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
Some opening principles:
The limitation of questions
4 key ingredients in good assessment
Part 1: Marking 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.
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.
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.
Test this now!
Bloom’s taxonomy of questioning
Assess / compare & contrast / judge
Design / create / compose
Explain / infer / analyse
Demonstrate / solve / try in a new context
Translate / predict / why?
Describe / identify / who, when, where?
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?
Ms Hunting has just explained the coming term’s design project. How could she assess students’ ability to evaluate their own work?
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
Self-assessment by students
Re-teaching a lesson
Part 3: Re-think Assessment
Re-present in different format
Presentations in small groups
Feedback from other groups
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