assessment: ‘the bigger picture’
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Assessment: ‘the bigger picture’. Approaches to learner-oriented assessment in one secondary school MFL department. Rachel Hawkes January 2008. Pupils know how to improve. Pupils think for themselves. Pupils know their learning aims. make tasks as open-ended as possible - PowerPoint PPT PresentationTRANSCRIPT
Assessment: ‘the bigger picture’
Approaches to learner-oriented assessment in one secondary
school MFL department
Rachel Hawkes January 2008
Strategies to promote Active Learning
Pupils know their learning aims
• clarify knowledge & skills to be learnt
• clarify success criteria
Pupils think for themselves
• make tasks as open-ended as possible
• allow choice of task (inc. homework)
• include a variety of ways of working inc. group & pair work
Pupils extend responses & explain their thinking
• plan open-ended questioning
• extend questioning based on pupil responses
• encourage pupils to ask questions
• variety of strategies to promote maximum engagement of all e.g. ‘no hands’ policy
Pupils achieve their full potential
• know the pupils well through dialogue and marking of their work
• plan differentiated tasks to meet their needs
Pupils know about their own progress
• inform the pupils of their levels of achievement
• show pupils examples of good, (assessed) work
Pupils know how to improve
• give opportunities for pupils to draft-mark-reflect-improve their work
• give opportunities for pupils to reflect on and review their targets
• give opportunities for pupils to use success criteria and objectives to assess their own and others’ work
Pupils assess themselves and others
• allow pupils to give feedback and set targets for themselves and others
RHawkes 07
Landscape: Noon (‘The Hay Wain’), 1821, John Constable
Assessment for Learning: ‘the landscape’
Rachel Hawkes January 2008
Assessment for Learning: ‘the landscape’
• Pupils know and understand their learning aims
• Pupils know and understand the assessment and success criteria
DefinitionNoun: landscape (plural – landscapes) 1. A portion of land or territory which the eye can comprehend in a single view, including all the objects it contains.http://en.wiktionary.org
Rachel Hawkes January 2008
Teaching & Learning activities
• Course (topic, module, skill, exam) overview & timings
• Assessment criteria (speaking & writing)
• Modelling
• Collaborative writing/speaking preparation
• Assessing others’ work using criteria
Rachel Hawkes January 2008
Module 4: Speaking
Exam: 1st week in May
Rachel Hawkes January 2008
Level How long? What’s in it?
Foundation(C – G)
5 minutes1 x role play1 x conversation on 2 topics (out of 6)
Higher(A* - D)
8 minutes1 x role play1 x conversation on 2 topics (out of 6)
The speaking exam
Rachel Hawkes January 2008
The 6 conversation topics
1 Self, family and friends
2 Education
3 Career and future plans
4 The environment
5 Health
6 Youth culture
Marks Degree of communication
0 Fails to communicate;occasional words but no complete messages communicated
1-2 Communicates a little (<1/3) basic information (e.g. simple facts)
3-4 Some (1/3 – 1/2) basic information conveyed;occasional additional details (e.g. description, simple opinion)
5-6 Communicates clearly quite a lot (1/2 – 2/3) of relevant information, including personal opinions;regularly goes beyond basic response to give more detailed information relating to descriptions & accounts
7-8 Communicates a lot (2/3+) of relevant information;can narrate events, give full descriptions, express & justify ideas & points of view
In each band the higher of the two marks is awarded if there is strong evidence of the criteria in that band. If the evidence is more limited, the lower mark is awarded.
Communication 8
Range/Complexity 6
Accuracy 6
Total 20
A* A B C D E
18 16 14 12 10 8
Rachel Hawkes January 2008
Range & Complexity Marks Accuracy
Little that makes coherent sense! 0 Little evidence of understanding of basic linguistic structures.
Simple & repetitive vocabulary & structures, limited range, many cognates.
1 Limited understanding of basic linguistic structures.Consistent major errors.
Vocabulary appropriate to answer task in most basic form.Structures simple, repetitive, rarely linked.
2 Major errors in most sentences.Verb forms rarely accurate.
Vocabulary & structures appropriate to answer task,A little variety & some successful attempts to link sentences together.
3 Some major & frequent minor errors.Attempts at verb forms & tense formation often unsuccessful (but there should be some attempt).
