revised curriculum year 6 assessment for learning

Revised CurriculumRevised Curriculum

Year 6Year 6

Assessment for LearningAssessment for Learning

Programme9.00 Registration9.30 Welcome ,Introduction9. 35 AFL-WHY?

10.30 Coffee

11.00 Practical experience of a range of AFL strategies-Sharing the Learning, Formative Feedback

1.00 Lunch

2.00 AFL strategies continued-Reflecting on the Learning, Questioning

3.30 Plenary and Evaluation

Course ObjectivesCourse Objectives

To provide:To provide:

** a sense of ‘Why AfL?’

** a knowledge of AfL in the classroom

**experience of AfL areas

Time to consider next steps in developing own practice

Sharing Learning Intentions

Feedback for improvement

Questioning to deepen learning

Scaffolding children’s reflection about their learning

It’s based on a constructivist approach to learning . . .

We have to help children to construct their own learning. . .

We can’t learn it for them!

AfL . . . why?

Experience the range

Key content for todayKey content for today

Next steps

Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide wherewhere the learners are in their learning, wherewhere they need to go next and

howhow best to get them there.

Assessment Reform Group 2002Assessment Reform Group 2002

A definitionA definition

Summative

* after the learning

* outcome focus

* to prove the

learning * to

measure learning

* done to learners

* externally

referenced * widens

ability range

Assessment of and for learningAssessment of and for learning

FormativeFormative* during the learning* process focus* to improve the learning* to promote learning* done with learners* personally referenced* narrows ability range

Mastery Mastery MindsetMindset

(After Carol Dweck)

Performance Performance MindsetMindset

Intelligence can grow

Intelligence is fixedEffort

leads to success

Ability leads to success

When the going gets tough ... I get smarter

When the going gets

tough ... I get found out

When the going gets

tough ... dig in and persist

When the going gets

tough ... give up, it’s

hopeless

I only need to

believe in myself

I need to be

viewed as able

Success is the making of

targets

Success is doing better than

others

Mindsets: Reflecting on your own Mindsets: Reflecting on your own experience as a pupilexperience as a pupil

In pairsIn pairsTalk about the influences Talk about the influences

(positive/negative) that a particular (positive/negative) that a particular teacher had on your view of yourself as teacher had on your view of yourself as

learnerlearner

Think about relationships/classroom Think about relationships/classroom layout/marking/language used etclayout/marking/language used etc

Active LearningActive Learning

Children have to construct their own Children have to construct their own learning . . . we can’t do it for them.learning . . . we can’t do it for them.

supported byPositive attitudes to learningPositive attitudes to learning

StructuresStructures SkillsSkills InformatioInformationn

Classroom Organisation

Rules & Routines

DiscussionNegotiation

SharingPlanning

Visual Displays & Posters

Thinking Diagrams

P6 Assessment for Learning

Personal Reflection

AfL: Why?AfL: Why?

Children’s ‘mindsets’ The constructivist classroom

Break

FormativFormative e

FeedbacFeedbackk

ReflectinReflecting about g about LearningLearning

QuestioniQuestioningng

AssessmeAssessment nt forfor

LearningLearning

Sharing Sharing the the

LearningLearning

Pages 8 - Pages 8 - 1414

Pages 15 - Pages 15 - 2020

Pages 21 - Pages 21 - 2525

Pages 26 - Pages 26 - 3232

Learning, Learning, Teaching & Teaching & Assessment Assessment

CycleCycle

InputInput

LearninLearning g

ActivityActivity

ImprovemeImprovementnt

PlanniPlanningng Learning Learning

IntentionIntentionss

Success Success CriteriaCriteriaFormativFormativ

e e FeedbacFeedbac

kk

Reflecting Reflecting about about

learninglearning

Why Learning Intentions?Why Learning Intentions?

The first ‘active’ element of formative assessment in the classroom is the sharing of learning intentions with children . . . Without the learning

intention, children are merely victims of the teacher’s whim.

