APP: What’s Working WellAPP: What’s Working Well

• Assessment more integrated• AfL and APP – interdependency• Teacher confidence – less reliance on

frequent testing• Share assessment responsibility• Impact on planning and pedagogy• Improved dialogue with pupils (& parents?)• Moderation activity

APP - issuesAPP - issues

• Using guidelines as a tick sheet (over frequent use)

• ‘Collecting’ evidence• Standardisation• Rewritten criteria – commercial

manifestations• Exclusive focus on tracking

Effective feedback and developing self and peer

assessment

Developing assessment for learning is not about adding a collection of teaching strategies into an existing repertoire. It is about reflecting on the impact of our teaching and being clear about what helps children learn and develop as learners. This includes developing social and emotional as well as cognitive skills.

Teachers who most successfully develop and refine their assessment for learning practice never lose sight of the fact that AFL is something happening in children’s minds and all their planning and interactions with children aim to facilitate this.

To help children judge how well they are To help children judge how well they are doing we need to ensure there is a shared doing we need to ensure there is a shared

understanding of:understanding of:

•What children will learn•What they will be able to do after they have learned it•Why they are learning it•When they will get opportunities to use and apply the learning•How to judge the quality of the outcome using success criteria•What ‘good’ and ‘even better’ looks like, and how to evaluate how well they have done and what they could do even better.

Well done!Well done!

• 910

Good effort

Neat handwriting

Please write to

the end of the

lines1120

Could be better Excellent

work

Watch your spellings!

14 25

You have not written enough today

x

use paragraph

sIf I knew how to use paragraphs I would have done

so.

What makes my work good?

How can I make it better?

Effective feedback – What we know nowEffective feedback – What we know now

• Written feedback needs to be focused – linked to learning objectives and success criteria

• Pupils should know where they have been successful and what they need to do to improve

• Time should be given for pupils to respond to feedback

Closing the gap:Closing the gap:• Reminder prompt

e.g say more about how you feel about this person

• Scaffolded prompt

e.g can you describe how this person is ‘a good friend’ , describe something that happened which showed you they were a good friend , (finish the sentence) he showed me he was a good friend when ……

• Example prompt

e.g choose one of these or make up your own- he is a good friend because he never says unkind things about me / my friend is a friend because he is always nice to me

Oral FeedbackOral Feedback• The language of the classroom, especially the incidental talk that goes on

while children are working, gives strong messages to children about their achievement

‘I know you are having difficulty with this. Don’t worry – I’m going to help you.’

When you find something challenging, it is an opportunity to learn

something new.

This is how we learn. If everything is easy, it means you already knew how to do it, so there’s no new learning.

It’s making you think because you are learning something you didn’t

know before and I am here to help.

How can you tell when feedback is truly effective?How can you tell when feedback is truly effective?

Can you show me some work you have done recently which

you think is really good?

Can you tell me why you are pleased with

it?

How could you have made it better?

How well are How well are wewe doing?doing?

Audit tools: Teaching and learning review tables

Quality Standards for AFL2.3 All teachers give pupils clear feedback which identifies next steps and provides opportunities in lessons for pupils to discuss and act upon the feedback2.6 All pupils have the confidence, dispositions and skills to evaluate the quality of their work and level of understanding and work with their teachers and peers to take the next steps in their learning.

DiscussionDiscussion

• How effective is feedback in your school?

• To what extent is peer and self-assessment impacting on the quality of learning?

• How do you know?

Feedback on Learning journeyFeedback on Learning journey

Learning objectives

Success criteria

Feedback - written and oral

Self and peer assessment

Current understanding of learning objectivesCurrent understanding of learning objectives

• Learning objectives need to be decontextualised

• Closed learning objectives

• Open learning objectives require discussions with pupils about quality

Separate the learning objective from the Separate the learning objective from the context of the lessoncontext of the lesson

We are learning to write a We are learning to write a newspaper report about newspaper report about pollution pollution

To write instructions for To write instructions for making a sandwichmaking a sandwich

To describe Red Riding HoodTo describe Red Riding Hood

• Not a simple fix-it list but aspects of the task on which pupils most need to focus.

•Pupils should be involved in the process of creating success criteria

•Should be the same for all learners

•Quality ensured by modelling, questioning, the level of discussion in the classroom and feedback given.

SUCCESS CRITERIASUCCESS CRITERIA

Learning objective We are learning to …

Write a story starter

What will you need to do to achieve this?

Success criteria

Remember to :

describe the setting

describe the main character

use powerful adjectives

Ingredients of a cakeIngredients of a cake

We are learning to write a set of instructionsWe are learning to write a set of instructions• Write the title and underline it• Write down a list of equipment and ingredients that you will need• Write in bullet points• Use a capital letter to start each line• Use imperative verbs at the start of each instruction• Try to use a variety of different imperative verbs• Add health and safety tips• Include diagrams• Use time connectives• Finish each sentence with a full stop• Check your work for spellings• Include brackets• Use your neatest handwriting

‘‘You need to improve You need to improve your writing by your writing by making your writing making your writing better.’better.’

Creating the classroom culture …..Creating the classroom culture …..

always starts by saying…”One thing I really like about your writing is…”

always starts by saying…”One thing I really like about your writing is…”

will help by asking useful questions like... “shall we use the checklist?”

will help by asking useful questions like... “shall we use the checklist?”

knows that writing takes time and effort and he or she will always respect the writer’s feelings.

knows that writing takes time and effort and he or she will always respect the writer’s feelings.

will always tell the writer what they thought was the best parts of the writing

will always tell the writer what they thought was the best parts of the writing

will always end with… “Thank you for sharing your writing with me.”

will always end with… “Thank you for sharing your writing with me.”

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ReflectionReflection

• What are the key points you will take from this session?

• How will you use this in your school?