Variety in vocabulary & some successful longer sentences using appropriate linking words.Some personal opinion successfully expressed.Some successful attempts at using more than one time frame.
4 Piece is more accurate than inaccurate.Verb forms & tense formation not always correct but meaning always clear.
Wider range of vocabulary, accurate descriptions & opinions,More regular & successful longer sentences with some attempt to use subordinate clauses.
5 Verb forms & tense formations generally accurate.Minor errors; major errors only when more complex structures attempted.
Effective use of wider range of vocabulary. Longer, more complex sentences handled with confidence, producing fluent coherence.
6 Impression of accuracy overall. Errors infrequent in complex structures.Verb forms & tense formations secure.
Grammar and complexityTensesPresent - regular and irregular formsPerfect – with haben & seinPluperfectImperfectFuture ConditionalImperfect subjunctive with conditional meaning (wäre, hätte)Modal verbs
German A* features Range and quality of languageExpressions followed by zu + infinitive (versuchen, Lust haben etc)Um……zu + infinitive, ohne………..zu + infinitivePresent and imperfect form of the passive voice (wird/wurde.....+ pp)Longer sequences – multiple use of subordinating conjunctionsRelative clausesEben/gerade for ‘just’ with verbsChange of time sequence (nachdem + pluperfect followed by perfect)Nouns used as verbs (das Rauchen etc..)A variety of accurate use of cases with and without prepositionsUse of ‘da’ with prepositions (darin, dadurch)Use of ‘wo’ with prepositions (worin, womit)Accurate use of third person pronounsComparatives, superlativesUse of a range of time expressions with inversionFrequent use of adverbsUse of extended opinions & justificationsIdiomsUse of rhetorical questions (‘Was mache ich morgen? Also……) Rachel Hawkes January 2008
Wie heißt deine Stadt oder dein
Dorf?
Ich wohne in einem kleinen Dorf, dasToft heißt. Früher habe ich in Bristol gewohnt. Wenn ich älter bin, möchte ich in London wohnen.
Include present, past and future as often as you can!
Rachel Hawkes January 2008
Welche Vorteile oder Nachteile
hat das Leben im Dorf?
Ich wohne gern in Toft, weil es ruhig ist und alle meine Freunde dort wohnen. Was ich nicht so gut finde, sind die Verkehrsmöglichkeiten, weil es nur zwei Büsse am Tag nach Cambridge gibt
Give opinions but each time add a reason too!
Rachel Hawkes January 2008
1 Subject variety (other than ‘ich’)
2 Number of present tenses
3 Number of past tenses
4 Number of future tenses
5 Number of opinions
6 Number of different adjectives
7 Number of appropriate R2/R3 articles
8 Number of inversions
9 Number of WO3 constructions
10 Number of modal verbs
11 Number of um … zu … clauses
12 Number of idioms
Self-Portrait with Bandaged Ear
1889, Vincent Van Gogh
Assessment for Learning: ‘the self-portrait’
Rachel Hawkes January 2008
Assessment for Learning: ‘the self-portrait’
• Pupils know and understand what skills and knowledge they have currently
• Pupils know and understand how they can improve to make further progress
DefinitionNoun: self-portrait 1. A work in which the artist depicts him/herself as the main subject or the most important character.http://en.wikipedia.org
Rachel Hawkes January 2008
Teaching & Learning activities
