the foundation stage assessment for learning. programme session oneintroduction rationale for afl...
TRANSCRIPT
ProgrammeSession one Introduction
Rationale for AfLCOFFEE
Session two Sharing learning intentions
Success criteriaEffective feedback
LUNCHSession three Observation Questioning skills
Plenary
Aims for Day 3Assessment for Learning
To consider• How the key elements of Assessment for
Learning are incorporated into the ‘plan, do, review cycle’ in the Foundation Stage
• Observation as one of the key strategies for assessing children’s learning
To raise awareness of the range of language demands covered in the language for learning model
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
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)
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
Plan
Plan –
• clarify tasks,
• generate ideas,
• designing ways of approaching tasks and problems
(Northern Ireland Curriculum p10)
‘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?
DoCarry out, plan and communicate findings• Finding and analysing relevant information• Creating, trialling or testing out possible
solutions• Making decisions• Drawing conclusions• Presenting ideas, opinions and outcomes
(The Northern Ireland Curriculum p10)
Review
Both the process and the outcomes of their work and their learning
• Evaluating progress throughout and making improvements when necessary
• Reflecting on their thinking and their learning
• Transferring thinking and learning to other contexts
( The Northern Ireland Curriculum p10)
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
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
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
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)