Northern Ireland Curriculum

Assessment for Learning

Nursery Teachers

AfL in the Northern Ireland Curriculum

• The Northern Ireland Curriculum Primary Section 1:9 Pages 11 and 12

• Implementation box (PMB)– Assessment for Learning for Key stages 1 and 2

(Pages 8 -14)– Assessment for Learning DVD– CPD Units CD-Rom

Aims for Day 3Assessment for Learning

To raise awareness of the Foundation Stage training for Assessment For Learning

To consider the implications for Nursery Settings

Workshop

• How do you currently assess?

• What is the purpose of assessment?

• How do you use this information?

Assessment for Learning . . .

is a process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.

(Assessment Reform Group, 2001)

Assessment for Learning

There is a high emphasis on transferable learning.

Assessment becomes a much more transparent process, based on critical information which is shared with learners.

Emphasis is on enabling learners to take responsibility for their own learning, and eventually, for their own assessment too.

SummativeSummative

* after the learning

* outcome

focus * to

prove the learning

* to measure

learning *

done to learners

* externally

referenced *

widens ability

range

Assessment 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

Assessment is an integral part of the learning process

Assessment for Learning involves the following key actions

• planning/sharing learning intentions• sharing/identifying success criteria• effective questioning• giving feedback to pupils• involvement in self-assessment

(AfL Booklet p2)

PlaPlann

Do

Review

Shared success criteria

Individual targetsettings

Shared learning intentions

Taking risksin learning

Advice on how toimprove

Open learner/ teacherrelationships

Self and peerevaluation

Celebrating success

Self and peer assessment

Assessment for Learning in the Foundation Stage

‘A night out’Plan – clarify tasks, generate ideas,

designing ways of approaching tasks and problems

• What do we know already?

• What do we want to learn?

• How will we find out ?

• Who could help us?

Activity 4b

Draw the picture

No

Description Marks Max

1Give 1 mark for a thatched roof. 1 additional mark if the thatch is patterned

2

2Give 2 marks for 3 chimneys in the middle of the roof. No marks are given if less than 3 chimneys or if they are in the wrong place.

2

3 Give 1 mark for a porch plus 1 extra if it is thatched 2

4Give 2 marks for 2 windows downstairs and 2 marks for two windows upstairs.

4

5 Give 2 marks for at least 6 small square panes in the windows 2

6 Give 4 marks for creeper/plants growing round the window 4

7 Give 2 marks for a knocker and letter box on the door 2

8 Give 2 marks for a fence and gate 2

9Give 2 marks for a burglar alarm drawn on the front wall of the cottage/house

2

Total marks 22

Marking criteria: cottage/house drawing

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

If learners are to take more responsibility for their own learning, then they need to know what they are going to learn, how they will recognise when they have succeeded and why they should learn it in the first place.

(An Intro to AfL, Learning Unlimited, 2004)

Defining the learning

You can express the learning in terms of

• knowledge

• understanding

• skills

(AfL booklet p9)

• start small

• separate the learning from the task /activity

• tell them why they are learning something

• use appropriate language

• display the learning intention

• discuss the learning intention with pupils

Putting learning intentions into practice

Learning Intentions

Workshop

Feedback

Telling a child he needs to work harder is as much use as telling a comedian he needs to be funnier.

Dylan Wiliam

How to share success criteria

The process takes time and needs to be developed

You can help children along by • Modelling the process• Putting criteria into child friendly

language• Allowing time to discuss• By using images to illustrate the process

(AfL booklet p14)

Feedback• Young children need a nurturing climate• Verbal and non verbal language from the

adult gives powerful messages to the child• Focus feedback on individual progress• Give feedback that focuses on success and

improvement• Give children time to make improvements

Understanding the Foundation Stage, CCEA 2006, page 14

Lunch

Observation

Mr Bean DVD

Why Observe? ‘Well planned, regular and skilful

observations help teachers gain a more accurate picture of the progress each child is making across the whole curriculum’

(Understanding the Foundation Stage p14)

Why Observe? ‘Without the use of regular

observations, and written records on each child’s development, the teacher is left with an incomplete picture of the child. This may lead to a loss of significant information that could help shape the planning and take more account of the child’s needs.’

(Understanding the Foundation Stage p14)

What to observe

There are two aspects to consider during any observation;

• What the children say

• What the children choose to do

What might be included ?

• Use of language in a range of situations• Ability to problem-solve and make

decisions or demonstrate thinking skills• Use of resources in an imaginative way• Level of self- awareness and self-

confidence• Ability to work with others

What might be included ?

• Willingness to investigate and be creative

• Desire to plan his/her activities• Ability to manage emotions and

feelings

(Understanding the Foundation Stage p15)

Observation - the process

Significant difference between ‘being observant’ and ‘planned observation’

Observations should be:

• Planned for by staffPlanned for by staff• Recorded appropriately - may Recorded appropriately - may

include photographs, children’s include photographs, children’s contributions/samples of work, etccontributions/samples of work, etc

• Carried out over timeCarried out over time• Used to make an assessment Used to make an assessment

which will inform future planningwhich will inform future planning

Assessment and planning

Observations provide the adult with the evidence about the child’s progress in learning

Observation Workshop

Purposes of Effective Questioning

In AfL effective questioning serves two main purposes: to assist with

assessment and to improve understanding.

(AfL Booklet p22)

Strategies for Effective Questioning

• Asking better questions• Asking questions better• Dealing with answers productively• Encouraging pupil questions

(AfL Booklet p22)

Key Messages• AfL supports TS&PC and PDMU• AfL is focuses on the learning process

rather than the end product• The underpinning reason for AfL is to

inform teaching and learning• We need to gather evidence to

assess children’s progress