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Hva er “vurdering for laering”?. Bob Knight Headteacher Darlinghurst Primary and Nursery School. Programme. The English Education System Assessment for Learning Principles Assessment for Learning at Darlinghurst. The English Education System.
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Hva er “vurdering for laering”? Bob Knight Headteacher Darlinghurst Primary and Nursery School
Programme • The English Education System • Assessment for Learning Principles • Assessment for Learning at Darlinghurst
The English Education System • Many children start formal school at the age of 3 • Two sectors –Primary and Secondary, followed by Tertiary • Compulsory schooling from 5 – 16 • Pupils divided into Key Stages • Pre-formal school is known as the “Foundation Stage”
Key Stages • Key Stage 1 – aged 5 to 7 • Key Stage 2 – aged 7 – 11 • Key Stage 3 – aged 11 to 14 • Key Stage 4 – aged 14 – 19 • Pupils move through the system by age – ability largely plays no role in the placement of children
National Curriculum and RE • A National Curriculum is prescribed for all schools • There is freedom to innovate – but only if judged a “good” school • All pupils study English, Mathematics, Science, ICT and RE throughout their school days • 6 other subjects make up the NC in Primary and 2/3 more in Secondary
National Strategies • Literacy – Key Stage 1 to Key Stage 4 • Numeracy - Key Stage 1 to Key Stage 4 • Introduced to address perceived failures in standards of achievement • Citizenship, PHSE, Enterprise and Financial Awareness added to secondary curriculum
An Assessment or Testing Culture • When pupils enter school they are tested – Foundation Stage Profile • National Tests are held at the end of each Key Stage from 1 - 4 • Results are recorded and published • Exams are held at 16, 17 and 18 • Originally none of the tests were used to improve learning – they merely measured where children reached
Change of Focus • A pig does not get fat by being weighed • Black and William 1998 “Black Box” • Schools began to think about learning – not testing • Assessment recognised as a key tool for further improvement • Move from assessment of learning to assessment for learning • Pupils engaged in their learning – teachers role changed
Assessment OF Learning • When the dinner guest tastes the soup it is summative assessment • The end-product is evaluated and a conclusion is being reached. The cook is being judged but cannot change the product.
Assessment FOR Learning • When the cook tastes the soup during its preparation it is formative assessment • The cook can intervene in order to improve the quality of the product
Assessment OF Learning • occurs at the end of process (module, term, Key Stage) • is measured against a standard • the candidate is judged worthy of an award or not (SAT level, GCSE grade …) • it is a measure of how much learning has occurred • it is something done to the pupil (test) • there is often a “pass” or “fail” element
Assessment FOR Learning • occurs during the learning process (in lesson, assignment, coursework, it is on-going…) • the pupil receives feedback on strengths and weaknesses (marking, dialogue…) • the pupil is encouraged to improve things • the pupil assesses the quality of the output • there is time set aside to improve and specific learning targets are set • it is something done with the pupil
Principles of AfL • Is part of effective planning • Focuses on how pupils learn • Is central to classroom work • Is a key professional skill • Is sensitive and constructive
Principles of AfL • Fosters motivation • Promotes understanding of goals and criteria • Helps learners know how to improve • Develops the capacity for self and peer assessment • Recognises all educational achievement
Assessment FOR Learning • Assessment plays an integral part of the lesson • Assessment is what makes sense of our planning and teaching. • It reveals the nature of the learning taking place. • We do not leave this process until the end of a unit of work. • We are looking for evidence and reacting to it in every lesson.
Sharing learning objectives with the children • Teachers plan learning in lessons and engage the children so they know what they are learning and why. • Children need to understand what to do in order to show that this learning has taken place • They have opportunities for reflection and can review of their achievements.
Example Learning Intention/Objective • To introduce atmosphere in story writing. Success Criteria • Use the senses to create 2 or 3 phrases to describe what the scene looks like/feels like. • Use good adjectives to make atmosphere more descriptive. • Use 1 example of alliteration or a simile to emphasise atmosphere to make the reader feel they are there.
