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Subject Department Planning: Moving on--
Regional Seminar 2005
School Development Planning Initiative
Subject Planning –Key DimensionsSubject Planning –Key Dimensions
SUPPORT
Collaboration Plannin
g Development
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Subject Development Planning? Subject Development Planning? Sample IssuesSample Issues
Syllabus: design, course content & continuity Learning & Teaching; strategies for effectiveness Differentiation, Special Needs & Learning support Assessment Practice Results analysis & emergent priorities Home-work Policy – aims, coordination & correction Links to home Staff - Team development – collaboration & training Transition issues – Primary, Junior, Senior cycles ICT use Other
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What has worked . . .What has worked . . .
Subject convenor – secretary, record-keeping, to ensure progress & continuity
Commitment to meetings – time, at least three meetings in year
Central subject planning records - accessible,
organised, up to date ( meeting record template) Clear link to overall school planning Support and goodwill of school authorities
essential
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Subject Inspection RecommendationsSubject Inspection Recommendations
Team development – team approach Planning to organise course content Planning to help development of the subject in the
school Planning in the context of revised syllabus Planning for assessment to support learning and
student progression and mobility Highlight resource needs Share ideas and experiences within the classroom Development of a shared understanding / policy
regarding everyday classwork, homework, practical work, etc.
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Consider !!Consider !!
Where is your school now in relation to Subject Department Planning?
Meetings Materials –Curriculum Content-Subject Plan Inputs/Facilitation/Support Themes –Homework, Assessment, Methodology …… Other
(Short Buzz …. 10 Min)
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Focus for this session -Focus for this session -
Assessment
Others:-
Differentiation
Homework
Reporting
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What we hope to achieve in this What we hope to achieve in this session:session:
Explore what constitutes effective assessment for learning
Look at some assessment for learning strategies
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Reflection on Assessment PracticesReflection on Assessment Practices
How do you assess your students currently?
What is the purpose of assessment?
(Brainstorm - 10 min)
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Assessment - UsesAssessment - Uses
Teachers & schools use the results to:
inform students on their progress report to parents plan future classroom activities
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Aims of AssessmentAims of Assessment
Assessment takes different forms and can be used in a variety of ways, such as to:
test and certify achievement determine the appropriate route for students to
take through a differentiated curriculum identify specific areas of difficulty or strength for
a given student adapt teaching to student needs motivate students other
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Assessment toolsAssessment tools
Asking questions
Written tests
Homework
Systematic observation (Scanning)
Self-evaluation
Peer evaluation
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DefinitionsDefinitions
Assessment of learning - AOL -Summative -is assessment for accountability purposes, to determine a
student's level of performance on a specific task or at the conclusion of a unit of teaching and learning. The information gained from this kind of assessment is often used in reporting.
Assessment for learning – AFL -Formative - acknowledges that assessment should occur as a regular
part of teaching and learning and that the information gained from assessment activities can be used to shape the teaching and learning process.
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Assessment Assessment ofof Learning Learning
Happens after the learning takes place Information is gathered by the teacher Information is usually transformed into
marks or grades Comparison with the performance of
others Looks back on past learning
Assessment Assessment forfor Learning Learning 10 Key Principles10 Key Principles
Is part of effective planning Focuses on ‘how’ to learn Is central to classroom practice Is a key professional skill Is sensitive and constructive Fosters motivation Learner understands goals and criteria Helps learners know how to improve Develops capacity for self-assessment Recognizes all educational achievement www.assessment-reform-group.org.uk
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Assessment For Learning – Assessment For Learning – Core PointsCore Points
The provision of effective feedback to students Active involvement of pupils in their own learning Adjusting teaching to take account of the results
of assessment Recognition of the profound influence
assessment has on the motivation and self esteem of pupils
The need for pupils to be able to assess themselves and understand how to improve
Nuffield Foundation – Assessment Reform Group
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The weaker studentThe weaker student
‘Research has shown that assessment which is formative in nature rather than the more summative or terminal assessment methods brings about an improvement in student learning and the improvement is greatest for the weaker student..’
