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http://www.youtube.com/watch?v=wKLo15A80lI&feature=related

Pre-starter for early birds:Sound a bit odd.

http://www.youtube.com/watch?v=8TRiLDuzx5A

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Open v Closed

• Closed questions• A closed question can be answered with either a single word

or a short phrase.• Using closed questions• They give you facts.  • They are easy to answer. • They keep control of the conversation with the questioner.

• Open questions.• An open questions

deliberately seeks longer answers

• Using open questions• They ask the respondent to

think and reflect. • They will give you opinions

and feelings. • They hand control of the

conversation to the respondent.

Lower order v Higher order

• lower order, for memory, rote, and simple recall• higher order, for more demanding and exacting thinking

Assessment for Learning

• It is not a question of how much assessment you do, or how much feedback you provide, but how intelligently you use assessment to inform your future teaching and your feedback to pupils.

• Capel,  S. et al., 2005• any

assessment for which the first priority is to serve the purpose of promoting students’ learning

• Black et al (2003) in Capel et al (2005)

12 October 2010

Pedagogy & Practice1. Differentiation strategies x4 (SEND and

G&T)2. Aspects of lesson planning:

a. Linking learning to objectivesb. Questioning techniquesc. Linking starters to plenariesd. Pace

3. Assessment 4. Behaviour for learning √5. Putting theory into practice in a

personal way (?)√6. Using data in lessons (?)√ EPS - raise on line

Curriculum & Department1. Applying and adapting curriculum √2. SOW x3

a. Modern curriculumb. Make small SoW (e.g. share SAS1

ideas) √3. Learning outcomes (?)4. Levelling NC

a. What is expected at each levelb. How to apply it(?) to NC?

5. Marking/ assessment;a. How to mark (?)b. Official gradesc. Effort gradesd. Target grades e. Report writing

6. Experience other areas of D&T (not specialism) x 2

Professionalism & Sschool1. How to evidence QTS2. Extra curricular activities3. STEM x 24. Professional standards

a. Maintaining them against the current political issues(?)

5. Contribution and communicating with colleagues

6. Going beyond the call of duty7. Developing more personal relationships

(with whom?)8. Policies and practices9. Job application support/ requirements √10. Working with TAs

Epistemology & Community1. Go on a course field trip x32. Involving the community: How can we get

involved in the community? X 33. Demographic limitations: pupils attitude to

learning4. Parents evenings5. Discussion about the types of school and

where you want to work

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Professional Development Targets (PDT) linking session to students identified needs

In this session we will be taking a closer look at formative assessment and using discussion to further our understanding. This session is designed to build on the phase 1 input (session 10).

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We are learning:

1 What the research says about Assessment for Learning (AfL)

2How we can develop effective AfL strategies within our classroom

3To consider our own position on the use of assessment

• Differentiated Learning Outcomes – All

Translate research into teacher friendly language and reflect on own practice within the classroom

– Most Collaboratively translate and share research into teacher friendly language and reflect on own practice within the classroom to support application of research to the design and delivery of lessons

– SomeCollaboratively translate and share research into appropriate teacher friendly language and critically reflect on own practice within the classroom to support application of research to the design and delivery of effective lessons

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• Jigsaw activity– What the research says about Assessment for Learning (AfL)

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Formative Assessment

Feedback, Regulation and Learning

Paul Black

Department of Education

King’s College London

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Formative Assessment

• Sources of Evidence• The Meaning of Formative

• Feedback in Discussion• Feedback in Written Work• Regulation of Learning• Peer and self-assessment

• Theories of learning– Cognition– Motivation– Putting into practice

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Sources of evidence A

• Research review of Black & Wiliam

–Reviewed about 600 publications

–Published article in 1998 : 70 pages, 250 references

–Selected rigorous studies: an experimental group compared with an

equivalent control group, then quantitative evidence to answer the

question “Did the experiment lead to better attainment by the

students?”

–Found about 50 such studies

–These showed that standards are raised by formative assessment.

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Sources of evidence BEffect sizes: evidence of different kinds

of feedbackNyquist (2003)

N Effect

• Weaker feedback only 31 0.16

• Feedback only 48 0.23

• Weaker formative assessment 49 0.30

• Moderate formative assessment 41 0.33

• Strong formative assessment 16 0.51

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Sources of evidence C

King’s project January 1999 to December 2000Compared school and national test scores of their classes

with other comparable classes in same schools - attainment was better – effect sizes 0.3 to 0.4

Teachers were happy about the way they had changedBut changes did not happen quickly, and happened

differently for different teachers : it took two yearsSupport from the school, from other teachers and from the

project meetings was essential

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Formative Assessment

• An assessment activity can help learning if it provides information to be used as feedback, by teachers, and by their students, in assessing themselves and each other, to modify the teaching and learning activities in which they are engaged.

