Assessment for Learning. October 2005 Dimensions of Teaching 3.2. Assessment for Learning (AfL) Session Objectives. Review methods and purposes of assessment Develop understanding of AfL Discuss approaches to record keeping.
Dimensions of Teaching 3.2
Identify where possible the purpose of each method you remember.
Is something missing?…
Learning is driven by what teachers and pupils do in the classroom.
…the classroom as a black box. Certain inputs from the outside are fed in or make demands – pupils, teachers, other resources, management rules and requirements, parental anxieties, tests with pressures to score highly, and so on. Some outputs follow, hopefully pupils who are more knowledgeable and competent, better test results, teachers who are more or less satisfied, and more or less exhausted.
Is it “ up to the teachers”?
1. Feedback to any pupil should be about the particular qualities of his or her work, with advice on what he or she can do to improve, and should avoid comparisons with other pupils.
2. For formative assessment to be productive, pupils should be trained in self-assessment so that they can understand the main purposes of their learning and thereby grasp what they need to do to achieve
4. The dialogue between pupils and a teacher should be thoughtful, reflective, focused to evoke and explore understanding, and conducted so that all pupils have an opportunity to think and to express their ideas
Assessment for learning is any assessment for which the first priority in its design and practice is to serve the purpose of promoting pupils’ learning. It thus differs from assessment designed primarily to serve the purposes of accountability, or of ranking, or of certifying competence.
Classroom observations, records of meetings, interviews with teachers, teacher’s reflective notes, discussions with groups of pupils
(extended to involve English teachers)
Feedback through marking
Peer- and self-assessment make unique contributions to the development of pupils’ learning – they secure aims that cannot be achieved in any other way
A challenge to common established expectations.
We should aim to achieve a more positive relationship between the two modes of assessment.
What criteria will you use to formatively assess a successful subject support teaching session?
Progress: U = unsatisfactory; C = achieved core targets; E = moved on to extension work
Effort: A,B,C …
Behaviour: G = good; H = helpful; T = talkative …..
(? SO = sent out)
This should help pupils to assess their own progress and make improvements if needed.
Useful for identifying trends, areas of weakness, further explanation needed, modification to teaching scheme
(eg CAT scores = Cognitive Ability Testing)
- BUT remember that these will not necessarily be reflected in ICT capability
Have they got to where we aimed for?
Where are they now?
Formative assessment with good feedback
Planning, monitoring and evaluating
Black, P and Wiliam, D (1998)Inside the black box: raising standards through classroom assessment. nferNelson, London
Black, P., Harrison, C., Lee, C., Marshall, B & Wiliam, D (2002) Working inside the black box: Assessment for learning in the classroom.
King’s College, London
Kennewell, S., Parkinson, J & Tanner, H (2003) Learning to Teach ICT in the Secondary School.