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Assessing to learn and learning to assess
What should assessment look like in the languages classroom?
Rachel Hawkes
Professional Standards for teachers
CoreC12Know a range of approaches to assessment, including the importance of formative assessment.
Post-thresholdP5Have a more developed knowledge and understanding of their subjects/curriculum areas and related pedagogy including how learning progresses within them.
CoreC8Have a creative and constructively critical approach towards innovation; being prepared to adapt their practice where benefits and improvements are identified.
Rachel Hawkes
AfL is all about KNOWING…• Teachers need to know what learners need to
know and share this with them ( objectives and modelling)
• Learners need (to be able to) ‘know what they know’ ( peer and self assessment)
• Teachers need to know learners individually and let them know how to improve ( feedback)
• Learners need the time to build on what they know ( reflect, review, re-visit)
Rachel Hawkes
Co-teachersTwo rules for the classroom1) Do everything to help yourself learn as much as you can2) Do everything to help others learn
DOs• take risks• have a go• show good ‘audience’ skills• respond to others’ contributions• ask questions• make links
DONTs• think everyone else knows the answer• keep quiet when you’re not sure• get cross if you know the answer but don’t get to contribute
Setting the tone for learning
Rachel Hawkes
Learning objectives and Modelling
“Each teacher has a purpose; they have lesson plans and they have objectives that they must teach. In KS4, these objectives are given to pupils because they need to know how the course is outlined; but in KS3 it’s never really made clear when one module ends and another begins, and the pupil never knows what the next module is going to be. This means that the pupil never finds out what the purpose of learning each module is, or where each lesson fits in to the overall aim of the course. Pupils need to know the purpose the teachers have in order to share it with them.”
“The process of learning has to be in the minds of both learner and teacher.”
QCA, 10 principles of Assessment for Learning
Rachel Hawkes
Hoy vamos a…
mirar escuchar pensar
osar hablar memorizar
Sharing learning
objectives
Rachel Hawkes
de vacaciones on holiday
Hoy vamos a ..• aprender palabras y frases para
describir el tiempo• practicar la pronunciación y
estrategias para memorizar palabras nuevas
Sharing learning
objectives
Rachel Hawkes
Sharing learning
objectives
• Post-its
• Know – want to know – learned
• Mind-mapping
Rachel Hawkes
fui(mos)
viajmos
hicimos
ibaeratenía
había
(no)ne gusta(n)
Lo que más me gusta
Lo mejor/lo peor
Cuando era más joven…
El año pasado…/hace 2 añosOpiniones y preferencias
Suelo preferir….
Mis vacaciones ideales
son..
Siempre me ha interesado…
Cuando sea m
ayor, me gusta
ría
Todavía no sé qué quiero hacer..
A lo m
ejor, iré a …
Voy a…
En el futuro………..
Sharing learning
objectives
Rachel Hawkes
fui(mos)
viajmos
hicimos
ibaeratenía
había
(no)ne gusta(n)
Lo que más me gusta
Lo mejor/lo peor
Cuando era más joven…
El año pasado…/hace 2 añosOpiniones y preferencias
Suelo preferir….
Mi uniforme/
mi profe ideal es..Siempre me ha interesado…
Cuando sea m
ayor, me gusta
ría
Todavía no sé qué quiero hacer..
A lo m
ejor, iré a …
Voy a…
En el futuro………..
Sharing learning
objectives
Quand j’étais plus jeune..
Mes vacances dernières
L’année prochaine………..
Mes préférences
Je suis allé(e) à ….pour…semainesAprès être arrivéAvant de partirJ’ai joué au golfJe joue au golf depuis 3 ans Après avoir (fini)Je me suis bien amusée
A l’avenirJ’ai envie de…J’ai l’intention de..Je voudrais..J’amerais…Ji’irai…..Si j’avais le choix, j’irai…
mais = but parce que = becauseaussi = also/as well
par exemple = for examplependant = during/whilst
peut-etre = perhapsqui = who
si = ifquand = when
et = and probablement = probably
seulement = only
Je m’intéresse à …Ce que m’intéresse le plus c’est..Mes vacances idéales sont…Ma destination préférée, c’est… A mon avisJe pense queJe trouve que
Je viens de lire ta lettre…..
