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The Pedagogy of Assessment

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Sinead Tuohy

on 5 April 2016

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Transcript of The Pedagogy of Assessment

Session One
Assessing the Schoolwork Component
Session Three
Session Two
The Assessment and Moderation Toolkit
http://www.juniorcycle.ie/Assessment
Read the text assigned to you and select the important information
Move to your expert group. Share your findings, listen to colleagues
Rejoin your base group and share your knowledge
Any Questions?
Any Questions ?
The features of quality are the criteria that will be used
to assess student work
Communication
Line of thought
Audience/Listener engagement
Use of Support material

Areas for Judgement:
Achieved with Distinction (90-100%)
Achieved with Higher Merit (75-89%)
Achieved with Merit (55-74%)
Achieved (40-54%)
Not achieved (0-39%)

Oral Communication Task Marking Grid
Grades:
Read over the Features of Quality and Marking Grid
Assess the task using the grid according to the features of quality
Share your thoughts with your colleagues
Feedback
The Oral Communication Task
What key skills were used in this activity?
KEY SKILLS
The Assessment and Moderation Toolkit Oral Communication Task

Assessment in the
English Classroom

Assessment of the School-Based Component
Two assessment components - school work and a final assessment:

School Work = 40%
Final Assessment = 60%
School Work Component is over Second and Third Year
Collection Of Student's Texts
100 marks Christmas 3rd Year - Christmas 2016
Oral Communication

60 marks end of 2nd Year - May 2016


The main
learning outcomes
to be assessed through the
Oral Communication Task are
Oral Language
1, 5, 7, 9,13
Reading
3
Writing
3,5




The main
learning outcomes
to be assessed through the
Collection of the Student’s Texts are:
Oral Language
1
Reading
6, 8
Writing
1, 2, 3, 4, 6, 9, 11
These are skills that students should acquire as part of their learning experience.
Key skills
Literacy and Numeracy
Managing
Myself
Staying
Well
Being
Creative
Communicating
Working
with
Others
Managing
Information
and
Thinking
• Imagining
• Exploring options and alternatives
• Implementing ideas and taking action
• Learning creatively
• Stimulating creativity using digital
technology
• Knowing myself
• Making considered decisions
• Setting and achieving personal goals
• Being able to reflect on my own
learning
• Using digital technology to manage myself and my learning

• Being healthy, physical and active
• Being social
• Being safe
• Being spiritual
• Being confident
• Being positive about learning
• Being responsible, safe and ethical in
using digital technology

• Listening and expressing myself
• Performing and presenting
• Discussing and debating
• Using language
• Using numbers
• Using digital technology to communicate

• Developing good relationships and
dealing with conflict
• Co-operating
• Respecting difference
• Contributing to making the world a
better place
• Learning with others
• Working with others
through digital technology
• Being curious
• Gathering, recording, organising and evaluating information and data
• Thinking creatively and critically
• Reflecting on and evaluating my learning
• Using digital technology to access, manage and share content

Support for Teachers
Exemplar materials and task stimuli available in your Resource Pack and at www.juniorcycle.ie
Subject-specific CPD throughout the introduction of JCSA English.
1 Full Day Out of School with a focus on exploring the specification and Learning Outcomes

Further Workshops
2013/2014:
Online Supports
juniorcycle.ie
Support Structures
2014/2015:
- 1 Full Day Out of School with a Focus on Assessment
- Three class periods for collaborative assessment planning
2015/2016:
Focus on Assessment and Moderation
2016/2017:
Focus on Assessment and Moderation
All schools will have the equivalent of one full day of CPD annually for each year of the roll-out of the JCSA. Schools can close to facilitate this CPD for all teaching staff.
English teachers will have a minimum of
4.5
days in-service training
Awareness of genre
Word choice and idea development
Audience awareness
Writing competence

Areas for Judgement:
Achieved with Distinction (90-100%)
Achieved with Higher Merit (75-89%)
Achieved with Merit (55-74%)
Achieved (40-54%)
Not achieved (0-39%)