(Black & William –King’s College London)
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Independent/Self-Directed LearningIndependent/Self-Directed Learning
The promotion of higher order thinking skills is an important goal for formative assessment approaches
Shallow Learning ► Deep Learning
Memory Reflection
Information Knowledge
Replication Understanding
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QuestioningQuestioning Create a classroom environment where students feel safe
to take risks and make mistakes. Plan in advance the questions to use. (Why? What if…?
Discovering misconceptions) Give thinking time before accepting answers Get all students to brainstorm the answer, discuss possible
answers in pairs, before sharing with whole group Consider operating a no hands up strategy and choosing
students at random (or from the class register) When checking if students understand a concept use a
traffic light strategy. (Green: I understand the concept. Amber: I think I understand but I’m not sure. Red: I don’t understand)
Develop emotional competence and self-confidence.
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Written testsWritten tests Teach revision strategies and study skills
(appropriate to your subject) Help students to identify for themselves the
topics they most need to revise. Consider the feedback to be given. It needs to be
timely, specific and include suggestions for ways to improve:What was good about the workAreas for improvementStrategies for improving the work
Avoid a competitive environment
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Homework:Homework:
Possible approaches: Set the home work at the beginning of the lesson.
(particularly effective for underachieving students)
Provide written criteria for assessment in advance
Provide exemplars to illustrate standards Encourage students to reflect on and improve
their work Consider the type of feedback which will be
provided (marks / written feedback/ both?)
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Assessment – Current Practice Assessment – Current Practice PromptsPrompts
How is student work assessed? (indicate the range of assessment practices)
When does assessment take place? How are assessment results recorded? How is feedback given to students about their
assessments? How is feedback given to parents about their assessments? What assessments are given in common to students from
different classes? In what ways does the subject department collaborate on
assessment practice? Are results of in-house and/or state examinations analysed
by subject department?
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Assessment: Impact on Teaching and LearningAssessment: Impact on Teaching and Learning PromptsPrompts
Teaching: Why do you assess students’ work? How does assessment influence your teaching? Does assessment support and/or interfere with
teaching?Learning: How do students respond to the results of
assessments? Does assessment motivate and/or discourage the
full range of your students? Does assessment promote competition,
cooperation or neither in your classroom?
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Curriculum Content Planning Curriculum Content Planning Year/Band/SetYear/Band/Set
• Main topics to be covered• Content per term • Textbooks/Resources (specific & detailed)• Assessment
(criteria, form, feedback, times etc.) • Special needs – differentiation – learning support • Special Arrangements
(events – field trips – co-curricular activities)• Developmental Target for Year
(review - what, why, when, who – evaluate)
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Why Assess?Why Assess?Provocative questions!Provocative questions!
Is assessment a numbers game alone?
Does assessment promote learning or only certify that learning has or has not taken place?
Does assessment encourage the able and discourage the weak and under-motivated?
What do students think about the results of assessments they get?
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Research EvidenceResearch Evidence Assessment should inform student of how to proceed as
well as where they are in learning Students need to situate new learning in relation to what is
known – big picture Remarks are a powerful motivator – quality of feedback is
critical Marks often de-motivate Teaching adapted to assessment results is more effective Students who set targets and self-assess are more
motivated and learn better – especially weaker & disadvantaged students
Frequent tests during learning are more powerful than large tests after learning unit
Questioning is a powerful but often misused learning tool
Paul Black & Dylan William Kings College, London
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Personal Marking MethodologyPersonal Marking Methodology
In assessing work (tests and Homework) do youMarks onlyComments onlyMarks and CommentsCorrect all errorsCorrect some errorsIndicate some errorsIndicate all errorsIgnore errorsStress what is done wellStress errorStress presentation
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Assessment for LearningAssessment for Learning
Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning,
where they need to go and how best to get there
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Formative AssessmentFormative Assessment
Ultimately, the goal of formative assessment is to guide students towards the development of their own learning to learn skills.
(OECD, 2005)
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Active Involvement/Self AssessmentActive Involvement/Self Assessment
Target setting Knowledge of learning aims at start Negotiation of own topic/approach Self-assessment Self-correction Peer assessment Group work & self evaluation