J’allais à….avec ma familleQuand il faisait beau je sortais…Quand il faisait mauvais je restais…j’aimais beaucoup….
Sharing learning
objectives
Rachel Hawkes
Sharing learning
objectives‘Can do’ statements
I can name ____ animals
I can say ‘I have’ and ‘I don’t have’
I can name _____ colours
I know ‘and’ and ‘but’ and ‘also’
I can pronounce new words correctly when I see them written
I have at least 1 good strategy for memorising
I can join words I know together to make new sentences
I can describe animals using colours and size adjectives
I can say if I like something or not
I can say why I like or dislike different animals
I know several words for describing animal characteristics
Rachel Hawkes
“One of the main obstacles is that often pupils don’t recognise what a good piece of work looks like – they don’t have a sufficiently clear view of the aim to be able to steer themselves.”
Professor Paul BlackInterview with GTC, Assessment for Learning
“Students were required in one lesson to identify what would make different pieces of work better so that they could achieve better grades. “ p.22 The changing landscape of languages – Ofsted report 2004/2007
Rachel Hawkes
Modelling
je
Je déteste
Je déteste faire
Je déteste faire de la danse
Je déteste faire de la danse au collège
Je déteste faire de la danse au collège parce que c’est moche!
avec = withet = andmais = butparce que = because
La pyramide sujet (je, tu..)
+ opinion
+ verbe (infinitif)
+ sport
+ extra
+ extra
Modelling
Rachel Hawkes
Your answer must contain EXACTLY 7 words!
Now make sure your answer contains an opinion!
This time make sure your answer contains the words ne…jamais!
Your answer must contain more than 8 words!
ModellingTarget Talk
Rachel Hawkes
Je joue au tennis.
J’habite au nord de l’Angleterre.
Mon chien s’appelle Bob.
ModellingPimp my French!
Rachel Hawkes
Present (reg)
Present (tener, ser, hay, estar)
adjectives
links
questions
opinions
reasons
negatives
Present (rad ch)
Future (ir a)
spelling errors
Modelling The tick grid
• Develop self-assessment
• Question-relevant• Involvement in task
setting• Comment only
marking on draft 1• Target setting from
draft 1• Re-drafting level
Rachel Hawkes
Johnny Depp est né le 9 juin 1963 à Owensboro dans le Kentucky, aux États-Unis. Il est acteur américain, qui est déjà très célèbre. Il est en couple avec la chanteuse et actrice française Vanessa Paradis et ils vivent en France. Ils ont deux enfants ensemble. En 2010, il a refusé le titre de l'homme le plus sexy de l'année pour servir d'exemple à ses deux enfants.
Present //// /
Past //
Future
Imperfect
Negatives
Opinions
Reasons /
Links ///
Clauses /
Detail/Extras
Modelling
Rachel Hawkes
Range of LanguageAccuracy
present
present (other persons)
past (preterit)
past (imperfect)
past (perfect)
future
conditional
subjunctive
verb & infinitive
links
opinions
reasons
negatives
comp./sup.
idioms
Inter-action
Answer = /Elaboration = +
Repetition of teacher feed = R
Non communication = X
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Range of LanguageAccuracy
present
present (other persons)
past (preterit)
past (imperfect)
past (perfect)
future
conditional
subjunctive
verb & infinitive
links
opinions
reasons
negatives
comp./sup.
idioms
Inter-action
Answer = /Elaboration = +
Repetition of teacher feed = R
Non communication = X
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Self and Peer Assessment
“Peer assessment is uniquely valuable because pupils may accept, from one another, criticisms of their work, which they would not take seriously if made by their teacher”
Working inside the black box Dept of Education & Professional Studies, King’s College, London
Rachel Hawkes
Self assessment
How do I know what I know?
