assess for success, by michael brand - madrid and valencia, spain
TRANSCRIPT
ASSESS 4
SUCCESS
Aylesbury
Durham
Aylesbury
Durham“If you have never been to Durham, go there at once. Take my car. It's wonderful.”
Bill Bryson
What has the biggest impact on learning?
Feedback
Assessment
Define assessment!
Formative Summative
For learning
Oflearning
Formative
For learning
Extra months of learning per year
6 to 9
50%!
Formative assessmentWhere the
learner is going Where the learner is How to get there
TeacherClarify and share
learning intentions
Engineering effective discussions, tasks and activities that elicit evidence of
learning
Providing feedback that moves learners
forward
PeerUnderstand and share learning
intentions
Activating students as learningresources for one another
LearnerUnderstand
learning intentions
Activating students as ownersof their own learning
First, we need a scale!
CEFR
16
Global Scale of English
90
10
We have created a scale which more accurately reflects the origins of the CEFR:●It has a new way of looking at
what it means to be “at a level”
●It offers a finer more granular scale
●It starts well below A1●It goes from 10 to 90: nobody
starts at true zero and nobody is perfect
●It gives us actionable data around can do descriptors tied to our Learning Objectives.
CEFR
C2
C1
B2
B1
A2
A1
The GSE
17
Can-do descriptors. CEFR expanded upon. Descriptors developed and graded with input from teachers.
“I’m a B2. Again.”
More granular defenition of lanuage proficiency. Students are more motivated when they see progreession.
19
Can understand the time of day when expressed in full hours18
Can understand the main information when people introduce themselves (eg. Name, age, where they are from)24
Can understand the time of day when expressed to the quarter hour.23
Can follow an animated cartoon of a familiar type, if provided with written support.30
Can understand a simple evaluation (eg. Yes/no, good/bad), if supported by gestures. 16
Can understand basic expressions for greeting and leave-taking, if supported by gestures. 13
10-21 A122-29 A1+30-35 A2
Listening descriptors
Then, we need tools!
Sharing learning intentions
By the end of the lesson you will be able to…
By the end of the unit you will be able to…
Rubrics
25
Eliciting evidences of achievement
Collectdata
Informeddesicions
“Without data you are just another person giving an opinion”
30
Students writing an end of unit progress test
Have the students been learning what the teacher thinks they’ve been learning?
Feedback that moves learning on
32
Scores vs comments
What kind of comments?
Comments that cause thinking to take place
33
Use different describing words:
for very good, what about wonderful / fantastic?
Work harder!
4/10
You need to write in paragraphsA nice try/ a
good effort
Remember: capitals at
the start of a sentence!
Plug your brain in
Well done on…
You can improve…
What you need to do:
From 7/10
To
Can you find the three mistakes?(clues…)
Students as owners of their learning
36
Students as instructional resources
More fun to listen to your
peers than the teacher!
You know you can understand something once you can teach
it!
Students as instructional resources
Sharing learning intentions
Eliciting evidences of achievement
39
Flashcards and Simon Says
Using Flashcards
• Listen and repeat (pupils!)
• True or false / A/B/C
• The ball
• Hot seat
• Jump the line
• Race to touch / splat
• Repetition
• Recognition
• Making decisions
• Producing the word
• Using the word in a sentence
Students as instructional resources
Sharing learning intentions
Eliciting evidences of achievement
Cooperative vocabulary brainstorm