Sharing the meaning of standards • The children are helped to see what different standards of work will look like. • They recognise what qualities in a piece of work to aim for, before they complete a task. • They develop an understanding of what to do in order to meet the standard and to improve the level of their work.
Developing the skills of self-assessment • Children are supported in being able to describe their strengths and areas for improvement, by sharing with others their views and feelings. • They reflect on their work by comparing it with success criteria and they see what needs to be changed for improvement to take place. • Children are actively involved in assessment.
Level 4 Comprehension, Interpreting, Organisation Give an example of What does this mean Summarise Outline Read the graph/table State in 1 word Compare & contrast Identify Explain what is happening Describe ... in your own words Match Sequence Ask yourself
Level 3 Knowledge and Recall Remember Where Show me Recall How Much Find Point out Tell me How Define Why Describe Who When Name What Which Guidance for reflection Label List
Research about feedback and marking • Teachers need to help close the gap between current and desired performance (Ramaprasad, Sadler) • It is vital to inform children of learning goals (Crooks, Butler) • Feedback needs to focus on individual improvement (Ames and Ames) • Feedback tends, at present, to focus on presentation, secretarial skills, quantity and effort rather than the learning goal (Black, Wiliam, Bennet and Kell) • Attainment and improvement should be specified against the learning intention of the task (Zellermayer) • Children often do not read or cannot understand marking (Zellermayer, Cohen)
Receiving quality feedback and setting targets • Children use teachers’ oral and written comments to recognise what they are doing well and to identify strategies for improvement. • They need to clearly understand what to do in the short-term in order to improve. • Action must follow feedback – time must be given to use feedback
Effective marking For marking to be effective • The teacher must give feedback against the focused learning objectives of the task • This must highlight where success has occurred in relation to the objectives • Teachers suggest where improvement might take place against those objectives • Give appropriate prompts or strategies to enable pupils make those improvements
Inhibiting factors • a tendency for teachers to assess quantity of work and presentation rather than quality of learning; • greater attention given to marking and grading, much of it tending to lower the self esteem of pupils, rather than to providing advice for improvement; • a strong emphasis on comparing pupils with each other which demoralises the less successful learners; • teachers’ feedback to pupils often serves social and managerial purposes rather than helping them to learn more effectively; • teachers not knowing enough about their pupils’ learning needs.
The Assessment Vocabulary • Learning Objective/Intention (Can I?) The intended learning for the lesson, often introduced through WILF-What I’m Looking For. • Learning Outcome (I can) The learning that is expected by the end of the lesson for each pupil, often introduced through WALT- We Are Learning To • Feedback Effective marking of pupil’s work either oral or written and based on identifying whether output matches learning objectives and providing opportunities for pupil improvement
Assessment for Learning at Darlinghurst • Whole school policy understood by all developed over time • Clear guidelines for teachers and other staff • Children involved in their learning from a very early stage • Assessment vocabulary shared from the point children join school • Work is ongoing and developing – we are learners
Not overnight • Introduced AfL over 5 years ago • Shirley Clarke course (www.shirleyclarke.education.org) • Training for teachers on a regular basis • Coaching in methodology • Regular feedback and reviews • Whole school emphasis
Day to day work • Classrooms are centres of learning • Expectations are always made clear • “I Can” culture embedded in lessons – a belief that everyone can improve • Nature and content of learning shared and discussed (journey) • Criticism is always developmental • Pupils know what to do to improve
Day to day • Children taught responsive behaviours and actions – thumbs up • Peer marking and comment encouraged • Teachers and pupils have learning dialogues • Children are set, know and understand targets
Working with Parents • Content of planned curriculum shared • Parents invited to meetings every term • Targets for learning shared • Oldest children conference with teacher and parents • Curriculum content shared each term • Regular encouragement given • Training available
Useful links • Assessment Reform Group:http://www.assessment-reform-group.org.uk/ • QCA Website - Assessment for Learninghttp://www.qca.org.uk/ages3-14/66.html • Centre for Assessment Studies, University of Bristolhttp://www.bris.ac.uk/education/research/centres/cas • Shirley Clarke’s websitehttp://www.shirleyclarke-education.org/index.html