Collection of Student's Texts Marking Grid
Grades:
The Process of Writing
Assess the tasks using the grid according to the features of quality
Share your thoughts with your colleagues
Feedback & Questions
The Collection of Student Texts
Features of Quality & Marking Grid
Exemplar materials and task stimuli available in your Resource pack and at www.juniorcycle.ie
Unpacking the the Features of Quality
Genre
Audience Awareness
Seamus
David
Watch the sample oral communication task


OL5: Deliver a short oral text, alone and/or in collaboration with others, using appropriate language, style and visual content for specific audiences and chosen purposes

W3: *Write for a variety of purposes, for example to analyse, evaluate, imagine, explore, engage, amuse, narrate, inform, explain, argue, persuade, criticise, comment on what they have heard, viewed and read

Oral Communication Task
Using e-portfolios
Writer's workshop
Poetry in the classroom
Exploring the Specification
Features of Quality & Marking Grid
Assessing the Oral Communication Task
Exploring the Specification
Assessing the Collection of Texts
Support for Teachers
Read the text assigned to you and select the important information
Move to your expert group. Share your findings, listen to colleagues
Rejoin your base group and share your knowledge
Any Questions?
Collection of Student Texts
Ways to develop oral language skills
Bus Stop Activity
Learning Outcomes
Assessment
Resources and Preparation
Instructional Plan
Oral Language:
OL1, 011,

Reading:
R1, R2, R3

Writing:
W3, W9, W11 are obvious options for extension activities
Self Assessment

Peer Assessment

Teaching Observation
Set of clues, cut out and kept in sequence
1. Create clues
2. Give each student a clue
3. Discuss the skills you want them to utilise
3. Students read clues and determine the three most important pieces of information
4. Use skills to find their place in the queue
5. Assess whether they achieved their goals
6. Ask students to imagine and create a back story for their characters
7. Use questioning to put flesh on their characters

LITERACY
NUMERACY
Which key skills were utilised / developed?
1. Bus Stop Activity
2. Interview Triads
3. Chatter-Topic Triads
Interview Triads
Learning Outcomes
Assessment
Oral Language
OL1, OL11
Reading
Writing
R1, R2, R3
W3, W9, W11
Peer Assessment
Self Assessment
Teacher Observation
Which elements of those key skills were used?
Learning Outcomes for Interview Activity
Teacher modelling
analyse it
synthesize it into ten bullet points
Gathering of research
Creating Questions
Triads
Reflection
Open / closed
What makes a good question?
during the activity
Group reflection afterwards
Interviewer
Interviewee
Observer
Chatter Topics
You can only save three things from a burning house.
What would you save?

(Excluding people and animals)
Describe the process of frying an egg.
Be precise!
You ordered a jacket online two weeks ago and it still hasn't arrived.
Phone the contact number to check the status of your order.
You can only save three things from a burning house.
What would you save?

(Excluding people and animals)
Describe the process of frying an egg.
Be precise!
You ordered a jacket online two weeks ago and it still hasn't arrived.
Phone the contact number to check the status of your order.
Learning Outcome
asking for info
stating an opinion
listening to others
informing
explaining
arguing
persuading
criticising
commentating
narrating
imagining
speculating
OL1
Speak
Listen
- ask q
Listen
-answer
q
Using Thoughtshots
Learning Outcomes
Using Thoughtshots
Romeo has just killed Tybalt....
What are his thoughts?
Flashback

Flashforward

Internal Dialogue

Thoughtshots as a Pre-writing Exercise
Flashback

Flashforward

Internal Dialogue

http://www.thisisirishfilm.ie/shorts/the-herd
Imagine you are the young deer at the end of this short film ...
Classroom footage
Assessment
Drafting & Redrafting
Oral Language
Reading
Writing
Peer Feedback
Working in pairs, provide peer feedback on the thoughtshots based on the rubric
Student footage, graphic organisers
Editing
Student footage, checklists
Student footage, graphic organisers
Publishing & The Writer's Folder
Anchor Lessons
Feedback
Individual work:
Read the anchor lesson and complete the graphic organiser as you read.
Group work:
Each member of your group will be assigned a role.
Share your findings with your group
Fill in your agreed findings on the flip chart.

