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Literacy Across the Curriculum. ASSESSMENT FOR LEARNING. 2. Literacy Across the Curriculum. Some opening principles:. There is a marking-across-the-curriculum issue … But there’s a deeper issue about assessment too And the tyranny of questions

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literacy across the curriculum

Literacy Across the Curriculum

ASSESSMENT FOR LEARNING

2

literacy across the curriculum1

Literacy Across the Curriculum

Some opening principles:

  • There is a marking-across-the-curriculum issue …
  • But there’s a deeper issue about assessment too
  • And the tyranny of questions
  • We need to get better at assessing in different ways & stop seeing it as only our domain
  • …which is what this presentation is about

2

literacy across the curriculum2

Literacy Across the Curriculum

The limitation of questions

  • Dylan Wiliam (King’s College):
    • UK versus Japanese teachers
    • Marks can have a negative impact
    • Demotivation of UK students

2

literacy across the curriculum3

Literacy Across the Curriculum

  • Research from Israel:
    • 33% of students given marks only – made no progress
    • 33% given mark and comment – no progress
    • 33% given comment only – increased their performance by 30%

2

literacy across the curriculum4

Literacy Across the Curriculum

4 key ingredients in good assessment

  • Quality of questioning
  • Quality of feedback
  • Sharing criteria with learners
  • Using peer and self-assessment

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literacy across the curriculum5

Literacy Across the Curriculum

FORMATIVE

V

SUMMATIVE

ASSESSMENT

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literacy across the curriculum6

Summative assessment:

How have I done?

Formative assessment:

“How am I doing?”

Literacy Across the Curriculum

2

Learning

teacher - peer - parent - buddy - mentor

verbal - tick-list - general comment - written feedback

literacy across the curriculum7

Literacy Across the Curriculum

Part 1: Marking Across the Curriculum

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Literacy Across the Curriculum

  • Marking for literacy: some key principles
      • Make marking criteria explicit
      • Mark selectively
      • Prompt and praise
      • Expect active involvement from pupils
      • Develop a consistent approach, easily interpretable by pupils, teachers and parents
      • Provide immediate feedback

2

literacy across the curriculum9

Literacy Across the Curriculum

Some principles for selective marking

Focus attention on those literacy skills which coincide with the meaning and purpose of the work.

Select high-value features for marking, commenting on features from which the pupil can generalise and apply the advice to other written tasks.

Give specific prompts which tell pupils exactly where and what they need to improve.

Expect pupils to respond to the prompts.

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literacy across the curriculum10

Year 7: Cross-curricular priorities

  • 1. Recognise and record personal errors, corrections, investigations, conventions, exceptions and new vocabulary.
  • 2. Recognise the cues to start a new paragraph and use the first sentence effectively to orientate the reader, eg when there is a shift of topic, viewpoint or time.
  • 3. Revise the stylistic conventions of the main types of non-fiction:
      • – information
      • – recount
      • – explanation
      • – instructions
      • – persuasion
      • – discursive writing
  • 4. Use appropriate reading strategies to extract particular information, eg highlighting, scanning.

Literacy Across the Curriculum

2

literacy across the curriculum11

Literacy Across the Curriculum

Year 8: Cross-curricular priorities

1. Explore and compare different methods of grouping sentences into paragraphs of

continuous text that are clearly focused and well developed, eg by chronology, comparison or through adding exemplification.

2. Learn complex, polysyllabic words and unfamiliar words which do not conform to regular patterns.

3. Combine clauses into complex sentences, using the comma effectively as a boundary signpost and checking for fluency and clarity.

4. Use talk to question, hypothesize,

speculate, evaluate, solve problems and develop thinking about complex issues and ideas.

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literacy across the curriculum12

Literacy Across the Curriculum

Year 9: Cross-curricular priorities

1. Compare and use different ways of opening, developing, linking and completing paragraphs.

2. Synthesize information from a range of sources, shaping material to meet the reader’s needs.

3.Write with differing degrees of formality, relating vocabulary and grammar to context, eg using the active or passive voice.

4. Discuss and evaluate conflicting evidence to arrive at a considered viewpoint.

2

Test this now!

literacy across the curriculum13

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Literacy Across the Curriculum

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Part 2: Alternatives to Questions

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literacy across the curriculum14

Literacy Across the Curriculum

Bloom’s taxonomy of questioning

Tasks

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Assess / compare & contrast / judge

Design / create / compose

Explain / infer / analyse

2

Demonstrate / solve / try in a new context

Translate / predict / why?

Describe / identify / who, when, where?

literacy across the curriculum15

Literacy Across the Curriculum

Mr Rees has been teaching about witchcraft in 17th century England. How could he assess whether students have understood the topic?

Mrs Miles has just finished teaching an ecology lesson. How could she assess whether students can synthesise the main points?

2

Ms Hunting has just explained the coming term’s design project. How could she assess students’ ability to evaluate their own work?

literacy across the curriculum18

Literacy Across the Curriculum

7 tips for effective questioning …

Plan questions in scheme of work

Use Bloom’s taxonomy to move to higher-level skills

Share key questions at the start of the lesson - point the way ahead

Balance asking and telling

Ask open questions

Make questions collaborative

Give thinking time

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Literacy Across the Curriculum

DEPENDENCE

Self-assessment by students

Re-teaching a lesson

Group feedback

Part 3: Re-think Assessment

2

Re-present in different format

30-second 1:1

Ticklists

Presentations in small groups

INDEPENDENCE

Learning buddy

Feedback from other groups

slide21

NEXT STEPS

Get feedback from students on their attitudes to marking - what helps them & what doesn’t

Display marking criteria in all classrooms

Get one team testing new homework-setting patterns

Get clear in your own mind formative -v- summative assessment

Use sampling to evaluate marking

literacy across the curriculum20

Literacy Across the Curriculum

ASSESSMENT FOR LEARNING

2