Post Graduate Certificate in Assessment for Learning ... Courses/Post Graduate...PMB (2007) Assessment for Learning for Key Stages 1 & 2, Belfast: CCEA. Witherell C ... Module Title:

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Post Graduate Certificate in

Assessment for Learning Teaching Strategies at Primary Level

Module Outline

MODULE 1

Module Title: Understanding where learners stand in their learning

Module Description: Providing comprehensive knowledge about the strategy, skills and practical

techniques that can be used in class to understand where each individual learner stands on the

continuum of learning.

Overall Module Objectives

Outcomes:

1. Competences: At the end of the module/unit the learner will have acquired the

responsibility and autonomy to:

Carry out tasks such as: brainstorming, structured questions, discussions, mind webs,

talk partners, debate, think-pair and share, to check for understanding so as to know

exactly where learners stand in their learning;

Identify and confront misconceptions that can interfere with learning by allowing the

learners to talk and therefore to externalise their knowledge and ideas and express

their experiences;

Ensure that the learners are given the right instructions, to close the gap between what

learners already know and what they need to know.

2. Knowledge: At the end of the module/unit the learner will have been exposed to the

following:

Describe different techniques that can be used to determine where the learners stand

in their learning by preparing a small activity to use before starting a new unit, topic or

lesson;

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Use the evidence collected through observation

and good listening to enhance the opportunities to understand the needs of the

learner and where learning needs to take place;

3. Skills: At the end of the module/unit the learner will have mastered the following skills:

Use evidence of learning to correct misconceptions and improve learning by throwing

light on what changes are needed to affect the plan so as to cater for the individual

needs exposed by the learners. Therefore, the teaching activity should either develop

into a more challenging one for a number of learners or it should have better

scaffolding for others;

Identify that since understanding develops as a result of on-going inquiry and

rethinking, the assessment of understanding should be thought of in terms of

collection of evidence over time instead of an event – a single moment-in-time test at

the end/beginning of instruction;

Analyse evidence collected to check where the learners stand in their learning.

Assessment:

Lesson planning and delivery per module;

Portfolio which should include:

- a case study: minimum of 1000 words; - a reflective journal including analysis of teaching scenarios: minimum of 500 words per

module; - photos/artefacts per module; - evaluation of lesson delivered per module;

Suggested Reading:

Assessment Reform Group (2002) Assessment for Learning: 10 principles, available at http://arg.educ.cam.ac.uk

Black, P. and Wiliam, D. (2001) Inside the Black Box; Raising Standards Through Classroom Assessment, King’s College: London School of Education.

Black, P., Harrison, C., Lee, C., Marshall, B., and Wiliam, D. (2002) Working inside the black box: Assessment for learning in the classroom, London: GL Assessment.

Clarke, S. (2001) Unlocking formative assessment: Practical strategies for enhancing pupils’ learning in the primary classroom, London: Hodder and Stoughton.

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Clarke, S. (2005) Formative Assessment in Action: weaving the elements together, London : Hodder Murray.

Drummond, T. (2013) Learning Stories Examples, available at http://tomdrummond.com/learning-story-examples

Hatherly A. & Sands L. (2002) ‘So what is different about Learning Stories?’ The First Years: Nga Tau Tuatahi New Zealand Journal of Infant and Toddler Education Vol 4 (1) pp 8-12.

PMB (2007) Assessment for Learning for Key Stages 1 & 2, Belfast: CCEA. Witherell C. & Noddings N. (1991) Stories lives tell: Narrative and dialogue in

education, New York Teachers College press.

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Module Outline

MODULE 2

Module Title: Clear and Shared Learning Intentions


techniques that can be used in class to share the learning intention effectively and to focus all

learners on what will be learnt.


Outcomes:

1. Competences: At the end of the module/unit the learner will have acquired the responsibility

and autonomy to:

Formulate and write clear learning intentions by using simple language that can be

understood by learners;

Be responsible for sharing the learning intention at the beginning of the lesson by writing

it down on the whiteboard/interactive whiteboard/WALT poster;

Be responsible for making the Learning Intention visible throughout the lesson, so that

teachers remain focused throughout the lesson and teach what they are meant to be

teaching;

Ensure that learners clearly know what they are learning and are reminded about the

learning intention to keep them focused by asking them ‘What are we learning today?’,

‘Why are we learning this? And ‘What have we learnt today?’


following:

Define what Learning Intentions are by knowing that Learning Intentions are a

description of what the learner will know, understand, or able to do by the end of the

lesson;

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Identify the benefits of sharing the learning

intentions with learners so that learners know what they are meant to be learning;

Write learning intentions that are clear, free from context and which learners can

understand.


