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Assessment for Learning

Assessment for Learning. ..or a top up?. A start?!. It might be old hat but…… Assessment of Learning versus Assessment for Learning. Objective To promote individual and departmental reflection on how we exploit pupil performance not only in tests but in routine tasks.

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Assessment for Learning

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  1. Assessment for Learning ..or a top up? A start?!

  2. It might be old hat but…… Assessment of Learning versus Assessment for Learning

  3. Objective • To promote individual and departmental reflection on how we exploit pupil performance not only in tests but in routine tasks. • To link this to how we can best enable our pupils to improve.

  4. A few questions …… 1. How often do we formally test our pupils in any given year group? 2. What are the main benefits of formal assessment? 3. What are the drawbacks of formal assessment, if any? 4. What kinds of less formal, more ‘day-to-day’ assessment do we carry out? Do we integrate our students into this process? 5. In what way does our regular marking of work motivate students to ‘do better next time’? 6. In your opinion, does assessment have an ‘emotional impact’ on our youngsters? If so, to what extent?

  5. “Assessment must improve learning not just measure it!” • Traditional test-type assessment is valuable but it can force the learner to focus more on the grade rather than how to improve. • We may need to integrate ongoing, informal assessment into our lesson planning. • Quality feedback is central to improving performance (closely followed by acting on that feedback).

  6. Assessment for learning Classroom principles • Three main areas for developing classroom principles for assessment for learning: • Questioning technique • Providing feedback to learners • Peer and self-assessment. • Evidence from assessment for learning practice can indicate to the teacher where more time is needed and where it can be saved so that teachers do not become slaves to schemes of work. Summative tests should be seen to be a positive part of the learning process, if used formatively.

  7. Traffic lighting Thumbs up/thumbs down Talk partners Post-it challenge KWL/KWHL grids Reflection triangles PMI Diagram Placemats QuADS grids Triangles Self-marking Peer-marking Writing Journals Peer and Self AssessmentOngoing assessment in lessons

  8. Reviewing tests Big copies of exam questions Learners set questions Exam question analysis Coursework Peer and Self AssessmentUsing summative assessments formatively

  9. Some more detailed examples……

  10. KWL/KWHL grids What is it? Often used as a ‘learning log’ as it allows learners and teachers to explore prior learning. Learners can prioritise or select their method of enquiry, success is obvious, monitoring of the learning is easy as is evaluation of learning that has taken place. • Teachers may choose to fill in the ‘W’ column with a few questions linked to the learning intention and allow learners to select further questions also. • An example of a KWHL grid is given below. This promotes a more metacognitive intention.

  11. Placemat ActivitiesWhat is it?This tool encourages all members of a group of four to share ideas in a constructive and visual manner. Learners are given a large A3 laminated ‘placemat’, as shown below, along with some post-it notes. Each group member individually compiles their own ideas on a particular problem and writes them on post-it notes. He/she then sticks the post-it notes on their section of their group’s placemat. What is the effect of increasing industry in the Scottish Highlands? More jobs = more money for locals More money for public Increased house prices More people visit area Less tourists visit Increased pollution

  12. Traffic Lighting • What is it? -traditionally a well used and successful tool. Useful at various stages in a lesson (or sequence of lessons), after a section of work, before or after a test, or as part of a major revision programme, learners traffic-light key words, key concepts, learning intentions, or even parts of summative exam papers. This allows them to prioritise their future efforts towards the things they don’t yet understand or cannot yet do. They need help in sub-dividing the content or skills before they can use the colours but can then focus on trying to turn reds to amber and ambers to green.

  13. Reflection TriangleWhat is it?These are popular and valuable visual prompt for structuring metacognition and linking strategies to other curriculum areas. They can be used from the Foundation Phase to Key Stage 5 (with obvious modifications!). They are also a useful tool as they encourage learners to assess and monitor their individual progress and track types of thinking. How did you recognise these strategies would be useful? Reading? Diagrams? Classifying? Discussing? Listening? Using models? What strategies did you use? How did they help you solve the problem? Individually? Groups? How did you work? Which was better? Why?

  14. Time to ‘act on the feedback’! From what you have seen or heard… 1. Where would you say you were in terms of the balance between ‘Assessment of Learning’ and ‘Assessment for Learning’? 2. Identify one Assessment for Learning technique you could plan into your lessons tomorrow!

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