1 I can pronounce the word
2 I know what it means
3 I can spell the word
4 I can use the word in a sentenceFor example:
1 The word ‘mère’ is pronounced ‘mair’2 It means ‘mother’3 It is spelt m- è – r – e4 It can be used in this sentence:Ma mère s’appelle Jenny.
- Practise pronunciation - Learn what the word means- Practise how to spell the word- Create sentences with the word
Take your list of language and rate your knowledge of each. Then decide how you need to improve:
Make a set of online flashcards &
spend 20 mins using them to learn (50
pts)
Work with a partner to
learn the words, testing
each other (50 pts)
Use the Look,
Cover, Say/Write,
Check method(50 pts)
Use your core language sheet and
vocab book to create new
sentences with the words
(50 pts = 5 100 pts = 10)
Write each word 3 times &
translate once (50 pts)
Use WordArtand type words out in alphabetical order(50 pts)
Make own
flashcards
on card and
use them to
test
yourself
over and
over
(50 pts)
Record yourself saying the words and the English meaning – use this to test yourself(50 pts)
Rachel Hawkes
KS3 French Core Language
je – Itu – you (sing.)il/elle – he/sheon – we / one
nous – wevous – you (pl or formal.)ils/elles – they
j’ai I have
tu as you have
il /elle/on a he/she/we have
nous avons we have
vous avez you have (formal or .pl.)
Ils/ elles ont they have
avoir – to have être – to beje suis I am
tu es you are
il/elle/on est he/she is/we are
nous sommes
we are
vous êtes you are
ils / elles sont
they are
je fais I do
tu fais you do
il / elle/ on fait he/she /we do
nous faisons we do
vous faites you do
ils / elles font they/you do
faire – to do
Time words
maintenant – nowavant – beforeaprès – afteraujourd’hui – todayhier – yesterdaydemain – tomorrowencore une fois - againtoujours – alwayssouvent – oftenquelquefois – sometimesjamais – neverla semaine dernière – last weekla semaine prochaine – next week
Referring to thingsune chose – a thingceci – thiscela – thatquelque chose– something (un) autre – (an)otherbeaucoup (de) – a lot (of)(un) peu – (a) littletrès – verytout – all/everythingtrop – too (much)
Making linkset – andou – oraussi – alsomais – butparce que – becauseavec – withsans - without
Asking questions
Porquoi? – why?Qu’est-ce que? – what?quand? – when?où? – where?Qui? – who?Combien? – how much/many?Comment? – how?
Referring to placesici – herelà-(bas) – (over) there
Opinions
Je pense que – I think thatJe crois que – I believe thatIl me semble que – it seems that..A mon avis.. – in my opinion..
Sentence buildingJe peux / on peut I can / you/we can...
Je veux I want to..
Je dois I have to…
Je vais / on va + verb I’m going to/we’re going to…
J’aime /je n’aime pas
I like to / I don’t like to..
J’aime beaucoup I love to…
Je voudrais I would like to…
Pronouns
Saying what you did
Je suis allé(e) – I wentj’ai fait– I didJ’ai vu – I sawj’ai joué – I playedj’ai mangé – I atej’ai bu – I drankJ’ai regardé – I watchedJ’ai travaillé – I workedJ’ai voyagé – I travelled
Rachel Hawkes
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)
Self assessment
Rachel Hawkes
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
“Younger students have an assessment booklet in which they regularly tick off their accomplishments and set themselves targets, or teachers help them to do so.”The changing landscape of languages, Ofsted report, 2008
Self assessment
Rachel Hawkes
Self assessment
Rachel Hawkes
Self assessment
• Envelope of key structures to use each lesson – learners put back as they use them
• Spot the mistakes ‘auction’• Problem/suggestions box• Prompts to reflect at the end of each lesson or
last lesson of the week• Checklist of ‘can do’ statements re-visited (+
traffic lights)• Time to look back at own work, complete the
‘learning log’ and set own targets (a ‘carousel’ activity) Rachel Hawkes
Speaking Activity Student Reflection SheetSchool Name: ______________________Year Group ____ Date: ______________
Put a tick on the line to evaluate the speaking task.