Unlocking Formative Assessment Shirley Clarke, 2001

Learning IntentionsLearning Intentions

• Planned for

• Knowledge/skills/understanding

• Learning rather than doing

• Shared/displayed

• Child friendly

Context/Context/ActivityActivity

Learning Learning IntentionIntention

Success Success CriteriaCriteria

• As a group, design a Poster showing why you should brush your teeth

1. Persuade others to your point of view

2. Work well in groups

Learning, Learning, Teaching & Teaching & Assessment Assessment

CycleCycle

InputInput

LearninLearning g

ActivityActivity

ImprovemeImprovementnt

PlanniPlanningng Learning Learning

IntentionIntentionss

Success Success CriteriaCriteriaFormativFormativ

e e FeedbacFeedbac

kk

Reflecting Reflecting about about

learninglearning

Shirley Clarke, 2001Shirley Clarke, 2001

Process success criteria summarise the key steps or ingredients the pupil needs in order to fulfil the learning intention ~ the main

things to do, include or focus on.

ProcessProcess Success Success Criteria Criteria

Process Success CriteriaProcess Success Criteria provide a scaffold and focus for pupils while engaged in

the activity

They are:They are:

* linked to the learning intention

* Specific to an activity

* discussed and agreed with children before they begin the activity

* used as the basis for feedback and self/peer assessment

Context/Context/ActivityActivity

Learning Learning IntentionIntention

Success Success CriteriaCriteria

• As a group, design a Poster showing why you should brush your teeth

1. Persuade others to your point of view

2. Work well in groups

•Use persuasive language

•Design clear visually attractive poster

•Use classroom rules for group work

Context/Context/ActivityActivity

Learning Learning IntentionIntention

Success Success CriteriaCriteria

Workshop Workshop Think about an activity you do Think about an activity you do

with your classwith your class

??

??

??

Next Steps – Sharing the Learning Next Steps – Sharing the Learning (LI)(LI)

•Start with one learning areaStart with one learning area

•Separate the learning from the Separate the learning from the activityactivity

•Display and read aloud the L.I.Display and read aloud the L.I.

•Explain the process to pupilsExplain the process to pupils

•Monitor the impact on pupils’ Monitor the impact on pupils’ learninglearning

•Reflect and evaluate with staffReflect and evaluate with staff

Next Steps-Sharing the Learning (SC)Next Steps-Sharing the Learning (SC)• Start with one area-plan with

colleague if possible• Plan “process” success criteria• Model how it is arrived at• Share and display• During lesson remind pupils to focus

on the success criteria• Keep success criteria few and succinct

Learning Intentions Learning Intentions ((WWee AArere LLearningearning TTo)o)

Success CriteriaSuccess Criteria((WWhat hat II Am Am LLooking ooking FFor)or)

FormativFormative e

FeedbacFeedbackk

ReflectinReflecting about g about LearningLearning

QuestioniQuestioningng

AssessmeAssessment nt forfor

LearningLearning

Sharing Sharing the the

LearningLearning

Pages 8 - Pages 8 - 1414

Pages 15 - Pages 15 - 2020

Pages 21 - Pages 21 - 2525

Pages 26 - Pages 26 - 3232

Learning, Learning, Teaching & Teaching & Assessment Assessment

CycleCycle

InputInput

LearninLearning g

ActivityActivity

ImprovemeImprovementnt

PlanniPlanningng Learning Learning

IntentionIntentionss

Success Success CriteriaCriteriaFormativFormativ

e e FeedbacFeedbac

kk

Reflecting Reflecting about about

learninglearning

Characteristics of Formative Feedback

the desired goal

some understanding of how to close the gap

• Feedback should provide:

evidence on where they are now

Formative FeedbackFormative Feedback• Is timely• Relates to the focus of the learning• Identifies where success has occurred• Identifies where and how improvement can take place how• Allows time for improvement• Is accessible to the pupil