• Data for the teacher & data for the pupils – KS4, KS3
• Assessing own knowledge
• Assessing own skills
Rachel Hawkes January 2008
Summer Yr10
Nam
e
Gender
Verbal_S
AS
MeanS
AS
Fr - C
AT
Gm
- CA
T
KS
3 Pred
Germ
an
Germ
an F
FT
1 F 121 113 B B Mostly B grades C B A
2 M 117 119 B/C B/C Mostly B grades C A
3 M #N/A #N/A #N/A #N/A Mostly A grades B A
4 F #N/A #N/A #N/A #N/A 5 C grades C NA
5 M 101 105 C/D C/D Mostly B and C grades C C
6 M 119 125 B B Mostly A grades C B
7 M 108 111 C C Mostly A grades B A
8 M 117 120 B/C B/C Mostly A grades A A
9 M 114 107 B/C B/C Mostly B grades B B
10 M 115 109 B/C B/C Mostly B grades C B
11 F 90 97 D/E D/E Mostly B and C grades C A A
12 M #N/A #N/A #N/A #N/A Mostly B grades C B
13 M 107 117 C C Mostly B grades B B
14 M 108 116 C C Mostly A grades B A
15 M 107 107 C C Mostly B grades B B
16 M 117 110 B/C B/C Mostly B grades C A
17 F 104 113 C/D C/D Mostly B and C grades A B
18 M 117 107 B/C B/C Mostly B grades B B
19 M 119 120 B B Mostly B grades B A
20 F #N/A #N/A #N/A #N/A Mostly A/A* grades A NA
21 F 122 115 B B Mostly B grades A A
22 F 104 99 C/D C/D Mostly B and C grades B C
French
Triangulation of data
1. Verbal and Mean CATS2. Predicted GCSE grades from CATS3. Locally-generated KS3 global predictor statements4. Current subject grade prediction from progress so far5. Fischer Family Trust data predictions
Figure 1: year 11 German set 2 data 2006-8
Rachel Hawkes January 2008
0.9
0.125 0.25 0.125 0.5
Module 1 Module 2 Module3 Raw Mod 4 pred Total pred Grade
1 39 A 59 C 37 A* 121.5 256.5 B
2 23 D 59 C 31 B 101.7 214.7 C
3 31 B 49 D 35 A 103.5 218.5 C
4 30 B 53 C 33 A 104.4 220.4 C
5 26 C 53 C 26 C 94.5 199.5 D
6 20 D 47 D 30 B 87.3 184.3 D
7 34 B 49 D 34 A 105.3 222.3 C
8 40 A* 54 C 34 A 115.2 243.2 B
9 28 C 75 A 33 A 122.4 258.4 B
10 24 D 48 D 29 B 90.9 191.9 D
11 37 A 44 D 34 A 103.5 218.5 C
12 26 C 44 D 30 B 90 190 D
13 24 D 49 D 35 A 97.2 205.2 C
14 30 B 54 C 30 B 102.6 216.6 C
15 30 B 44 D 33 A 96.3 203.3 C
16 22 D 59 C 30 B 99.9 210.9 C
17 40 A* 49 D 37 A* 113.4 239.4 C
18 34 B 48 D 31 B 101.7 214.7 C
19 37 A 55 C 36 A 115.2 243.2 B
20 39 A 55 C 37 A* 117.9 248.9 B
21 31 B 64 B 37 A* 118.8 250.8 B
22 28 C 41 D 32 A 90.9 191.9 D
Figure 2: year 11 German set 2 grade predictor 2006-8
points grade
320 A*
280 A
240 B
200 C
160 D
120 E
80 F
40 G
Rachel Hawkes January 2008
Module 1
No. grades
0 U 0
5 G 0
10 F 0
15 E 0
20 D 5
25 C 4
30 B 7
35 A 4
40 A* 6
A-C% 80%
Module 3
No. grades
0 U 0
7 G 0
11 F 0
15 E 0
19 D 0
23 C 1
27 B 7
32 A 10
37 A* 14
A-C% 100%
Module 2
No. grades
0 U 0
10 G 0
20 F 0
30 E 0
40 D 11
50 C 9
60 B 1
70 A 1
80 A* 1
A-C% 52%
Projected Overall
No. grades
0 U 0
40 G 0
80 F 0
120 E 0
160 D 5
200 C 11
240 B 6
280 A 0
320 A* 0
A*-C
% 77%
February year 10
September year 11
March year 11
From January year 11 onwards
Figure 3: year 11 German set 2 whole class predictions 2006-8
Set End of Year 7 End of Year 8 End of Year 9
1 100% at least level 4 100% at least level 5 100% level 6/7
2 at least 50% level 4, rest level 3.5
50% level 5, 50% level 4.5 50% level 6/50% level 5
3 mostly 3.5 50% level 4, 50% level 4.5 all level 5+
4 minimum level 3, some 3.5 100 % level 4 – 4.5 75% level 5
5 100% between 2 - 3 100% minimum 3 - 4 30% level 5, 70% level 4+
Figure 5: Table shows the newly derived whole class targets for KS3 MFL at the end of each year over Key Stage 3.
