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Clarity about Learning
Assessment For Learning Archway of Teaching Capabilities
Clarity about what is to be learnt•Learning Intentions•success criteria•relevance•exemplars•modelling
Assessment•curriculum understanding
•Pervasive quality
•Quality Management
Promoting Further LearningLearning Conversation•Feedback•Feed-forward
Active Reflection•About learning
•student engagement
•sense of partnership
Shared Clarity about next learning steps
Effective
Learning
Building Learning-Focused RelationshipsThe archway is standing on a firm foundation of trusted and supportive relationships
Shared clarity about what is to be learnt
• Learning Intentions• Success criteria• Relevance• Examples• Modelling
Learning Intentions
The first ‘active’ element of formative assessment in the classroom is the sharing of Learning Intentions.” - Shirley Clarke
Be clear in your own mind
• What it is that you want the students to learn or understand
• Write it down in ‘teacher-speak’
Translate into student - speak• Take your ‘teacher - speak’ Learning Intention and put it into language that your students can understand clearly.
Judging the quality of learning intentions…
• To make a list of all the words for ‘said’.
Write a learning intention that captures the learning behind this activity.
Judging the quality of learning intentions…
• To create text that clearly conveys the sense of a character.
Reword this as a learning intention that students could more easily understand.
Judging the quality of learning intentions…
• To write a recount about school camp.
Rewrite this as a learning intention that is ‘context-free’.
Judging the quality of learning intentions…
• Learning to use capital letters and full stops.
Rewrite this so it captures the ‘deeper’ ideas inherent in the learning.
Where do you start?Learning Intentions may be
derived from:
• Linking to the National Curriculum
• Other curriculum resources• Assessment that has identified a learning need (e.g., asTTle)
• Reflective discussions between teachers and students that indicate the next learning step
Remember to Establish Relevance
• Tell the students why they are learning this at all, or….…
• Discuss with them when they think they will use/need this learning, or...….
• Share with them how it fits into the bigger picture
Follow the Learning Intention with an opportunity to create the Success Criteria
• How will we know when we have met the Learning Intention?
• How will we show that we understand what it is we are Learning?
• What will be the evidence that we’ve learnt this?
• What steps would lead us to achieving the learning?
‘Product’ and ‘Process’ Criteria:Product: What it is about the finished product that shows you’ve been successful
Process:What steps I could take to make sure the finished product is successful
Depending on the learning, one may be more useful than the other.
Why have Success Criteria?
• So the teacher and the students are clear about what it is they are going to be judged or evaluated on.
• So the students have something definitive to refer back to when they want to check if they are on track or not.
• So as to guide teacher and students in self, peer and student evaluation.
Co-construction of Success Criteria with
Students• Discuss with students what success criteria are.
• May begin by just giving students the success criteria
• Explicitly model for students how to construct success criteria
• Invite students to contribute to the success criteria
• Timing / process will vary depending on the learning context
Model the Process or Examine an Exemplar
An opportunity to see what we’re learning about and what it might look like – extra guidance for students.
Modelling or examples can be used to co-construct the success criteria:
• Stronger involvement by students• Students are making connection between the learning and the task
• Much more challenging than being given the success criteria.
Examples / Modelling
• National Exemplars of writing.• Journals/books/etc.• Teacher-written examples• Teacher modelling of a process• etc.
Global and Specific Learning Intentions:
For example:Global: Learning how to persuade others in our writing.
Specific: Learning to write the opening paragraph of an argument.
More specific: Learning how to get the reader involved and interested in my argument from the start, or…Learning how to back up a point with convincing evidence.
Learning intentions, success criteria and task need to be separated but aligned.
• The Learning Intention is what you want the students to learn or understand.
• The Success Criteria answers the question “How will we know we have achieved this?”
• The instructions for the Activities and Tasks describe the activities the students will carry out in order to learn
Alignment:
LI: Learn how to describe an event in detail (so the reader gets a better picture)
SC: I have written about: – What I could see– What I could hear– What I was feeling.
Task: Re-write your introduction with more detail (or try a different event)
Check that students understand• Give frequent opportunities for students to check their understanding with you or one another
• Give students time to think before responding to a question
• Model for the students how they might think and share with others
Display L.I and S.C
• These need to be visually displayed so you and students can refer back to them
• Some ideas to save your time & the school’s money:– save LIs and SCs on the computer– record LIs and SCs once on a laminated card that can be shifted from the whiteboard to a display area.
– Create a flip-chart or A3 Booklet so students can refer back to them
Recapping... ...the beginning steps• Clarify Learning Intentions at planning stage• Create a climate where students expect a Learning Intention
• Explain the LI in student-speak and display it• Discuss the reason for learning this • Model the process or examine an exemplar• Invite students to say how we will know this has been learnt and write the Success Criteria
• Introduce the task• Check the students understand• Get the students to refer back to the LIs and SCs
How the principles of ‘Clarity’ and ‘Partnership’ could be put into action
• Follow the video and observe the elements of that are present