Construct Learning Intentions that are attainable in a simple, unambiguous form;

Practise using Learning Intentions by using Learning Intentions in different subjects

across the curriculum;

Select the appropriate Learning Intentions according to the topic/lesson in the learners’ language;

Choose skills which can be transferred and used in different contexts by writing

Learning Intentions that are free from context.

Assessment:





Suggested Reading:





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Module Outline

MODULE 3

Module Title: Clear and Shared Success Criteria


techniques that can be used in class to share the success criteria effectively and to focus all

learners.


Outcomes:


and autonomy to:

Formulate and write clear success criteria according to ability of learners and by considering the steps needed to show learners what good looks like/what we are looking for; thus learners know what they are meant to be doing and what they have achieved;

Be responsible for sharing success criteria by writing them down on

whiteboard/interactive whiteboard/using WILF posters/ posters or charts/ picture cards/ success criteria cards;

Ensure that pupils use success criteria effectively by encouraging learners to refer to

success criteria during the lesson when working out activities and when checking their work;

Create an independent learning environment by providing learners with the steps they

need to follow to achieve the learning intention using working walls/classroom set

up/success criteria sheets; so as to empower learners to be active in their learning.


following:

Define what success criteria are by knowing that success criteria are the steps that the teacher wants the learners to follow in order to reach the learning intention of the lesson;

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Identify the benefits of sharing success criteria with learners so that learners know what they are meant to be doing and what they have achieved, by evaluating the impact on learning - if learners have moved forward in their learning;

Write success criteria which are clear, according to the levels of the learners and showing

what good looks like; Describe how success criteria are directly linked to learning goals by providing the

scaffold needed to reach the desired knowledge and skills.


Co-construct success criteria together with learners by using comparison analysis of two pieces of work/ analysis of a good finished product/brainstorming question-sorting-refining/ revisiting success criteria/getting learners to do one example first, then they tell teacher what steps they followed or needed to include;

Use success criteria to enable quality feedback by asking learners to check their work

against success criteria and by giving specific descriptive oral and written feedback; Use success criteria to encourage self/ peer - assessment by using success criteria

checklist sheets with smiley faces/ traffic lights/two stars and a wish/prompts/rubrics; Select the right and appropriate success criteria by considering the abilities of learners

and according to the learning intention;

Decide upon the type of success criteria that will benefit pupils by referring tothe

learning outcomes in the syllabus/learning intention;

Choose skills which can be transferred and used in different contexts by writing down

process success criteria.

Assessment:





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Suggested Reading:










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Module Outline

MODULE 4

Module Title: Good and Effective Questioning

Module Description: This module aims to inform participants about particular strategies that

enhance thinking time, stimulate higher order thinking and encourage participation from all the

learners.


Outcomes:


and autonomy to:

Formulate a variety of questions by using open-ended and closed questions in each and

every lesson;

Carry out particular techniques such as wait-time, think-pair-share, pose-pause-bounce-

pounce, no hands up to encourage more participation, engagement and thinking;

Ensure that learners are given opportunities to be question askers rather than just

answerers by giving learners time to pose questions and by using techniques such as Hot-

Seating and the Inverted Interview;

Make use of Bloom’s taxonomy as a model for question prompts by preparing questions

beforehand to make sure that there is a balance between open-ended and closed

questions and also during the lesson to encourage the learners to come up with their own

questions.


following:

Identify and describe the different techniques such as involving the whole class, providing

think time, using the no hands up technique and no put downs that can assist the teacher

and the learners in creating and maximising opportunities to think;

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Know the different levels of Bloom’s taxonomy by

defining the different levels in the cognitive domain;

Identify ways of how higher order thinking can be implemented in the classroom by using

popsicle sticks, random name picker, ball/soft toy/bean bag throw.


Demonstrate the use of higher order questions and related questioning techniques by

preparing beforehand open-ended questions per lesson;

Prepare and pose questions that enable the teacher to collect evidence of the students’

learning gaps;

Plan lessons that provide time to act upon these gaps by creating further opportunities to

think;

Choose questions according to the learners’ level of functioning by posing a variety of

open and closed questions;

Analyse and judge where learners stand using different levelled questioning by prompting

learners to elaborate their answers rather than giving a yes/no answer only.

