Assessment for Learning

From Theory to Practice

The Principles of AfL1. Sharing the learning intention (WALT, WILF)

2. Sharing the criteria for success (checklists, sample questions)

3. Quality Questioning based on the criteria for success (wait time, no hands up)

4. Providing feedback based on the criteria for success (two stars and a wish, criteria correction slips)

5. Self and Peer Assessment (time for self assessment/ reflection/assessing the work of others based on specific criteria)

From Theory to Practice Our goal for the academic year 2011-12 was to embed Assessment

for Learning in the culture of our school in a very real, quantifiable and concrete way for ourselves and our students.

We looked at three particular strategies which encapsulated these principles.

Lollipop Sticks

Mini-whiteboards

Traffic light cups

The Principles being Targeted The Lollipop Sticks to replace traditional hands up

to improve quality questioning/provide feedback based on criteria for success

Mini-whiteboards as tools of self/peer assessment

Traffic Light Cups to provide feedback based on the criteria for success

Our Starting Point During induction week, the new strategies were

introduced and discussed, the materials distributed and all teachers participated in an AfL workshop.

The Teaching and Learning Committee as one of five planning teams, invited teachers and video cameras into classrooms to demonstrate the techniques over the next few months.

Planning Team in Action After six weeks, students completed questionnaires

administered by the T & L Team about how effective they found these three strategies in their learning.

In December, T & L teachers administered questionnaires to their colleagues.

Results were collated and discussed in the next planning meeting and a Powerpoint Presentation created featuring were several film clips showcasing the various strategies in use in English, History and Maths classes.

Feedback from Teacher Questionnaires on

Mini Whiteboards

Successes Good for group work/pair

work/Peer assessment

Checking keyword learning

Appeals to all ages/learning styles

Competition/excitement about learning

Easy to adapt for all subjects, lots of activities

Challenges Wipes

Markers run out

Activities with Mini Whiteboards

Vocabulary for languages/grammar – verbs/tenses Quizes & True/False games Group work – teacher uses interactive board Countdown music/race the teacher Laying out accounts/Maths solutions/Music Signatures Draw smiley faces as feedback Diagram/Maps/Call out quotes – who said it? Grading peers for oral presentations

The Student Perspective on Mini Whiteboards

Successes Encourages learning and

peer assessment

Enjoyable

Everybody gets an equal say

Encourages revision of keywords

Challenges No wipes

Can distract when people mess

Gets competitive

Summary of Research Findings on Mini Whiteboards

Students of all ages found the mini-whiteboards to be a fun way of learning.

We provided wipes and markers for the rest of the year to overcome the challenges and resolved to put whiteboard markers on booklists for all students for the following September.

Mini Whiteboards in English Class

Research on Traffic Light Cups

Data gathered from Teacher Questionnaires on Traffic Light

CupsSuccesses

with shy 1st years

with LS/EAL students

provides instant feedback

help to easily identify students who are finding things difficult

good for quiet work

Challenges

“they drive me mental..”

messy

distracting

students embarrassed/ self-conscious

Activities based around Cups Ask green cups to help orange/red cups in group work

Questioning strategy – each colour has an answer

Assess understanding of difficult concepts, ask for a show of cups before continuing with the lesson

During quiet work, students show red cups when they need attention from the teacher or student leaders circulate and help those with orange/red cups

Traffic Light Cups

The Student Perspective on Traffic Light Cups

Successes Easier than thumbs/ faces in

journal (previous strategy)

Majority thought it was a good way to check understanding

Link with teacher-all have equal chance to get teacher’s attention

1st & 2nd yr use them more and are more enthusiastic about them

Challenges messy/distracting

embarrassed to use them

teacher can’t always see them

childish (5th yrs)

3rd/5th yrs not buying into cups

If it isn’t working….. Based on the research findings, we resolved to

source a different version of the traffic light cups

The idea was good, the cups themselves weren’t working

The electronic traffic light system was introduced a the end of the year and since then has been a hit with students in all years

Electronic Traffic Light System

Collaboration In March at the staff meeting, the T & L team

presented a workshop to teachers on the findings of both teacher and student research.

A newsletter was distributed in April to refresh the strategies and give time for the strategies to be implemented in classrooms

Sharing with PartnersA presentation was made to the Board of

Management on the research.

Parent representatives provided feedback via questionnaire, in which extoled the manner in which our students were involved in “open communication with teachers” and with the way in which AfL necessitates tweaking and constant improvement

The AfL Focus for 2012 -13

Quality Questioning based on Student Observations

The Starting Point This year, our focus has been on quality questioning based

on the criteria for success.

We asked teachers to build on: Open ended questions – all students should be able to give some

sort of answer Questions should prompt students to predict, evaluate, analyse,

reflect – they should accommodate higher order thinking Questions should be posed and time given to think before lollipop

sticks choose the student to answer – “Wait time”.

Gathering Data Transition Year students pioneered this piece of research by

observing classes and getting a baseline on the extent to which quality questioning happens in class.

They focused initially on Second and Fifth Years in order to compare juniors with seniors.

They monitored the use of AfL strategies by teachers, the students noted how often each of the strategies were used and how.

They took note of how often teachers asked both open and closed questions and they measured the wait time between question and answer.

Student Observations The second phase was to observe a particular First Year

group.

They also took note of the extent and frequency of quality questions asked by students during classes.

This First Year group is doing a Quality Questioning pilot initiative, whereby two students are recording questions asked by their classmates.

Training for identification of Quality Questions was provided by TY students.

Findings of TY Students

Implementing AfL in Your School

From Theory to Practice

Good Foundations for AfL Introducing the principles of Assessment for Learning

Collaborating on syllabi, subject folders, departmental exams, marking schemes, common keywords and methodologies, shared resources –- gradually opening up conversations about learning

Opening up our classrooms to our colleagues for observations, swopping classes occasionally, team-teaching

Asking the students what’s working

Talking about learning to each other/consulting/comparing etc..

Focus on one principle at a time and get it right

Introduce strategies which lie at the heart of that principle such as lollipop sticks, mini-whiteboards, traffic light cups

Get a baseline before commencing an initiative so that you can measure its success – this important aspect of research in our schools is becoming unavoidable now with the introduction of school self-evaluation

Use questionnaires (Google Docs)for teachers and students, interview students and teacher (video it) or record observations of classes to get your data – tailor your questions, target what it is you want to know

Where to Begin?

Managing the Change Create a Leading Learning Group – an interested group of

teachers (L 4 L participants) who will pilot the strategy in their classes for a short period and will consult, discuss, evaluate findings. Find a few teachers willing to be video recorded.

Share with teachers the rationale behind the new strategy, invite teachers to observe teachers using it, view the videos, ask the students of the pilot group for comments

Roll it out across the school, tell the students what you are trying to do, bring them into the conversation

Assessment of Findings Pre-determine the period of implementation – 6 weeks is a good

period of time

Gather data at the end – questionnaires for teachers and students, video the students, ask about the strengths and the challenges posed by using the strategy

The Leading Learning Group presents findings to the staff, summarise the benefits, share different methodologies, evaluate the challenges and suggest ways of overcoming them, publish a newsletter which gathers all of the new information to all teachers to allow for different paces of change

Launch the next cycle with that strategy or another