Summer 2003 Summer 2004 Summer 2005 Summer 2006 Summer 2007
Boys = 48% Boys = 52% Boys = 58% Boys = 88% Boys = 83%
Girls = 63% Girls = 75% Girls = 85% Girls = 96% Girls = 89%
Total = 56% Total = 65% Total = 72% Total = 91% Total = 86%
MFL Department KS3 results: National Curriculum Level 5+ %
Figure 4: Table shows the % of girls and boys achieving NC level 5+ over the last 5 years.
The national average % for level 5+ is still at around 52%. Whilst we expect pupils at CVC to perform above the national average, if we were to use the average differential in performance between CVC pupils at English, Maths and Science and the national average, which currently stands at 13.7%, to set a target for MFL % 5+ this would have been 65.7% for Summer 07.
Rachel Hawkes January 2008
Se
t
Na
me
Verbal_S
AS
Me
an
SA
S
Fr - C
AT
Gm
- CA
T
Sp
- CA
T
Sp
Yr 7
S
um
Cu
rren
t N
C le
vel
Ge
rma
n
8x2 1 F 120 119 B B/C B 4 2.5
8x2 2 M 105 108 C/D C/D C/D 3.5 3
8x2 3 F 109 106 C C C 4 2.5
8x2 4 M 78 80 E/F E/F E/F 2.5
8x2 5 M 107 94 C/D C C 3.5 3
8x2 6 M 114 112 B/C B/C B/C 4 2.5
8x2 7 F 108 99 C C C 4 3
8x3 8 M 105 100 C/D C/D C/D 2.5
8x2 9 F 117 111 B/C B/C B/C 3.5 2.5
8x2 10 F 105 97 C/D C/D C/D 4 3
8x2 11 F 117 102 B/C B/C B/C 4 3
8x2 12 M 140 124 A*/A A A*/A 3.5 2.5
8x2 13 F 98 98 D D D 3.5 2.5
8x2 14 M 128 121 A/B A/B A/B 4 3
8x2 15 F 115 110 B/C B/C B/C 4 3
8x2 16 F 101 95 D C/D C/D 3.5 3
8x2 17 F 96 94 D D D 4 3
8x2 18 F 97 97 D D D 4 3
8x2 19 M 107 121 C/D C C 3.5 3
8x2 20 M 101 105 D C/D C/D 3.5 3
From class target to individual target
CATS score
GCSE potential
Year 8 target
100-110 C 4 – 4.5
110-120 B 5
120+ A/A* 5 – 5.5
Figure 6: year 8 German data 2007-8
Monitoring pupil effort and progress
P Presentation
E Effort
A Achievement
NC levelsVocabulary tests – 20L & R activities – levelled and/or raw scoresW & S activities – levels awardedAbsent or late hw or insufficient effort recorded – 3 x = report
Figure 7: year 8 German marksheet 2007-8
7x1G 7x1B 7x2G 7x2B 7x3
Av % 79 69 58 43 38
KS2 av 230 229 185 171 119
Av Level 4.3 3.8 3.3 2.4 2.3
1 0 0 0 0 0
1.5 0 0 3 3 2
2 0 0 0 6 10
2.5 0 1 1 10 9
3 0 1 3 4 2
3.5 2 9 12 2 1
4 9 17 6 0 0
4.5 13 4 0 0 0
5 2 0 0 0 0
7y1G 7y1B 7y2G 7y2B 7y3
Av % 80 68 50 48 32
KS2 av 237 225 185 170 115
Av Level 4.3 3.8 3.0 2.8 1.8
1 0 0 0 0 1
1.5 0 0 2 2 9
2 0 0 3 2 3
2.5 0 3 5 6 4
3 0 2 9 6 0
3.5 1 10 9 5 0
4 13 9 3 2 0
4.5 14 6 0 0 0
5 4 1 0 0 0
Fig
ure
8:
Year
7 S
pan
ish e
nd o
f year
resu
lts
200
7
Set
End of Year 7
End of Year 8 End of Year 9
1 100% at least level 4
100% at least level 5
100% level 6/7
2 at least 50% level 4, rest level 3.5
50% level 5, 50% level 4.5
50% level 6/50% level 5
3 mostly 3.5 50% level 4, 50% level 4.5
all level 5+
4 minimum level 3, some 3.5
100 % level 4 – 4.5
75% level 5
5 100% between 2 - 3
100% minimum 3 - 4
30% level 5, 70% level 4+
Whole year group assessments twice per year review of class and year targets
Activity 1Look at the following list of words and give each one a number rating 1-5 based on how well you know the word.