Assessment:





Suggested Reading:



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Module Outline

MODULE 5

Module Title: Quality Feedback

Module Description: The module aims to transform feedback into a feeding forward strategy

during which participants will be able to identify scaffolding prompts and develop them after

analysing evidence produced by learners. The module also imparts techniques that can be used in

any learning situation and that facilitate feedback and therefore learning.


Outcomes:


and autonomy to:

Provide feedback that contains: evidence on where the pupil is now, a definition of the desired goal; and practical strategies to close the gap;

Provide constructive comment-only feedback;

Ensure that time is being provided for improvements to be made after feedback has been given by planning enough time to allow learners to do these improvements;

Ensure that the feedback given is associated to the learning intention by setting clear

goals at the outset and give feedback that moves learners towards these goals;

Monitor the feedback that is being given in the classroom by effective observations during learning activities;

Inquire by seeking information or provide ideas.


following:

Define what is high quality ‘formative feedback’;

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Identify the difference between oral and written feedback;

Describe how high quality formative feedback can impact on pupils’ learning;

Identify the different ways how to offer and receive feedback.


Demonstrate the steps needed to provide high quality formative feedback in the classroom by providing feedback that is timely, specific and addresses the learner's advancement towards a goal;

Plan lessons that include:

o where, when and why is feedback being given o the timing of the feedback o the open questions that shall be asked;

Use time more effectively by planning better, establishing routines that eliminate wasted time and creating a classroom environment that allows learners to move smoothly from one activity to the next;

Identify areas of difficulty by implementing formative assessment strategies such as questioning, sharing of the Learning Intention and the utilization of success criteria;

Identify better the learners’ needs by employing diverse assessment techniques such as discussions, debates, group work, presentations, learning journals and peer/self-assessment activities;

Decide when and how should formative feedback be given;

Evaluate the effectiveness of the feedback being given by utilizing techniques such as post-it comments, exit-notes and the muddiest point;

Suggest ideas for improvement by providing tips on how to close the gap.

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Assessment:





Suggested Reading:










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Module Outline

MODULE 6

Module Title: Self and Peer Assessment


techniques that can be used in class to help learners keep track of their own progress and decide

what next steps need to be taken to move to the next level.


Outcomes:


and autonomy to:

Evaluate the potential impact of self and peer assessment on learners’ ability to take responsibility for their own learning;

Create a safe environment in the classroom in which learners can be honest about their own performance without the fear that they will expose information which can be used against them;

Create a learning environment that incorporates peer learning and collaboration in a range of ways by encouraging openness about learning and setting expectations about group work;

Create activities that are in line with the learners’ capabilities in learning-how-to-learn such as case studies, problem based activities, learners’ interviews and role-plays;

Negotiate the success criteria for self and peer assessment with the learners;

Create a plan of action of how learners can work with self and peer assessment;

Use time more effectively by planning better, establishing routines that eliminate wasted time and creating a classroom environment that allows learners to move smoothly from one activity to the next.

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following:

Define the active role of self and peer assessment in the learning process; Describe how self and peer assessment can enhance higher order learning; Identify how self and peer assessment can enable learners to be more focused and

motivated in their work, improve their self-esteem and create a positive learning culture.


Distinguish between self and peer assessment by providing the characteristics that illustrate these strategies;

Demonstrate the necessary steps to introduce self and peer assessment in the classroom

such as acting as a role model, and explaining and demonstrating how to give constructive feedback (detailed comments, objective focus, etc.) both verbally and through marking;

Prepare lessons that include self and peer assessment; Demonstrate the promotion of deeper approaches to learning by implementing project

based learning, collaboration, communication, creative thinking, and provide continuous quality feedback;

Identify areas of difficulty by implementing formative assessment strategies such as

questioning, sharing of the Learning Intention and the utilization of success criteria; Identify better the learners’ needs by employing diverse assessment techniques such as

discussions, debates, group work, presentations, learning journals and peer/self-assessment activities;

Propose ways that show how learners can become more autonomous; Assess the use of self-assessment in conjunction with peer and teacher assessment; Identify methods to enable the coaching and support of learners in the development of

self and peer assessment abilities such as the modelling on how to give constructive feedback both verbally and through marking.

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Assessment:





Suggested Reading:










Documents

Post Graduate Certificate in Assessment for Learning ... Courses/Post Graduate...PMB (2007) Assessment for Learning for Key Stages 1 & 2, Belfast: CCEA. Witherell C ... Module Title: