ASSESSMENT WITHOUT LEVELS Or BLOOMING RE Written and

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ASSESSMENT WITHOUT LEVELS Or: BLOOMING RE Written and presented by Dr Barbara Wintersgill for

ASSESSMENT WITHOUT LEVELS Or: BLOOMING RE Written and presented by Dr Barbara Wintersgill for the LTLRE annual conference 2015

Taxonomy of the Cognitive Domain Remembering Recognizing or recalling knowledge from memory. Remembering is

Taxonomy of the Cognitive Domain Remembering Recognizing or recalling knowledge from memory. Remembering is when memory is used to produce definitions, facts, or lists, or recite or retrieve material. Understanding Constructing meaning from different types of information. Achieved through activities like explaining, comparing, classifying, summarising, interpreting, giving examples. Applying Either applying what you have learnt to a situation or applying a process e. g. inquiry. Analysing Breaking material or concepts into parts, explaining how the parts relate to one another or to an overall structure or purpose. Pupils output will often include charts, or diagrams, or graphic representations (e. g. mind maps). Evaluating Making judgments based on criteria. Creating Putting learning together in a new way

8 LEVEL SCALE KS 4 l Creating l Evaluating KS 3 l Analysing l

8 LEVEL SCALE KS 4 l Creating l Evaluating KS 3 l Analysing l Applying l Understanding l Remembering R e m KS 2 KS 1

Taxonomy C re a t i n g Evaluating Analysing Applying Understanding R e

Taxonomy C re a t i n g Evaluating Analysing Applying Understanding R e me mb e ri n g

Cognitive process - understanding VERBS RELATING TO 'UNDERSTANDING' Explain Illustrate Interpret Represent Compare Give

Cognitive process - understanding VERBS RELATING TO 'UNDERSTANDING' Explain Illustrate Interpret Represent Compare Give an example Paraphrase Summarise SAMPLE QUESTION STEMS Can you write in your own words. . . ? Who do you think. . . ? What was the main idea. . . ? Can you distinguish between. . . ? What differences exist between. . . ? Can you provide an example of what you mean. . . ?

ANDERSON’S PLANNING MATRIX ANDERSON AND KRATHWOHL’S TAXONOMY (BRT) 2001 COGNITIVE PROCESSES 1. Remembering: 2.

ANDERSON’S PLANNING MATRIX ANDERSON AND KRATHWOHL’S TAXONOMY (BRT) 2001 COGNITIVE PROCESSES 1. Remembering: 2. Understanding: 3. Applying: 4. Analyzing: 5. Evaluating: 6. Creating: CONTENT/KNOWLEDGE

ANDERSON AND KRATHWOHL’ S TAXONOMY (BRT) 2001 Remembering: What is a Christian? (i) A

ANDERSON AND KRATHWOHL’ S TAXONOMY (BRT) 2001 Remembering: What is a Christian? (i) A follower of Jesus. How did Jesus teach his followers to behave? Examples of Jesus' teaching that Christians try to copy e. g. The foundations of Christian morality -The two greatest commandments The parable of the Good Samaritan (children's version) 'Love your neighbour' The parable of the prodigal son. 'Forgive; however much someone has hurt you'. Understanding : l l Pupils can recall the two great commandments Pupils can retell the main points of each story Pupils can summarise parables in their own words pupils can explain the point of each parable i. e what is its message/meaning Pupils can explain what 'love' means in this context Pupils can distinguish between examples of 'loving God' and of 'loving your neighbour pupils can explain how Christians today might try to apply the message of each parable to their own lives. Evaluating: Pupils decide how difficult it would be to live by these principles Creating: Pupils can create their own parable for today on theme of one of Jesus' parables. Applying: Analyzing:

MASTERY LEARNING l l l the main difference between children is the speed at

MASTERY LEARNING l l l the main difference between children is the speed at which they learn rather than ability the essential purpose of assessment is to check that pupils have grasped what they have been taught NOT to compare children against each other i. e. formative assessment nearly all children can achieve 'mastery' of a subject n. b. 'mastery' is not the highest standard that can be reached but the standard that can be reached by most pupils. don't move on to new work until all pupils have 'mastered' or reached the expected standard on the present one. Pupils who complete the work to ‘mastery’ are given work at greater depth

Standards and Testing Agency[1] on testing at KS 1 • Most pupils will be

Standards and Testing Agency[1] on testing at KS 1 • Most pupils will be working at the expected standard. • Other pupils are said to be 'working towards the expected standard' and • 'working at greater depth within the expected standard'.