• Feedback is two-way

–Student to teacher

–Teacher to student

• Feedback can be

–oral or written

–short term or medium term

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Feedback in DiscussionQuestioning in Class

• Questioning My whole teaching style has become more interactive. Instead of showing how to

find solutions, a question is asked and pupils given time to explore answers together. My Year 8 target class is now well-used to this way of working. I find myself using this method more and more with other groups

• No hands Unless specifically asked pupils know not to put their hands up if they know the answer to a question. All pupils are expected to be able to answer at any time even if it is an ‘I don’t know’.

• Supportive climatePupils are comfortable with giving a wrong answer. They know that these can be as useful as correct ones. They are happy for other pupils to help explore their wrong answers further.

(Nancy, Riverside School)

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What makes a good question ? 1

e.g. Designing a lantern for a religious festival, the teacher could challenge the pupils with such questions as:

‘Where will your lantern be used?’

‘What safety aspects do you need to consider?’

‘If we are to use a tea-light candle, how will you hold it safely in place inside the lantern?’

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What makes a good question ? 2

Talking about making a kite

Why is manufacturing kites ‘technology’ ?

‘Which technologies are manufactured?’

Creating new bread products for teenagers

Have you thought about which other foods you might combine with your bread?

Is it specific for a particular meal – say breakfast – or more versatile than that?

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Question stems

• Why is ______ an example of ________ ?

• Why might folk believe that ______________ ?

• What might happen if you _______________ ?

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Teacher to a six-year-old drawing a picture of a daffodil: “What is this flower called?”

Child: “ I think it’s called Betty.”

R.Fisher(1995)‘Teaching Children to Learn.

Children Think Differently from Adults

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Responding

Making a scarf suitable for an environmental group

T: I see that you’ve made a start on your design. Can you just talk me through it?

P1: It needs to have animals and things on it so that they like it.

T: Mmm. I wonder if there’s anything else that an environmental group might …

P2: Recycled stuff. Things that are good for the environment.

P1: But they won’t want second-hand stuff.

T: Okay but they might prefer some materials to others. What do you think?

P1: Suppose. Yes, well they won’t like stuff like this (rubs pencil case). Probably prefer more natural stuff. So cotton or wool or… something else natural-like.

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Dialogic Teaching

Children, we now know, need to talk, and to experience

a rich diet of spoken language, in order to think and to

learn. Reading, writing and number may be

acknowledged curriculum ‘basics’, but talk is arguably

the true foundation of learning.

(Robin Alexander, 2004)

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Realities of dialogue

I – R – E recitations dominant Teachers talk a lot, pupils “spot the right answer”

USA review 94 classes in 19 schools Teacher-pupil discussions average 1.7 in every 60 minutes

2004 Evaluation of UK literacy & numeracy strategies Open questions 10%; 15% of teachers not use any Up-take questions in only 4% of exchanges 70% of pupil exchanges limited to 3 words or fewer

Teachers’ not aware of their own practice.

Lectures OK – but pseudo-dialogue may be the worst of both worlds

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Perrenoud: regulation 1998 - Assessment in Education 5(1) 85-102. Page 86

This [feedback] no longer seems to me, however, to be central to the issue. It would seem more important to concentrate on the theoretical models of learning and its regulation and their implementation. These constitute the real systems of thought and action, in which feedback is only one element.

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Perrenoud: interactive regulation

1998 - Assessment in Education 5(1) 85-102. Page 92

I would like to suggest several ways forward, based on distinguishing two levels of the management of situations which favour the interactive regulation of learning processes:

the first relates to the setting up of such situations through much larger mechanisms and classroom management.

the second relates to interactive regulation which takes place through didactic situations.

(p.92)

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“Regulation” : Strategy

There is compelling evidence that it is important for teachers to identify and plan for specific and overall technology learning outcomes rather than just activities (from D&T Inside the Black Box).

Pupils’ designing can be described in terms of making five types of interrelated design decisions: (a) conceptual (b) marketing (c) technical (d) aesthetic and (e) constructional (from Electronics in School).

Considering the demands and affordances of tasks is essential for assisting teachers to plan for the incorporation of assessment for learning strategies, including the provision of feedback. By knowing the ideas and skills inherent in the tasks, teachers can be clearer about their focus for assessment (from D&T Inside the Black Box). .