Lesson One
Lesson Two
Lesson Three
Collaborative Planning
Assessment Planning
OL 8
R 7
W 3, W 7
Teacher observation
Peer assessment using rubrics
Learning Outcomes:
O2, W2
Assessment:
Teacher Observation
Student Self-Reflection Journal
Walking Debate
AGREE
Not sure
Disagree
The Writer's Workshop
Using Thoughtshots
Learning Outcomes
Using Thoughtshots
Romeo has just killed Tybalt....
What are his thoughts?
Flashback

Flashforward

Internal Dialogue

Thoughtshots as a Pre-writing Exercise
Flashback

Flashforward

Internal Dialogue

http://www.thisisirishfilm.ie/shorts/the-herd
Imagine you are the young deer at the end of this short film ...
Classroom footage
Assessment
Oral Language
Reading
Writing
OL 8
R 7
W 3, W 7
Teacher observation
Peer assessment using rubrics
Peer Feedback
Working in pairs, provide peer feedback on the thoughtshots based on the rubric
Learning Outcomes:
O2, W2
Assessment:
Teacher Observation
Student Self-Reflection Journal
Drafting & Redrafting
Student footage, graphic organisers
Student footage, graphic organisers
Editing
Student footage, checklists
Publishing & The Writer's Folder
Writing as a Process
If Assessment Doesn't Change, Nothing Else Will...
Think, Pair, Share
Read the statements about assessment
Pair and discuss your thoughts with the person beside you
Share your ideas with the group

1
Writing
2, 3, 10, 12
Reading
1, 2,3, 4, 6, 9, 11,13
Oral Language
Insert video clip of students involved in triad activity
Assessment
Teacher observation
Peer Assessment
Self Assessment
What additional assessment opportunities could we build into this activity?
Video clips we may utilise:
Bus-stop activity in action... and the character creation Q&A which came afterwards
Interview triads... stills of their reflection sheets, the students speaking about the task
The chatter-topics triads in action
The walking debate... perhaps still images?
Students' conversations regarding oral work and what they gain from it in terms of skills and knowledge
What does it mean to be good at it?
What is English?
Does the current system capture the essence of English?
There has to be a fairer way of capturing the essence of English...
First Year student's presentaion on 'Tank Man'
Working in pairs, look at the eight Learning Outcomes related to the Oral Communication Task.
What would a rich task look like?
A Rich Task

Work to be done with schools:

It is intended to work with schools for the following and to have relevant footage for use where applicable in the presentation:

Model and teach the thoughshots activity
Use of rubrics
Drafting and Redrafting using graphic organisers
Editing/Self-reflection grid
Elements of the writer's workshop


What did we focus on last year?
First Year English
Bridging the gap to the primary curriculum.
"Study is a social activity"
therefore group work needs to be central to our teaching and learning.
Oral Language
"Assessment of any kind can improve learning by exerting a positive influence on the curriculum at all levels. To do this
it must reflect the full range of curriculum goals
." pg 15
Learning Outcomes
39 over three years
Subset of 22 for first year
Remember - "...the Learning Outcomes being focused on in the first year will
not
have been 'completed' at the end of that year but will continue to support the student's language development up the the end of junior cycle." Specification, pg 11
There should be a
clear link
between the
learning outcomes
and
assessment
.
The Key Skills
LITERACY
NUMERACY
Key skills will manifest themselves though
teaching methodologies
.
Assessment
"Essentially, the purpose of assessment at this stage of learning is to support learning." pg 15
Formative Assessment
- "Assessment rests upon the provision for learners of opportunities to set
clear goals and targets
in their learning and upon the quality of the
focused feedback
they get in support of their learning." pg 15
Planning
Assessment should be at the centre of all plans, not 'tagged on' at the end.
Prescribed texts
Indicative List
1st Year
Guidelines
2nd and 3rd Year Guidelines
Drama
Short stories
Poetry
Non-literary texts
Film
Welcome Back
Get quotation
Full transcript