ANDERSON AND KRATHWOHL’ S TAXONOMY (BRT) 2001 Remembering: What is a Christian? (i) A

ANDERSON AND KRATHWOHL’ S TAXONOMY (BRT) 2001 Remembering: What is a Christian? (i) A follower of Jesus. How did Jesus teach his followers to behave? Examples of Jesus' teaching that Christians try to copy e. g. The foundations of Christian morality -The two greatest commandments The parable of the Good Samaritan (children's version) 'Love your neighbour' The parable of the prodigal son. 'Forgive; however much someone has hurt you'. Understanding : l l Pupils can recall the two great commandments Pupils can retell the main points of each story Pupils can summarise parables in their own words pupils can explain the point of each parable i. e what is its message/meaning Pupils can explain what 'love' means in this context Pupils can distinguish between examples of 'loving God' and of 'loving your neighbour pupils can explain how Christians today might try to apply the message of each parable to their own lives. Evaluating: Pupils decide how difficult it would be to live by these principles Creating: Pupils can create their own parable for today on theme of one of Jesus' parables. Applying: Analyzing:

ANDERSON AND KRATHWOHL’ S TAXONOMY (BRT) 2001 Remembering: What is a Christian? (i) A

ANDERSON AND KRATHWOHL’ S TAXONOMY (BRT) 2001 Remembering: What is a Christian? (i) A follower of Jesus. How did Jesus teach his followers to behave? Examples of Jesus' teaching that Christians try to copy e. g. The foundations of Christian morality -The two greatest commandments The parable of the Good Samaritan (children's version) 'Love your neighbour' The parable of the prodigal son. 'Forgive; however much someone has hurt you'. Understanding : l l Pupils can recall the two great commandments Pupils can retell the main points of each story Pupils can summarise parables in their own words pupils can explain the point of each parable i. e what is its message/meaning Pupils can explain what 'love' means in this context Pupils can distinguish between examples of 'loving God' and of 'loving your neighbour pupils can explain how Christians today might try to apply the message of each parable to their own lives. Evaluating: Pupils decide how difficult it would be to live by these principles Creating: Pupils can create their own parable for today on theme of one of Jesus' parables. Applying: Analyzing:

I'm going to finish by applying Anderson's planning matrix to another topic, which I

I'm going to finish by applying Anderson's planning matrix to another topic, which I hope will make the process clear. ANDERSON AND KRATHWOHL’S TAXONOMY (BRT) 2001 CONTENT/KNOWLEDGE The importance of the following to theory and practice of assessment: Bloom's revised taxonomy Bloom's theory of mastery learning Anderson's planning matrix COGNITIVE PROCESSES 1. Remembering: 2. Understanding: 3. Applying: Teachers know: The sequence of 6 cognitive processes in Bloom's revised taxonomy Bloom's theory of mastery learning Anderson's planning matrix Teachers can give examples of tasks in relation to illustrate the six cognitive processes. Using the example given (Jeus' teaching), teachers can identify the expected standard for a year group they teach. Teachers can explain what changes they would have to make to their present planning and assessment in order to apply mastery theory. Teachers can use Anderson's planning matrix to planning their next topic Teachers can use theory of mastery learning to their next topic. 4. Analyzing: 5. Evaluating: Teachers can evaluate the effectiveness of these three theories 6. Creating: Teachers can create a planning and assessment scheme for their class, putting all of these principles into practice.

l You can't do all of this now. As I said at the beginning,

l You can't do all of this now. As I said at the beginning, the strength of this project lies in the involvement of you, the teachers. We will continue to produce examples of planning and assessment like the on Jesus' teaching. But only you can try these out in the classroom and tell us what works and where we need to go back to the drawing board. We need you to do the evaluating task and send us the results.