesson • Study the sheet Ofsted Grade Descriptors – Quality of teaching in a school(Ofsted June 2012). • Highlight the most important features you think Ofsted are looking for in an Outstanding lesson. • What have you highlighted and why? • Read the feedback on your lesson observation form. What are the areas you need to develop to move it to an Outstanding lesson? • How can you do this? Is it clear yet?

4. What is Assessment for Learning? • ‘the process by which teachers gather evidence in a planned and systematic way in order to draw inferences about their students’ learning, based on their professional judgment, and to report at a particular time on their students’ achievements’ Summative Assessment (assessment of learning) (Assessment Reform Group, 2006) • ‘(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’ Formative Assessment (assessment for learning) (Assessment Reform Group, 2002)

5. Teaching, Learning and Assessment Teaching Setting learning goals and checking progress Promoting, equipping and maintaining the desire to learn Learning Planning and measuring learner progress Assessing Source: Chartered Institute of Educational Assessors (CIEA)

6. Making good Assessment for Learning practice explicit in lessons • Key characteristics of AfL (see AFL Principles sheet too): • It is an essential part of the lesson • It involves sharing learning goals with learners • It aims to help learners to know and to recognise the standards they are aiming for • It involves learners in self and peer assessment • It provides feedback which leads to learners recognising their next steps and how to take them • It promotes confidence so every learner can improve • It involves both teacher and learners reviewing and reflecting on assessment data or information How does good AfL improve a lesson?

7. Effectiveness of AfL; teachers’ comments • ‘What makes the difference to the higher-attaining classes is dialogue: not just teacher-pupil dialogue, but pupil-pupil dialogue and pupil-led dialogue… Pupils see that it is independent learning… and they see that they’re getting something out of it… Pupils are now more actively engaged in their own learning and accept the responsibility of being involved in their own learning. AfL has definitely raised standards in English by creating more independent thinkers.’ (Head of English) • ‘Sharing clear learning objectives supported the progress they [the pupil] made. We differentiate the learning objectives and this provides students with challenges that make sure they push themselves even further. This also encourages them to make their own challenges. As a result of this, plus other work we’ve done on AfL (notably peer and self assessment) the higher ability students are now very confident. They use opportunities to contribute orally in lessons. They will often take a warm up, coach others and act as referee.’ (PE teacher) AfL: Eight Schools’ Project 2007

8. Effectiveness of AfL; learners’ comments • ‘Having targets and knowing how to get them.’ • ‘Teachers give you small steps, like a ladder, you only have to do little things but know you will get there if you do… It’s not just about knowing you have to go to a house, it’s knowing how to get to the house.’ • ‘Teachers explain why you are learning what you are – I can stick with something if I know how it leads up to something.’ • ‘Some teachers write out at length what we need to do to improve, it’s much more helpful than just ticks or grades.’ What about other feedback, what the teacher says to you? ‘Well that’s even better because you get that straight away.’ • ‘Discussion in groups or pairs is really helpful, it helps you think.’ • ‘Peer assessment can be helpful but it is often done for the sake of it rather than learning from it.’ AfL: Eight Schools’ Project 2007

9. Some tools of Assessment for Learning • Clear goals and learning outcomes • Traffic lights to show levels of understanding • ‘White boards’ to show understanding • Effective feedback to help set targets • Peer and self assessment • Questioning and ‘wait time’ • Effective plenaries • Comments only assessment

10. What makes a lesson Outstanding? • Clear learning objectives with learner understanding of how to make progress to the next stage • All learners are engaged and can work unsupported to meet the learning outcomes • There is differentiation so that the work of learners matches their ability – ‘avoid one size fits all’ • Learners take on responsibility for their learning via paired / group work with class feedback measured against clear learning / progress criteria • There is effective questioning – not just ‘ping pong’ • Clear evidence that progress is being made • ‘The learning comes to life’ Ofsted inspector 2012

11. Embedding AfL in a lesson • Study the Outstanding criteria (Hollingworth lesson observation form) and the Ofsted grade criteria. • Study the sheet Assessment for Learning – to aid and develop learning within a class. • In pairs discuss then note down the key AfL evidence that you think will be required to achieve Outstanding in a lesson observation. • Feedback to the rest of the group. • Refer back to your own observed lesson feedback and work out how it could have been improved by using more AfL. Use the Tracking Sheet to help with this.

12. Extra bits Watch the following video clips on the TES teaching resources website: • http://www.tes.co.uk/teaching-resource/From-Good-To-Outstanding-Rebecca-Wills-6046441/ • http://www.tes.co.uk/teaching-resource/From-Good-To-Outstanding-Gurpreet-Grewal-6046450/ • The website has a range of other video clips that you may find useful. Some are subject specific.