Assessment for Learning 12 October 2005

1. Assessment for Learning12 October 2005 Victoria Jackman (& Jonny Walker)

2. Assessment and the School Improvement Plan • SIP1:1 Set individual pupil targets in writing and in numeracy informed by need/development. • SIP1.2 Increase pupil self-evaluation. • SIP 1.3 Develop a strong culture of pupil/teacher consultation.

3. Individual Pupil Targets • ‘I can…’ statements. • ‘Big picture’ target. • 1 for writing: EYD/Y1 given orally. Years 2-6 in front of books. • 1 for Mathematics: EYD-Year 2 through certificates displayed in classroom. Years 3-6 based on suitable NNS objectives and recorded in front of book. • Targets given to parents on parents evening

4. Pupil Self-evaluation Why? • To develop a language of learning in our children • To enable the children to take responsibility for their own learning and, therefore, make greater progress. If anything, the guild knowledge of teachers should consist less in knowing how to evaluate student work and more in knowing ways to download evaluative knowledge to students. (Sadler, 1989)

5. Pupil Self-evaluation How? • Initial Strategies.Thumbs up, traffic lights etc. • Higher Order strategies. These explore how and why learning has or has not taken place. 1. UsingThumbs up, traffic lights with additional explanation or comment. 2. Self-evaluation poster. Activity!

6. Pupil Self-evaluationShirley Clarke’s Self-evaluation • What really made you think/did you find difficult when you were learning? • What helped you when something got tricky to learn? • What do you need more help with about learning to…? • What are you most pleased with about learning to…? • What have you learned that is new about…? • How would you change this activity for another class/age group? • How will learning about… help you in the future? • Give an example of when you were resilient, responsible, resourceful, reasoned, reflective, reflexive?

7. How to use the self-evaluation poster • Model how to answer the questions in your plenaries • Choose 1 or 2 questions to be focussed on. • Allow up to 30 seconds of thinking time • Use a variety of methods for responding- whole class, paired, individual, group. • Make sure responses are always oral. • Relate their responses to the 5Rs

8. Feedback Why? • To further develop self-evaluation skills • To develop self-editing skills • To enable the children focus on achievement against a given objective/criteria …the main purpose of the marking feedback should be to give information to children about how well they did against the learning intention. (Clarke 2000)

9. Feedback How? • Oral feedback. Needs to be closely linked to learning objective/success criteria. • Written Feedback. Consistency across the school needs to be developed. Activity!

10. Feedback Use 4 types of marking: • Quick marking by the pupil • Quick marking by the teacher/TA • Marking to targets • Quality marking by the teacher- at least 1 x weekly for Lit and Maths, 1 x fortnightly for Science.

11. 3 successes and a wish(quality marking) • Use the learning objective as the title. • Find 3 successes against the learning objective (2 at KS1) • Indicate them using L.O. at KS2 and a star in a circle at KS1 • Comment on the successes with reference to the objectives • Indicate an area to work on with an arrow • Record a wish that will help them to “close the gap” – a reminder, scaffold question, an example and mark it with an arrow.

12. Feedback A Consistent Approach • Quality not quantity! Watch out for distractions! • Identify 3 successes (based on learning objective/success criteria) and a wish. • Use symbols for successes and give a prompt for improvement. • Plan time for children to action the improvement (self-editing). Children need to be given classroom time to read any feedback and, most importantly, carry out an improvement on the piece of work in question. (Excellence and Enjoyment, 2004)

13. Feedback Using the Marking Code • Adopt symbols for successes and wishes. • Use aspects of it where they are appropriate to the learning objective • Use for peer-evaluation. • Use for whole class shared work. Activity!