School Development Planning Initiative An initiative for schools

School Development Planning Initiative “An initiative for schools by schools” Assessment for Learning – Improving teaching & learning in our school Regional Seminar ‘ 07 1

Af. L – Principles and Planning • Main Principles of Af. L • Rationale • Planning Strategies 2

Assessment is the process of gathering information about children’s learning certification feedback screening Purpose of assessment diagnosis learning 3

Two Main Types of Assessment Summative (Ao. L) Purpose Timing Examples Control Formative (Af. L) To find out what students To help students learn know, understand can (assessment that enhances do. To measure the progress the learning process) they have made Terminal (after the learning) On-going (during the learning) Tests and exams Questioning Feedback (marking & oral) Peer & self assessment Teacher and external Teacher and student 4

Two Recognised ‘Ways’ to Assess n ‘Both…and’ not ‘either…or’ n Assessment practice often engages both at the same time n When is one emphasis more appropriate than the other? 5

Af. L in the classroom is characterised by five principles: n Sharing the Learning Intention n Sharing the Criteria for Success n Quality Questioning based on Criteria for Success n Providing Feedback based on Criteria for Success n Peer & Self Assessment 6

Sharing the Learning Intention n Students should have clear notion of learning intention of each lesson (put on board at start of class) n The learning intention is what you hope students will know, understand or be able to do by the end of lesson Examples: - By the end of this lesson you should be able to separate sand, salt and water - By the end of this lesson you should be able to understand the character of …. - By the end of this lesson you should be able to draw a diagram of … 7

Sharing Criteria for Success n Give students clear and easy-to-understand criteria that relate to the learning intention Example: - you should know how to separate sand, salt and water using certain procedures and you should know the reasons why they are separated n Help students to know and recognise the standards they are aiming for - show them other students’ work which has met with the criteria and explain reasons why 8

Quality Questioning Create a classroom environment where all students feel safe to take risks and make mistakes How would you define a good question? (Why ask questions in class? ) n One which causes students to think n One which promotes discussion n One to which every child has an answer n One which has a purpose… Some students for various reasons do not answer in class. How do you encourage these students to answer in class? 9

Questioning When looking at questioning in the classroom we should consider: n Wait time n Variety of questioning n Developing key questions (for key stages of the lesson) n Quality of questions (Why does. . ? Could you explain. . ? ) n Well thought out questions n Involving more than one student in the answer 10

Feedback through Comment How clear is the feedback we give the students? n ‘you must try harder’ n ‘develop these ideas further’ n ‘good work keep it up’ n ‘more detail needed here’ How does the student interpret the feedback? n ‘a tick means he probably likes it’ n ‘there is a lot of writing at the end—this means it is bad’ n ‘this is one of my best because my hand writing is neat, I checked my spellings and I put in the date’ 11

Feedback through Comment only marking vs giving marks - Students respond to constructive comments more than just grades - Marks emphasise competition not personal improvement, discourage collaborative learning - Marks de-motivate low achievers - Marks don’t give learners advice on how their work can be improved 12

Effective Feedback is most effective when it confirms for the students: their Strengths their Weaknesses where to go Next (and how) (S. W. N. ) 13

Peer and Self Assessment n Students are involved in and responsible for assessing their own piece of work (students know criteria for success) Peer Assessment n Students are involved in assessment of the work of other students (students have to have a clear understanding of what to look for in their peers’ work) Peer and self assessment are often considered together. Peer assessment can help self assessment. By judging the work of others, students gain insight into their own performance. 14

Peer and Self Assessment According to the literature, peer and self assessment have several advantages over teacher assessed work. They: n Require students to take responsibility for their own work (take the initiative) n Encourage learning through discussion (students required to justify ideas) n Increase motivation and interest n Make students think n Develop collaboration skills 15

Strategies for Self Assessment n Traffic lighting Students are asked to use a colour code to indicate current understanding of learning outcomes n Samples of work Students are given samples of work. They are asked to identify: best piece of work, common mistakes and reasons why n Marking schemes Students are given marking scheme and asked to use it to correct their own answers 16

Strategies for Peer Assessment n Start in a small way and gradually move forward e. g. get 1 st years to swap copies, check that diagrams are labelled, keywords for topics are present n Give out answers to a test and ask them to correct each other’s tests (short test) n Get students to answer JC or LC questions, give them marking scheme and ask them to correct each other’s questions 17