Look at the VKS (Vocabulary Knowledge Scale) below:
1. I don’t remember having seen this word before.2. I have seen this word before but I don’t know what it means.3. I have seen this word before and I think it means….4. I know this word: it means…….5. I can use this word in a sentence, e.g……….
(ref: Wesche M & Paribakht T.S. (1996) “Assessing second language vocabulary knowledge: depth versus breadth”, The Canadian Modern Language Review 53, 1:28)
Look at the following Spanish words and award them a number (1 – 5) according to the criteria below:1. I can pronounce this word and I know what it means2. I know what it means3. I think I know what it means4. I know I have learnt this word but I can’t remember what it means5. I have never seen that word before
1. Buenos días 2. tengo 3. dos 4. muy bien
5. ¿Cómo estás?
6. mi cumpleaños
7. enero 8. gracias
9. catorce 10. un bolígrafo 11. no tengo 12. estoy mal
13. noviembre 14. dieciocho 15. ¿Qué tal? 16. veinte
KS3 Spanish Core Language
yo – Itú – youél/ella – he/sheUsted – you (polite, sing.)nosotros – wevosotros – you (fam.pl.)ellos/ellas – theyUstedes – you (polite, pl.)
tengo I have
tienes you have
tiene he/she/you have (pol.sing)
tenemos we have
tenéis you have (fam.pl.)
tienen they/you have (pol.pl.)
tener – to have ser – to besoy I am
eres you are
es he/she is/you are (pol.sing)
somos we are
sois you are (fam.pl.)
son they/you are (pol.pl.)
estoy I am
estás you are
está he/she is/you are (pol.sing)
estamos we are
está you are (fam.pl.)
están they/you are (pol.pl.)
estar – to be
Time words
ahora – nowantes – beforedespués – afterhoy – todayayer – yesterdaymañana – tomorrowotra vez - againsiempre – alwaysa menudo – oftena veces – sometimesnunca – neverla semana pasada – last weekla semana que viene – next week
Referring to thingsuna cosa – a thingesto – thiseso – thatalgo (más) – something (else)otro – (an)othermucho – a lot(un) poco – (a) littlemuy – verytodo – all/everything
Making linksy – ando – ortambién – alsopero – butporque – becausecon – withsin - without
Asking questions¿Por qué? – why?¿Qué? – what?¿Cuándo? – when?¿Dónde? – where?¿Quién? – who?¿Cuánto(s)? – how much/many?¿Cómo? – how?
Referring to placesaquí – hereallí - there
OpinionsPienso que – I think thatCreo que – I believe thatMe parece que – it seems that..
Sentence buildingpuedo/puede I can/he,she can
quiero/quiere I want to/he,she wants to…
tengo que/tiene que I have to/he has to…
voy a/va a + verb I’m going to/he is going to…
(no) me (le) gusta I (don’t) like to/he doesn’t like to
me (le) encanta I love to/he loves to…
me (le) gustaría I/he/she would like to…
Pronouns
Saying what you did
fui – I wenthice – I didví – I sawjugué – I playedcomí – I atebebí – I drank
KS3 Spanish Key Skills
Memory
1 Sound/meaning 2 Visual/meaning
3 Spelling (core language words only)4 (improved)
speed of recall
Pronunciation
1 repeat correctly
2 retain pronunciation
3 pronounce accurately from text
Sentence building
1 say whole sentences from visual prompts
2 adapt sentences to make new meanings
3 Use key verbs to build new sentences
Comprehension
Infer/guess meaning from key words/cognates
Self-Portrait 1500, Albrecht Dürer
Dynamic assessment: ‘the optimistic self-portrait’
Dynamic assessment: ‘the optimistic self-portrait’
Rachel Hawkes January 2008
“Assessment and instruction are dialectically integrated as a single activity that seeks to understand development by actively promoting it.”
Beyond the test: L2 Dynamic Assessment and the Transcendence of Mediated Learning. Poehner, M.E. 2007. The Modern Language Journal, 91, iii pp.323-340
Dynamic assessment: measuring potential achievement
Rachel Hawkes January 2008
• Most assessment measures what is already mastered
• Most assessment is not truly developmental
• Most feedback is not specific enough to be acted on
• Most achievement is not aspirational – i.e. it doesn’t indicate future potential
GCSE German present
past
future
opinion
link 1 W.O.
link 2 W.O.
link 3 W.O.