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Learning Principles - 1Cognitive

•Start from where the learner is.

• Involve the learner actively in the process.

•Learners need to ‘talk’ about their technological ideas

•Learners must understand the learning intention.

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Peer marking

• We regularly do peer marking—I find this very helpful indeed. A lot of misconceptions come to the fore and we then discuss these as we are going over the homework. I then go over the peer marking and talk to pupils individually as I go round the room. Rose, Brownfields School

• The kids are not skilled in what I am trying to get them to do. I think the process is more effective long term. If you invest time in it, it will pay off big dividends, this process of getting the students to be more independent in the way that they learn and taking the responsibility themselves. Tom, Riverside School

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Peer Assessment

P1: This one’s got the thickness about right. It gives you the crispiness and texture that the pizza base needs. The others are all a bit thick and have a doughy texture.

P2: Is that the thickness or the cooking time?

P1: The cooking time is going to affect the crispiness perhaps but not the texture. We need to roll them this thin next time.

P3: And we need to think about the thickness of the veg too. That one is too roughly chopped. It doesn’t look good. Getting the slices thin and more the same … more uniform… will help the appearance and the feel of it in your mouth.

P1: So that’s two thickness things we need to write down.

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Self- and Peer-Assessment

• Criteria must be understood by students so they can apply them : modelling exercises are needed where these are abstract

• Students must be taught to collaborate in peer-assessment, for this helps develop objectivity for self-assessment and is of intrinsic value

• Students should be taught to assess their progress as they proceed keeping the aims and criteria in mind - so as to become independent learners

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Rules for Effective Group Work

• All students must contribute: no one member say too much or too little

• Every contribution treated with respect:listen thoughtfully

• Group must achieve consensus:work at resolving differences

• Every suggestion/assertion has to be justified:arguments must include reasons

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Mercer at al. Indicator words used by pupils

• Word Pre-intervention Post-intervention

• because 13 50

• I think 35 120

• would 18 39

• could 1 6

• ____________________________________________________

• TOTALS 67 215

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SPRING projectwww.spring-project.org.uk

EngagementSPRinG groups more fully engaged.

Control groups some actively disengaged.

Socio-affective aspectsControl groups were more likely to block group effort

Discourse topicSPRinG groups sustain the topicControl groups change the topic

Type of talkSPRinG groups: high level collaborative discussion,

Control groups: procedural, disputational. off task talk.

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Aspects of formative assessmentWiliam 2006

Teacher Clarify learning Elicit evidence Provide feedback intentions promote discussion to help

learning

Peer Understand Activate students as learning resourceslearning for one another

intentions and success criteria

Learner Understand Activate students as owners of learning their own learning

intentions and success criteria

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Self-regulated learning

Three components•Mastery

Concerned with learning: motivated and steered by personal interest, values, and expected satisfaction and rewards

•Well-beingConcerned with maintaining or restoring positive feelings when threats

arise.

•Volitional strategiesKeeping on mastery track or getting on to it from the well-being track

•Boekaerts, M. & Corno, L. (2005) Applied Psychology, 54(2), 199-231

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Learning Principles-2Motivation and Self-esteem

• Feedback given as rewards or grades enhances ego rather than task involvement (Butler, 1987).

• With ego-involvement, both high and low attainers are reluctant to take risks and react badly to new challenges, and failures simply damage self-esteem

• With task-involvement, learners believe that they can improve by their own effort, are willing to take on new challenges and to learn from failure.

• (see “Self-Theories” by Carol Dweck, 2000)

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Contact details• e-mail : paul.black@kcl.ac.uk• Web-site: www.kcl.ac.uk/education/research/kal.html

• Assessment for learning : Putting it into practice. Black, Harrison, Lee, Marshall & Wiliam 2003 Open University Press

The Black Box Series ; all published by GLAssessment • Inside the Black Box Black and Wiliam

• Working Inside the Black Box. Black, Harrison, Lee, Marshall & Wiliam • Science Inside the Black Box Black & Harrison • Maths Inside the Black Box Hodgen & Wiliam • English Inside the Black Box Marshall & Wiliam • Geography Inside the Black box Weeden & Lambert • I.C.T. Inside the Black Box Webb and Cox• M.F.L Inside the Black Box J. Jones and Wiliam • D & T Inside the Black Box D.Barlex and A.Jones

pedagogy

subject

assessment

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Where next?

• We are all a product of our training and experience• To change how we operate in the classroom requires a

conscious effort• Try out a new idea, then embed it by regular use until it

becomes second nature

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