Af. L Teaching Methodologies n n n n n Comment only marking Student input into decisions about homework Students writing questions for tests Students asking questions Teacher questioning (no hands!) Wait time Group work (on classroom assignments) Student self-assessment (traffic lights) Student peer-assessment Other… 18

Why Assessment for Learning research n Af. L encourages students to become more active and responsible participants in their own learning n Achievement gains associated with formative assessment have been described as among the largest ever reported for educational interventions (OECD, 2005) n Formative assessment brings about an improvement in student learning and the improvement is greatest for the weaker student (Black and William, King’s College London, 2000) 19

Why Assessment for Learning – school planning & improvement n Encourages teachers to reflect on their classroom practice n Embeds culture of innovative practice n Encourages a collaborative culture among teachers within and across subject areas n Places teaching and learning on school development agenda n Af. L should be practised more frequently in conjunction with other forms of assessment (School Inspection Reports 2006 -07) 20

Q&A n Some school examples … 21

Introducing Assessment for Learning into your school 22

Planning for Af. L – Step 1 n Staff awareness re Af. L principles etc. Worksheet 1 – Individual assessment practice n Decision about how to move forward with Af. L: - subject departments? - diverse groups? n Subject department / Af. L project group reflection on assessment practice – Worksheet 2 n Subject department / Af. L project group review re Af. L – Worksheet 3 23

Planning for Af. L – Step 2 n Select strategies worth trying with a target group of students (often 1 st, TY & 5 th year) – Worksheet 3 n Use Action Plan Template n Set success criteria e. g. greater or more evenly distributed participation, improved tests results, higher satisfaction ratings, improvement in performance of specific groups of students, improved discipline profile, more and richer responses to questioning…) n Agree roles, timing, resources, monitoring and evaluation procedures 24

ASSESSMENT ACTION PLAN GROUP: _________ DATE: ______ ‘AFL’ STRATEGY TARGET GROUP (CLASS, YEAR, ) TIME ALLOCATED FOR EXERCISE ACTIONS (WHAT IS TO BE DONE? ) SUCCESS CRITERIA (HOW WILL YOU KNOW IF IT WORKS? ) DATE FOR REVIEW Teachers can agree to try a number of techniques to see if there is any evident improvement in learning, motivation or inclusion of all students. A review after a set period of time can be discussed to see if the technique is helpful and might be rolled out more widely, continued, stopped or amended. 25

Planning for Af. L - Step 3 n Implement agreed methodologies and follow agreed observation, monitoring and evaluation procedures n Subject departments / Af. L project groups meet to review progress and discuss emerging issues or difficulties 26

Planning for Af. L - Step 4 n Each subject department / Afl project group prepares a report before plenary session to review Af. L across school n Report outlines - what we tried (strategies, class groupings, . . timescale , context factors) - what happened - what went well (refer to success criteria) - what was not successful - lessons learnt – aims for the future 27

Planning for Af. L - Step 5 n Hold a plenary session of all staff to review Af. L initiative n Each department / project group displays ‘poster’ or gives brief presentation based on report n Brief Q & A after each presentation n Follow display/presentation session with plenary discussion aimed at distilling main gains and concerns n Agree, in principle, follow up to project: - Will subject departments embed and extend Af. L practice / will new Af. L project groups form and initiate a continuing Af. L exercise? - Are there implications for whole school policy? - Can there be a commitment to more extensive use of Af. L strategies? - Does this need to be explored by a cross-curricular committee? 28

Workshop – Introducing Af. L into Our School n Challenges? n How to overcome challenges (what has worked in schools? ) n Key factors for success? 29

Planning considerations n n n n n Preplanning Time etc. Roles & Responsibilities Once off events – supporting existing procedures / policies Criteria re success from students Materials Info to parents Project Implementation Evaluation 30

Assessment for Learning Online Resources § ‘Inside the Black Box: Raising Standards through Assessment’ (Black & William) (www. pdkintl. org/kappan/kbla 9810. htm) § NCCA – AFL (www. ncca. ie) § Assessment for Learning – QCA (www. qca. org. uk/295. html ) § The Standards Site (www. standards. dfes. gov. uk/keystage 3/respub/afl_ws ) 31

Online Resources 2 § www. ltscotland. com/assess § www. assessment-reform-group. org. uk § www. kcl. ac. uk § Publications on Assessment available on: www. kcl. ac. uk/depsta/education 32

Closure n Next steps n National Office: Tel: 01 -8057729 www. sdpi. ie 33