2. How much did you say in whole class work?
3. How much did you say in pair/group work?
OpinionsReasonsDescriptionAsking questionsComparisonsPast eventsFuture eventsDiscussion
5. In which topic could you use this language again?
6. Write here anything you wanted to say but couldn’t.
Speaking Activity Student Reflection SheetSchool Name: ______________________Year Group ____ Date: ______________
Put a tick on the line to evaluate the speaking task.
2. How much did you say in whole class work?
3. How much did you say in pair/group work?
OpinionsReasonsDescriptionAsking questionsComparisonsPast eventsFuture eventsDiscussion
5. In which topic could you use this language again?
6. Write here anything you wanted to say but couldn’t.
1. Did you enjoy the activity? 1. Did you enjoy the activity?
4. Tick the language used in the task. 4. Tick the language used in the task.
3 things I knew before but am now more confident with:
• • •
2 things I have learnt today:
• •
1 thing I need more help with:•
Rachel Hawkes
Self assessment
Peerassessment
• Triangles
• 2 stars and a wish
• Wiki/blog comments
• Group writing
• End of project
• Instead of teacher assessment?
Student 1 Student 2
Student 3
Rachel Hawkes
Pienso que...
tu presentación / rendimiento/ actuación
el ritmo
el ‘beat’
la letra
la música
la secuencia
la pronunciación
fue
creativo/aefectivo/a
relajado/a
seguro/a
inseguro/a
divertido/a
rápido/a
lento/a
imaginativo/a
organizado/a
interesante
muybastante
relativamente
poco
Peerassessment
Rachel Hawkes
Y7 Speaking: Peer Assessment Sheet
Questions1 ¿Cómo te llamas?2 ¿Cómo estás ¿Qué tal?3 ¿Cómo se escribe?4 ¿De dónde eres?5 ¿Cuál es tu nacionalidad?6 ¿Qué idiomas hablas?7 ¿Dónde vives?
You are going to assess the speaking of others in your class today. You are going to assess at least 3 different students in your class in a speaking line. Ask your partner all of the 7 questions listed below and then s/he will ask you 3 questions. For each answer or question give him/her either 2,1 or 0. At least 3 students will also assess your speaking.
Peerassessment
Rachel Hawkes
Name Name Name Marksheme. Give 2, 1 or 0 for each answer
1 2 = full sentence answer (or question), ready response, not much hesitation, significant effort to sound Spanish
1 = answer that does communicate BUT might not be complete sentence, some attempt to sound Spanish
0 = cannot answer OR does not recognise the question so gives a different answer
2
3
4
5
6
7
?
?
?Total /20 /20 /20
Rachel Hawkes
Speaking Assessment GridName of the person doing the talk: _________________________Name of the person listening: _______________________
Peerassessment
Rachel Hawkes
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 adjective endings
8 Number of appropriate R2/R3 articles
9 Number of inversions
10 Number of WO3 constructions
11 Number of modal verbs
12 Number of um … zu … clauses
13 Number of idioms
Peerassessment
“In lessons, students are regularly required to check each other’s work, discuss it and spot errors before they look at the correct copy.”
