Assessment for LearningSAA, FEBRUARY 2010

ASSESSMENT FOR LEARNING

• Learning Intentions

• Success Criteria

• Formative Feedback

• Effective Questioning

• Peer- and Self-Assessment and Self-Evaluation

Learning Intentions#1

LEARNING

INTENTIONS

•WALT board

•Learning intentions displayed

•SOMETHING OLD

•SOMETHING NEW

•SOMETHING FUN

•SOMETHING TO DO

•Learning intentions at front of booklet

LEARNING

INTENTIONS

•Post-its

STARTER ACTIVITIES

SETTING THE BASELINE

Model statements :I can name various items of food and drinkI am able to place the words into a sentence with a verbI know how to express opinions about foodI know what a connective isI know what an a high frequency word isI know how to build a sentence using a high frequency word with an opinionI can connect two simple sentences saying what I eat and drink without opinionsI know that by the end of the lesson I can understand how to build and connect morecomplex sentencesI know what working at levels 2,3,4 means

Success Criteria#2

SUCCESS

CRITERIA

•2 contrasting pieces of finished work

•YOO’s Post-its

•WAGOLL

Formative Feedback#3

•Grid from controlled assessment tasks

•Stickers from http://www.schoolstickers.co.uk/

•Stickers from TES

HIGHLIGHTING

•for accuracy

•for comprehension

•to improve

FORMATIVE FEEDBACK

HIGHLIGHTING

Effective Questioning#4

• Ask fewer questions and less closed questions

• Involve the whole class.

• Think, pair, share

• No hands up

•Talkers & Listeners

•Line dancing

Peer- and Self-Assessment and Self-Evaluation

#5

PEER ASSESSMENT

peer assessment.ppt

PEER ASSESSMENT /

FORMATIVE ASSESSMENT

www:You covered ________________ section from the success criteria well.You fully explained ______________ from the success criteria.You showed an excellent level of understanding of the Learning Objective.You work is very well presented.ebi:You need to look at ________________ section again, you did not answer this correctly.You forgot to have ___________ section in your piece of writing.Next time you should:Check your work against the success criteria before you hand it up.Spell check your work before you hand it up.Add colour and images to your work

Mi colegio – speaking assessment

PEER ASSESSMENT

2 STARS AND A WISH

PEER ASSESSMENT

A BUG’S LIFE

PEER ASSESSMENT

USING A FRAMEWORK

Speaking Assessment GridName of the person doing the talk: _________________________Name of the person listening: _______________________

PEER ASSESSMENT

•SPEED-DATING

SELF

ASSESSMENT

Nom _______________________ Date _______________Form 1 Mi familia –Self Assessment WritingWrite about your familyOrganisationI wrote sentencesI avoided listsI wrote paragraphsI wrote organised paragraphsQualityI could give opinions:I could give reasons:I could give examples in the future:I used short sentencesI used some connectivesI used a range of connectivesI could give extra details –places -people -timesI wrote sentences with “if”:

I checked:Capital letters and punctuationSpelling and accentsMasculine/feminine/singular/pluralVerb endings and infinitivesNext time I aim to

SELF

ASSESSMENT

TRAFFIC

LIGHTS –

Online

Self assessment

SELF

ASSESSMENT

SELF EVALUATION

•Scale 1-10 (eyes closed, hands up)

•Scale 1-10 Quizdom

SELF

EVALUATION

LEARNING LOG

PLENARIES •Random name generator from classtools.net

PLENARIES•Pupil as teacher

•3 things

•5 3 1

PLENARIES

PLENARY SQUARES

Plenary_Squares.ppt