Types of FeedbackTypes of FeedbackOral Feedback Written Feedback

• During the lesson/activity After the task• Personal and immediate Comments only• Interactive (two-way)

• Workshop -Workshop -FeedbackFeedback

A Strategy for Written A Strategy for Written FeedbackFeedback• Find 2 successes against the success criteria

• Find the part of the work that has most scope for an immediate ‘jump’ (not simply the worst part)

• Write a short prompt telling the child exactly what to do to this part of their work

• Provide time for them to read, process and respond to your prompt

St. Patrick’s P S – video clip

Next steps-formative feedbackNext steps-formative feedback

• Choose an activity eg literacy writing • Focus on one group of children at a time• Any verbal feedback during lesson should

be focussed on learning intention and success criteria

• Give immediate specific written feedback related to L I SC

• Give pupils time to make improvements

Knowledge/experience of AfL Strategies

Sharing the Learning

Formative Feedback

P6 Assessment for Learning

Personal Reflection

LunchLunch

Learning, Learning, Teaching & Teaching & Assessment Assessment

CycleCycle

InputInput

LearninLearning g

ActivityActivity

ImprovemeImprovementnt

PlanniPlanningng Learning Learning

IntentionIntentionss

Success Success CriteriaCriteriaFormativFormativ

e e FeedbacFeedbac

kk

Reflecting Reflecting about about

learninglearning

Reflecting about LearningReflecting about Learning

Self-assessment:Self-assessment: reflecting on WHAT has

been learnt•Children use success criteria to assess their own work prior to the teacher marking it

Self-evaluation:Self-evaluation: reflecting on HOW they are learning understanding themselves as learners

• Children use self-evaluation questions to prompt reflection during short plenary sessions

Self Evaluation Questions• What really made you think/did you

find difficult while you were learning to..? (quote learning intention)

• What helped you( e.g. a friend, the teacher, new equipment, a book, your own thinking) when something got tricky about learning to….?

• What do you need more help with about learning to?

• What are you most pleased with about learning to…

• What have you learnt that is new about …(quote learning intention)?

• How would you change this activity for another group/class who were learning to….?

Next Steps-Reflecting on the Next Steps-Reflecting on the LearningLearning

• Establish structures and routines to enable reflection

• Model the process• Plan for reflection time• Make it purposeful

Dylan Wiliam-Video on

Questioning

Questioning• Research has shown that a

question is asked every 72 seconds

• 38% of the questions are answered by the teachers

• Only 8% encourage pupils to talk and think

Questioning strategiesQuestioning strategies

•Prior noticePrior notice

•Extend the wait timeExtend the wait time

• Try no hands upTry no hands up

•Use ‘think – pair – share’Use ‘think – pair – share’

•Plan for children to ask a questionPlan for children to ask a question

** Write down what you thinkWrite down what you think

NextNext steps-Questioningsteps-Questioning• As a staff reflect on using

questioning to deepen understanding and enhance participation

• Research and develop understanding – eg. Bloom’s taxonomy

• Consider pupil led questioning

P6 Assessment for Learning

Personal Reflection

P6 Assessment for Learning

Personal Reflection

Knowledge/experience of AfL Strategies

Reflecting on the learning

Questioning

Active LearningActive Learning

Children have to construct their own learning . Children have to construct their own learning . . . we can’t do it for them.. . we can’t do it for them.

supported byPositive attitudes to learningPositive attitudes to learning

StructuresStructures SkillsSkills InformatioInformationn

Classroom Organisation

Rules & Routines

DiscussionNegotiation

SharingPlanning

Visual Displays & Posters

Thinking Diagrams

Course ObjectivesCourse Objectives

To provide:To provide:

** a sense of ‘Why AfL?’

** a knowledge of AfL in the classroom

** experience of AfL areas