• paired assessment before handing in• whole class assessment of anonymous samples of student homework as starter• ‘auction’ activities to spot errors/correct formulations• paired listenings
Rachel Hawkes
Feedback
• Comment only marking (Handout)• Using a ‘tick grid’ (Handout)• Oral feedback as lesson activity• Feedback active learning• Electronic marking in word• ASL (average sentence length)• Making summative formative
“The teachers need to find an interest in each pupil and help it along. This means the teachers need to know each pupil as individuals and take the time to learn what each person needs to succeed. “
Feedback
Rachel Hawkes
Groups of pupils given:
Improvement in Work
Interest in Subject
Marks/grades only -------+ for high attainers
- for middle/low
Marks/grades + comments
-------+ for high attainers
- for middle/low
Comments only 30% + for all groups
Research findings, Black & Wiliam,1998
Feedback
Comment only marking
Rachel Hawkes
FeedbackTargets for improvement
Reminder
Scaffold
Example
Implicit ---------------------------------------------------------------- Explicit
Rachel Hawkes
Feedback
Rachel Hawkes
present
present (other persons)
past (preterit)
past (imperfect)
past (perfect)
future
conditional
subjunctive
verb & infinitive
links
opinions
reasons
negatives
comp./sup.
idioms
subordination
vocabulary +
pronunciation
How to use the tick grid
• With text book listening tasks• With written text• When peer assessing• When completing speaking
preparation for GCSE tasks• When listening to exam board
sample material• When assessing model answer
provided by the teacher
Rachel Hawkes
“Things that are not motivating is your work being discouraged, marking that just gives a target without praise, teachers shouting, lots of mention about tests, pupils or teachers laughing when you get something wrong, and teachers adding pressure to your work. These things are not motivating because they make us feel bad about ourselves and we know we won’t do as well as we want to do.”
Student voice survey, 2010, Comberton Village CollegeAssessment and motivation
Feedback
Rachel Hawkes
Reflection and Review
• Make own assessments (e.g. listening)
• Active revision (e.g. speaking grid, parts whole parts, speaking line )
• Re-drafting
• Creative transfer (e.g. mind-mapping task)
Reflection & Review
Rachel Hawkes
Year 8 German
Rachel Hawkes
Sams Fragen:1. Wie findet Sam Deutsch?
_____________________________________________________
2. Was ist Sams Lieblingsfach?
_____________________________________________________
3. Was macht Sam am Wochenende?
_____________________________________________________
4. Wer ist Zoe?
_____________________________________________________
5. Wie viele Hobbys hat Sam?
_____________________________________________________
6. Wie viele Haustiere hat Sam?
_____________________________________________________
7. Warum ist Sam nicht perfekt?
____________________________________________________
anstrengend/langweilig/Er mag Deutsch nicht.
Sport
Er spielt Sport.
Sams Schwester
vier/4
fünf/5
Er ist faul in Deutsch. Rachel Hawkes
Last year to I went on holiday to France
with my family.
Rachel Hawkes
Rachel Hawkes
Prácticas laboralesescuela horas de trabajoprimer díano ganabaayudar ajugabamás me gustóbuena experienciatrabajo a tiempo parcialfuturobachilleratogenteal extranjerono tengo ganas..
1. Students can generate possible questions to ask (if this is the prompt sheet)2. They can answer the questions as if this was them3. They can prepare a prompt sheet for a different topic
Speaking line
Rachel Hawkes
Questions for us!• What do we want our learners to be able to do
with the language? (lesson, module, term, Key Stage)
• How do we share that so that the ‘process of learning’ is in all our minds?
• How do we find out who has ‘got there’ and who hasn’t?
• How does that change our teaching? What do we do next?
Rachel Hawkes
“Success should be measured by one person against what they could have done, their potential. NOT AGAINST OTHERS. You develop different attitudes when you succeed. “Student voice survey, Assessment and motivation, Comberton Village College, 2010
Rachel Hawkes Director of Language College / Assistant Principal / AST / SSAT MFL Lead Practitioner
Comberton Village College, Cambridgeshire
Website: www.rachelhawkes.com Email: [email protected]
Rachel Hawkes