WWW
R2/R3
modal verb
um…zu…
adj. ending
comp./sup.
spelling errors
GCSE Spanish present
past (preterite)
past (imperfect)
past (perfect)
future
conditional
subjunctive
links
opinions
reasons
negatives
comp./sup.
spelling errors
The ‘tick grid’ system
Prepare the text for your PowerPoint presentation on your family. You will need 5 slides only (but you can add additional slides if you wish) and you may add in photos or drawings at home. In this lesson, you will be planning and writing the text. Include the following information:
• a description of yourself
• how many people in your family and who they are
• a detailed description of one family member and a comparison of yourself with that person
• a description of the hobbies and interests you and your family have
• a description of your plans for next weekend
Year 8 End of Unit project
Present (reg & irreg)
5
Future 2
Preterite
Imperfect
Verb & infinitive
2
links 3
opinions 3
reasons 2
adjectives 5
questions 2
negatives 2
comp./sup. 2
spelling errors
Use verb forms other than ‘I’ and choose some ‘radical’ verbs and other irregulars – e.g. ser/tener/jugar/hacer/pensar
Say a little about your plans for next weekend and what the rest of your family will be doing too.
You use this when you say you like doing something – i.e. me gusta bailar.
Links are ways to join sentences or halves of sentences together – e.g. y, también, pero, sin embargo, después, luego
As well as ‘me gusta’ etc.. Why not also include pienso que, creo que, a mi parecer, me parece que, en mi opinión
porque = because!
p.2 – 4 vocabulary book
see p.5 vocabulary booke.g. nicer than, funnier than, bigger than..
Modelling the tick grid – a lesson resource
A Auxiliary verb required/incorrect
Adj Wrong position or agreement error
G Gender error
I Infinitive verb required
M Meaning unclear
P Plural required
PP Past participle required/error
Sp Spelling error
T Tense incorrect
V Verb required/incorrect
WO
Word order incorrect
@ Incorrect use of à/de
Whole class formative assessment
Present – er
Present –re/ir
Past - avoir
Past - etre
Futur proche
Negatives- variety
Questions - variety
Links
Pouvoir
Extras
Present
Past
Future
Imperfect
Negatives
Opinions
Reasons
Links
Clauses
Detail/Extras
Present avoir
Present etre
Present –er vbs
Negatives
Questions
Opinions
Links “et” “mais”
Reasons “parce que”
Extras
The French KS3 tick grids
Year 7 French Year 8 French Year 9 French
Strategies to promote Active Learning
Pupils know their learning aims
• clarify knowledge & skills to be learnt
• clarify success criteria
Pupils think for themselves
• make tasks as open-ended as possible
• allow choice of task (inc. homework)
• include a variety of ways of working inc. group & pair work
Pupils extend responses & explain their thinking
• plan open-ended questioning
• extend questioning based on pupil responses
• encourage pupils to ask questions
• variety of strategies to promote maximum engagement of all e.g. ‘no hands’ policy
Pupils achieve their full potential
• know the pupils well through dialogue and marking of their work
• plan differentiated tasks to meet their needs
Pupils know about their own progress
• inform the pupils of their levels of achievement
• show pupils examples of good, (assessed) work
Pupils know how to improve
• give opportunities for pupils to draft-mark-reflect-improve their work
• give opportunities for pupils to reflect on and review their targets
• give opportunities for pupils to use success criteria and objectives to assess their own and others’ work
Pupils assess themselves and others
• allow pupils to give feedback and set targets for themselves and others
RHawkes 07
Summary: Using data for the learner• HODs use and understand multiple sources of
data and set year group/class targets• Teachers use data from HODs and own data to
set individual targets (in line with class targets)• Teachers use a range of strategies to ensure
that pupils understand the ‘landscape’ of the subject/course
• Teachers enable pupils to understand their own strengths and areas for development and share appropriate data to support this – ‘self-portrait’
• Assessment is(at its best) aspirational and developmental - Dynamic Assessment – ‘optimistic self-portrait’
Rachel Hawkes January 2008
Assessment: ‘the bigger picture’
Rachel HawkesAssistant Principal
Comberton Village CollegeEmail: [email protected]
Tel: 01223 262503 ext.222/223
Rachel Hawkes January 2008