1

Assessment

• Mobile phones• Be HERE• Bags / laptops / office work away from table• Have an open mind• Ask questions• Listen to learn• Be honest• Confidentiality and Professionalism• Be positive and constructive• Interact and collaborate with others with active participation• Take responsibility for your own learning• Show respect

Ways of Working (WoW)

Icebreaker

.

Route map of the day:How will we get there?

Reminder- What is Assessment?

Definition:

-the act of assessing, the evaluation of a student's achievement on a course – Collins English Dictionary

-is the process of gathering, interpreting, recording and using information about pupils' responses to an educational task - British Educational Research Association (BERA) 1992

What are the KEY categories of assessment?

1. SUMMATIVE – Assessment OF Learning

2. FORMATIVE – Assessment FOR Learning

FeedFeedbackback

The Sutton Trust-EEF Teaching and Learning Toolkit, 2013

……if delivered well, "effective feedback" can boost learning by an extra if delivered well, "effective feedback" can boost learning by an extra nine months in an academic year. By effective feedback we mean nine months in an academic year. By effective feedback we mean shifting fundamentally how teachers approach their work in the shifting fundamentally how teachers approach their work in the classroom - understanding where their pupils are in relation to learning classroom - understanding where their pupils are in relation to learning goals, adapting their teaching in response, planning how to plug the goals, adapting their teaching in response, planning how to plug the learning gaps as well as quality verbal and written feedback.learning gaps as well as quality verbal and written feedback.

http://educationendowmentfoundation.org.uk/toolkit/

In which order would you rank these?In which order would you rank these?

feedbackfeedback

meta- cognition and self- regulationmeta- cognition and self- regulation

collaborative learningcollaborative learning

parental involvementparental involvement

teaching assistantsteaching assistants

performance- related payperformance- related pay

school uniformschool uniform

Findings from the Sutton TrustFindings from the Sutton Trust

http://educationendowmentfoundation.org.uk/toolkithttp://educationendowmentfoundation.org.uk/toolkit/

Reality of Feedback Practices

2. PAIR1. THINK 3. SHARE

How do you give feedback to your students?How do you give feedback to your students?

Record each idea on post it notes and put onto a flipchart. Gallery Walk.Record each idea on post it notes and put onto a flipchart. Gallery Walk.

Next Step MarkingNext Step Marking

• Feedback to children is essential in order for them to move forward in their learning.

• Feedback can be verbal or written as a ‘next step’ on the children’s work.

• Quality written feedback gives a specific next step that would significantly improve the piece of work.

• Children are given time to respond to the feedback and make the suggested improvements.

SID Marking

Strength- Identify and praise a strength in the child’s work.

Improvement- Suggest an improvement or ask an open question.

Dialogue- Initiate dialogue for the child to respond to.

Comments should always be about the learningComments should always be about the learning

Try to avoid comments like those above. Referring to presentation does not help explain to the student why the work is good nor how it can be improved. Always make it about the learning!

That’s neat! Well done!You’ve presented that beautifully! That’s very colourful…

Your partitioning of numbers is excellent as they are all in the right columns. Can you try with three digit numbers now?

I love the complex sentence that you have

used to add further information for the

reader. Can you include a simple sentence

so that you have a range of sentence types?

http://www.youtube.com/watch?v=3cdntvgsiwE

Marking in ActionMarking in Action

Target SettingTarget Setting

During the break, reflect upon the following:During the break, reflect upon the following:

How do you currently set targets for your students? How do you currently set targets for your students?

What makes a good target?What makes a good target?

Text

Text

Target OwnershipTarget Ownership

• Set targets based on your knowledge of each student and personalise them.

• Ensure targets are ‘smart’ and concise.

• Plan regular opportunities for each student to meet their target.

• Ensure that students have time to reflect upon their target/s within teaching sessions and build in self and peer assessment opportunities.

• During Parents’ Evenings, share the students’ targets and discuss ways in which they can work towards these both at home and at school.

Peer and Self- AssessmentPeer and Self- Assessment

Peer assessment and self-assessment is much more than children marking their own or each other's work. To improve learning, it must be an activity that engages children with the quality of their work and helps them reflect on how to improve it.

Peer assessment enables children to give each other valuable feedback so they learn from and support each other. It adds a valuable dimension to learning: the opportunity to talk, discuss, explain and challenge each other enables children to achieve beyond what they can learn unaided.

Peer assessment helps develop self-assessment, which promotes independent learning, helping children to take increasing responsibility for their own progress.

““Students can perform a variety of assessment tasks in ways which both save Students can perform a variety of assessment tasks in ways which both save the tutor's time and bring educational benefits, especially the development the tutor's time and bring educational benefits, especially the development of their own judgement skills.” of their own judgement skills.”

(Rust, 2001, p10)(Rust, 2001, p10)

Peer and Self- AssessmentPeer and Self- Assessment

Peer and Self- AssessmentPeer and Self- Assessment

http://www.youtube.com/watch?v=8OkPW_mX7Vw

http://www.youtube.com/watch?v=CkFWbC91PXQ

Peer and Self- AssessmentPeer and Self- Assessment

• Build a culture of reflective, formative self and peer assessment within your Build a culture of reflective, formative self and peer assessment within your classroom.classroom.

• Equip the children with the necessary skills to ensure that they are able to self Equip the children with the necessary skills to ensure that they are able to self and peer assess.and peer assess.

• Link outcomes to learning objectives.Link outcomes to learning objectives.• Ensure that the students are aware of the criteria they will be using to assess Ensure that the students are aware of the criteria they will be using to assess

prior to the activity- they may even suggest these themselves!prior to the activity- they may even suggest these themselves!• Give the students time to edit and improve their work once it has been assessed.Give the students time to edit and improve their work once it has been assessed.• Ensure that future teaching is delivered based on gaps in the students’ Ensure that future teaching is delivered based on gaps in the students’

understanding.understanding.

Text

Text

Critical Friend Time

Did we meet our Learning Objectives?

WWW EBI

WELL

WENT

WHAT

REFERENCES

Learn. Aspire. Be.

Thank you