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Assessment

Teacher Growth Programme October 2013
by

Laurie Johnston

on 23 September 2014

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Transcript of Assessment

The ultimate purpose of assessment for learning is to create self-regulated learners who can leave school able and confident to continue learning throughout their lives.
Teachers need to know at the outset of a unit of study where their students are in terms of their learning and then continually check on how they are progressing through strengthening the feedback they get from their learners.
Students are guided on what they are expected to learn and what quality work looks like. The teacher will work with the student to understand and identify any gaps or misconceptions (initial/diagnostic assessment).
As the unit progresses, the teacher and student work together to assess the student’s knowledge, what she or he needs to learn to improve and extend this knowledge, and how the student can best get to that point (formative assessment).
Assessment for learning occurs at all stages of the learning process.

Phase 1
Conclusion
How do I show I have achieved my objectives and outcomes?

For each outcome ensure you have planned a part of the lesson to assess whether it has been met.

Example
Outcome = All students will be able to explain the different types of tectonic plate movement (level 4)
>>>>

Criteria for assessment = students can name the plates and explain how they move using geographical language. (level 4)
>>>>

Assessment method = students will have 2 mins for a ‘think, pair’ discussion. They will then write their answers on exit slips as they leave the room.

Objectives should be:
Be clear to the student and explain what they are learning and why they are doing it.
Differentiated – All, Most, Some. Where possible they should be linked to the subject levels or grades to allow for progression.
Shared at the start of the lesson and revisited towards the end of the lesson.
Assessment methods must be planned to give you feedback on whether the objectives/outcomes have been reached.

Objectives and Outcomes

Making & Assessing Progress
“How do I know they are learning?”

Mini whiteboards

How – feedback methods

Why?
Diagnostic teaching – adjust lesson & learning in real time
+
Challenge & engage learners

Learner feedback to the teachers on what they have learnt.
About what?
The extent the LO’s have been understood
Linking to the bigger picture/making connections

Traffic Lights

Learners plan questions

Think, Pair, Share

When?
At regular intervals in the lesson i.e. starters, end of task plenaries, plenaries, questioning

How do we know learning is taking place?

Thumbs

Learner Feedback

Targeted questioning

Teacher Feedback
to students on their work & learning.

How?
Marking and verbally.
Starters & Plenaries

Peer assessment

Do you assess learners in a variety of ways that demonstrate thought and growth?


Do you use time flexibly when needed?


Are you using a range of methods and groups including diff groups and random groups?

Do adults constantly respond to and challenge each student?

Do students understand what and why they are learning? (beyond exams)

Have you planned 1-1 interventions into your lessons?

Do your activities and assessments vary for the different learners in your group?

Do your activities and assessments vary for the different learners in your group?

Are your lessons based on a diagnosis of student data, interest and student readiness?

Questions to consider about your differentiation?

Be willing to change & adapt

Know your students

Plan to differentiate

Issue 3

Planned Interventions for your learners

“Many teachers use ‘differentiation by outcome’ as a catch-all statement to justify their lack of differentiation within teaching.” Spendlove 2009

Making & Assessing Progress
“How do I know they are learning?”

Differentiation

Model the criteria – give them an example

Having a map






The difference is….

Using the progress stickers

Not having a map






Challenge misconceptions

Teacher supports through questioning, dialogue and written feedback

How?

Teachers link criteria (levels/grades) to learning objectives

Student friendly language

Making & Assessing Progress
“How do I know they are learning?”

Sharing Criteria

Issue 5

Making & Assessing Progress
“How do I know they are learning?”

Benefits:
Motivation of low-achieving students.
Focus on target to improve work rather than just the grade.
Encourages students not to compare themselves to others but to focus on their own learning.

S Strength – what have they done well in their work/learning
I Improvement – what could they have done to improve that piece of work/topic
T Target – what can be done to improve future work

Comment Only Marking

Students self/peer assess

Students write comments in response to your marking

Issue x

Link to assessment criteria

1-1 discussions

Students are given time to make improvement to past pieces of work or undertake new work that will help them show they have taken on board the targets

Students are given time to verbally discuss what they need to do to improve

Inspectors consider:

Pupils have detailed steps for improvement
Questioning can reshape the tasks as needed
Teachers APP accurately during the lesson and swiftly address misunderstandings.

Dedicated Improvement & Reflection Time
(DIRT)

Making & Assessing Progress
“How do I know they are learning?”

http://www.education.gov.uk/schools/teachingandlearning/curriculum/nationalcurriculum2014/a00225864/assessing-without-levels
Levelling?
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/244221/SECONDARY_national_curriculum3.pdf
Full transcript