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Effective Learning (1) - assessment for learning
10/1/2011Effective Learning (1) - assessment
for learning
In three sentences distinguish between curriculum/pedagogy/assessment in schooling.
Bell Work
1. Write down everything you know about assessment at this stage (1 minute)
10/1/2011Effective Learning (1) - assessment for
learning
Starter Activity
• Draw a house (1 minute)
10/1/2011Effective Learning (1) - assessment for
learning
Normative
10/1/2011Effective Learning (1) - assessment for
learning
Criterion-referenced assessment 5/5
• 4 windows• A roof• A door• A chimney• A path and gate
1 point for each correct answer
10/1/2011Effective Learning (1) - assessment for
learning
Reflection
• Individually consider the two assessment methods– Normative– Criterion-referenced assessment
10/1/2011Effective Learning (1) - assessment for
learning
Good assessment practice is a key feature of effective teaching and learning in schools.
Fauntley, M. and Savage, J. (2008)
10/1/2011Effective Learning (1) - assessment for
learning
• In threes: brainstorm reasons why to assess
10/1/2011Effective Learning (1) - assessment for
learning
Why do we assess pupil’s work?1. To acknowledge pupils’ efforts2. To motivate pupils3. To monitor progress4. To identify students with special educational needs (SEN)5. To establish baseline evidence of achievement6. To detect pupil under-achievement7. To report to parents8. To ‘group’ or ‘set’ pupils9. To measure end-of-course achievement10. To compare pupils11. To monitor teaching and inform planning12. To provide information which will make teachers, schools and LEAs accountable for their performance
Capel, S. et al., 2005. (p.307-313
10/1/2011Effective Learning (1) - assessment for
learning
10/1/2011Effective Learning (1) - assessment for
learning
Key concepts: assessment
• Summative• Formative• Normative• Criterion-referenced assessment• Baseline assessment• Validity• Reliability
10/1/2011Effective Learning (1) - assessment for
learning
Assessing in your subject
• What should be assessed in your subject?• Are there aspects of your subject that should
not or cannot be assessed?
10/1/2011Effective Learning (1) - assessment for
learning
Break
10/1/2011Effective Learning (1) - assessment for
learning
Monitoring
To monitor students’ learning in a meaningful way, the teacher has to find the form of questions that allows the student to identify what they have learning and achieved over the immediately preceding segment of the lesson.
Lawson (2008) in Dymoke and Harrison (2008), p.158
(NB. Underlining added)
10/1/2011Effective Learning (1) - assessment for
learning
4 ways of planning for effectiveness
1. Starter2. Plenary3. Questioning/observation during activities4. Written tasks
• Individually consider one of the ways and important points to consider when using this strategy to monitor.
• Compare with partner who is looking at a different way and agree on common points
10/1/2011Effective Learning (1) - assessment for
learning
Assessment for Learning
• It is not a question of how much assessment you do, or how much feedback you provide, but how intelligently you use assessment to inform your future teaching and your feedback to pupils.
• Capel, S. et al., 2005• any
assessment for which the first priority is to serve the purpose of promoting students’ learning
• Black et al (2003) in Capel et al (2005)
10/1/2011Effective Learning (1) - assessment
for learning
plenary
10/1/2011Effective Learning (1) - assessment for
learning
To develop peer and self assessment, teachers need to:– train pupils over time to assess their own work and the
work of others– plan peer and self assessment opportunities in lessons– explain the learning objectives and intended outcomes
behind each task – guide pupils to identify their next steps – frequently and consistently encourage pupils’ self-
reflection on their learning– plan opportunities and time to allow pupils to do it
10/1/2011Effective Learning (1) - assessment for
learning
SDS
• Watch the DVD• Note examples of the strategies being used in
the video, and their impact on learning.
10/1/2011Effective Learning (1) - assessment for
learning
