technology education centre, omagh key stage 3&4 assessment assessment: formative &...

Technology Education Centre, Omagh

Key Stage 3&4 Assessment

Assessment: Formative & Summative RA Moffatt. WELB


Assessment in Technology & Design Assessment Oct/ 05

Arrival - Introduction & Welcome –

• Formative & Summative Assessment

• Workshop I: Formulating Learning Intentions Success Criteria• Workshop II: Assessment of KS 3 Coursework / Mark Indicators / Trial Marking• KS 4 Assessment: Review on Coursework Memorandum / Planning Coursework• Workshop 2: Assessment of KS 4 / Trial Marking of Coursework • Summary:

RA. Moffatt. Assessment / Resources


Objectives:

• To reflect upon Formative and Summative Assessment• To raise awareness of the positive aspects of

Pupil Assessment• To review Assessment strategies at Key Stage 3 and 4• To engage in setting Mark Indicators and Marking Coursework• To encourage Marking for Improvement• To draw attention to ETI, Reports• To highlight good practice in the four elements of Coursework• To provide the opportunity to share good practice, exchange

views and information on resources.


Our Learning Intentions

To raise awareness of the main approaches to assessment.

– Assessment for Learning– Principles of good assessment

To examine the key elements of assessment for learning.To explore the application of the principles of assessment for learning in t&d.To encourage participants to ‘give it a go’


Key questions

Definition Purpose

So what is assessment?


Formative

Moderate

Exam TestPlan

Mark

ProfileReport

Record

Summative

ASSESSMENT


Asking the hard Questions

• Is there a policy for Assessment, Recording and Reporting? If so does it meet the requirements of the school and its syllabus?

• Do all the t&d staff implement the policy consistently, or has it not been agreed?

• Are a range of tasks used for assessment purposes?

• To what extent does assessment provide feedback to pupils, inform teacher planning and support continuity and progression?

Assessment must be built into the planning of learning experiences for pupils.

(Assessing Recording and Reporting in Technology & Design)


• Are pupils ever involved in assessing and recording their own work?

• Does the school offer record of achievement?• How does the T&D department record pupil

progress including SEN pupils? Is there a departmental portfolio of work?

• Is there an annual report on individual progress in t&d?

• What is reported on?

Asking the hard Questions


Think about?

WHATIs to be assessed?

Content

WW5WHO

Is to be assessed?

Class/individual

WhereWill it take place?

Classroom/exam hall

WhenWill it take place?Class time/regular

intervals,End of term, end of year?

Why is the

assessment being carried

out?Formative,

summative etc.


What is Assessment?

making informed judgements about pupils' achievements and progress

part of the process of teaching and learning and needs to be built into the planning of teaching

based on evidence of what pupils know, understand and can do

intended to draw attention to pupils' positive achievements

can take place on any occasion when pupils express themselves, intentionally or otherwise, in relation to learning objectives


What is Assessment?

is usually made by the teacher, but may include judgements made by the pupils themselves

implies a contract of trust between teachers and pupils. Both parties recognise, accept and value this partnership as a means of making progress

is a subtle art, not an exact science is a means of monitoring continuity and

progression in pupils' achievements, and evaluating their curriculum


The Purpose of Assessment

Formative - Assessment for learningTo Assist pupils in their learning assessment means making regular and continuous judgements about pupils' progress. These judgements are shared with the pupils and are for their benefit and for the benefit of others involved in helping them to learn.

Summative – Assessment of LearningTo grade pupils, or identify their overall achievements in relation to established criteria This means making judgements at the end of a period of education for reporting the overall achievements of individual pupils, or a group of pupils.


The Purpose of Assessment

Diagnostic - Identify the pupils strengths and weaknesses assessment means making occasional judgements on the basis of particular tests to assist in planning. These judgements are not shared with pupils and are for the benefit of teachers (and others involved in planning the curriculum).

Evaluative assessment helps determine student progress. Assist planning. Link to value added. Relate to national comparisons and statutory requirementsAll of these purposes may also help teachers to monitor, moderate and evaluate the learning experiences they are offering to pupils in order to develop and improve the curriculum.


Planning and Assessing in Technology & Design

Promoting children's learning is the principal aim of schools. Assessment lies at the heart of this process.... The assessment process itself should not determine what is to be taught and learned. It should be the servant, not the master, of the curriculum. (TGAT Report)


What the research says …

…improving the quality of teachers’

assessment practice has a substantial

effect on the achievement of pupils.


Good assessment will ….

raise standards of attainment and behaviour, and improve pupil attitudes and responseenable the active involvement of pupils in their own learning by providing effective feedback (and feed forward) which closes the gap between present performance and future standards required

promote pupil self-esteem through a shared understanding of the learning processes and the routes to improvementshould be sensitive and constructive because any assessment has an emotional impact



• should be part of effective planning of teaching and learning

• enable the teacher to adjust teaching to take account of assessment information and to focus on how pupils learn

• draw upon as wide a range of evidence as possible using a variety of assessment activities

• track pupil performance and in particular identify those pupils at risk of underachievement



• provide information which can be used by parents or careers to understand their pupils’ strengths,

weaknesses and progress

• provide information which can be used by other interested parties

• provide information which can be used to evaluate a school’s (departments) performance against its own previous attainment over time and against national standards


Key Elements of Formative Assessment

• Sharing learning intentions • Using marking and feedback

strategies • Using effective questioning

techniques• Peer and self-evaluation.


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.

Shirley Clarke 2002


Learning Intentions

• Share the learning intention with the pupil.– In work sheets– Display it.- WALT board,

whiteboard etc– Tell them

• Explain why this learning is important.


WeAreLearningTo

To sketch in pictorial 3D, exploded projection

This is because…

We can learn how parts fit together and understand better how the design is going to work!

Remember to:

Use the overlay technique and add notes to help explain your ideas!


WILF:

WhatI amLookingFor

A clear pictorial exploded sketch of the casing design showing: -

• Where the circuit will be located in the casing?

• How the circuit will be fixed in place?

• Where the battery will be placed?

• The location of the LED?

• Brief notes to help explain details!

Electronics


Add more detail to your design by showing:-

• Where the circuit will be located?

• How the circuit will be fixed in place?

• Where the battery will be placed?

• The location of the LED?


So what was that about …

• Share your learning intention – it’s not a secret.• Tell the pupils what they are learning and why.• Separate the LI from the context• Discuss with the pupils the criteria necessary to

achieve success

Feedback

The greatest motivational benefit will come from focusing feedback on:

• The qualities of the child’s work and not on comparison with other children;

• Specific ways in which the child's work could be improved.


Feedback

Teachers should be aware of the impact that comments, marks and grades can have on learners’ confidence and enthusiasm and should be as constructive as possible in the feed back that they give.


What the research shows …

• A raw score on a page de-motivates all but the highest achievers

• A raw score and comments – the majority do not even read the comment

• Educative feedback with specific points for improvement is best

Groups of pupils given

Improvement in work Interest in subject

A. marks/grades only Nil + for high attainers - for middle/low attainers

B. marks/grades + comments

Nil + for high attainers - for middle/low attainers

C. Comments only + for all groups particularly low attainers

30%


Effective Feedback

• Related to the learning intention• Identifies where success occurs• Identifies where improvement could take place• Identifies how improvement could take place• Allows time for improvements


Feedback strategies

• Marking for improvement

• Comment only marking

• Prompts for improvement– Reminder– Scaffold– Example


Feedback: Review

• Identify achievements and how to improve• Ensure that pupils can read and understand your feed

back comments• Provide time for them to read the comments• Provide time for them to act upon the feedback


Key characteristics of assessment for learning are:

• using effective questioning techniques • using marking and feedback strategies • sharing learning goals • peer and self assessment


Planning for assessment

It is important to plan for a variety of assessment opportunities across the key stage and within each unit of work, egs. question and answer sessions, written reports of investigations carried out, research results recorded, a problem-solving task, a piece of observed practical activity, a design and make assignment (DMA), tests, marked class work and homework. This will help you to assess whether or not the teaching was successful as well as providing vital information about students’ learning.


Formative assessment in practice

Clear learning objectives should be set for each D&T unit of work and students assessed against these during the unit. Assessment may focus on particular aspects of students’ developing knowledge, skills and understanding, rather than necessarily trying to assess the whole of D&T capability in every unit. A simple 3-point scale for assessment is perfectly adequate for this, eg. expressed as: 1 – working below target; 2 – on target; 3 – exceeding target, so long as these assessments are made against the learning objectives for the unit.


Summative assessment in practice

Summative assessment involves the assessment of overall capability. Every now and then during the key stage you will need to set the students a major design and make assignment for which they take responsibility for the planning and execution. This is their chance to shine - to rise to the challenge of applying the knowledge, skill and understanding they have been developing and to demonstrate how capably they can design and make.


These characteristics are reflected in Ofsted’s latest subject report for D&T

in Secondary school (2002/03), which reports that for many schools the

quality and use of assessment remains an area for development and that

assessment should: remain an essential and integral part of teaching and

learning involve sharing learning goals with students help students to know

and recognise the standards they are aiming for involve students in peer

and self-assessment provide feedback which leads to students recognising

their next steps and how to take them involve both teacher and students in

reviewing and reflecting on assessment data Ofsted consider that the most

sig

http://www.ofsted.gov.uk/publications/index.cfm?fuseaction=pubs.summary&id=3536


A record of students’ marks should be kept in a mark book, or equivalent, and

regular feed back given to students about how they are getting on, setting them

realistic targets for which to aim. This may be done verbally or a proforma

devised for this purpose, so that there is a more permanent record. ICT can be

used for this administrative job and may be a more manageable option than written

records. (Link here to example ‘Assessment proforma’ spreadsheet and Student

Progress record in the members only section) This data, when looked at holistically

over time, can be used as an indicator of the National Curriculum level at which a

student is operating. However, separate aspects of capability should never be

looked at in isolation and used as an indicator of holistic capability.


We humans are credited with the ability to think in a manner that puts us above other creatures. However, before we think anything, we feel it. How a product engages with us emotionally is at least as important as how well it performs mechanically, otherwise all our choices would be based strictly on price and functional efficiency, rather than emotional resonance and visceral appeal. We call this phenomenon Emotional Ergonomics. It's the cocktail of provenance, subconscious emotional cues, and tactile and material factors which sets the exquisite apart from the commonplace. It's why you prefer a Monte Blanc to a Biro. Because, in the final balance, what you feel is more important than what you think . .

‘the importance of the unimportant...’


The form of a product is not exclusively defined by the things from which it is made, nor by its functionality. Form is function. Styling (the conception and definition of form and finish) is far from meretricious; rather it is a powerful and emotive tool for seducing, simplifying and clarifying, as well as for communicating and reinforcing function, purpose, brand and cultural context. The holistic perception of a product is infinitely more important than any one part or attribute.

‘not what it is made of but what it is.’

technology education centre, omagh key stage 3&4 assessment assessment: formative &...

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