Assessment for Learning: expand your toolkit

Sara Long 12-13 June 2015

12th Annual Chinese Teaching ConferenceUCL IOE Confucius Institute for Schools 1

IOE Confucius Institute for SchoolsAnnual Chinese Conference 2015

Assessment forLearning:

expand your toolkit

Sara LongGumley House Convent School FCJ

objectives

1: To share AfL ideas which have helped students to learn more effectively.

2: To be able to use new Afl tools .



outcomes

All will have a plan to use at least one new AfL tool in a lesson this term.

Most will also have shared at least one of your own Afl tools with your partner/the group.

Some will also have a plan to improve/adapt/extend existing AfLtools



Assessment for Learning(formative assessment)

ORAssessment of Learning

(summative assessment)



Questioning techniques

Sharing learning objectives

Modelling quality

Giving feedback on students work

Self assessment and peer

assessment

Curricular target setting

Key areas of assessment for

learning

So that students:• Know their level/grade from last year• Know their target level/grade• Know what they need to do to make progress• Can track their progress during the year• Know what topics they will be learning during

the year• Can track what topics they have learnt during

the year

1. Tools given to students at the start of the year



KS3 progress sheet 2015





KS3 languages ladder 2015



KS3 I can sheet

Your turn now!In groups of 3 or 4:• What do you give to your students at the start

of the year?• How effective is it?• Is there a new tool you would like to use?Share with the whole group.

Tools given to students at the start of the year



2. Tools to use each lessonSo that students:• Know the lesson objective • Know what they may be able to achieve

by the end of the lesson (outcomes/targets)

• Know what they have achieved at the end of the lesson

Learning objective & outcomes



1. Say the days of the week to your partner.

WHO CAN SAY ALL SEVEN?

2. COMPETITION! Read the day: write on your planner which day it is.

3. Listen: write the day on your planner – in characters.

plenary

星期三星期五

星期天星期一星期六

0 0 0 2 x

0 0 0 2 x

0 0 2 x 0 0

2 x 0 0 0

3 52

9 107

17 1813 14

21 22 24

1 4 6

8 11 12

15 16

19 20 23

Find thetreasure

1 square = give opinion2 squares= give opinion & reason3 squares = give negative opinion & reason



Rate your learning…

3 things I knew already, but now understand better.




2 new things I learnt today


2 new things I learnt today

1

thing I need tofind out

more about

Make this a short term target. Independent

learning target How are you going to find out?

Try 3 before asking me!

You could …1. Look in your

class/text book2. Research online



Your turn now!

In groups of 3 or 4:

• What do you use in lessons: objectives /outcomes/plenaries

• How effectively?

• Is there a new tool you would like to use?

Share with the whole group.

Tools to use each lesson

• Learning outcomes/criteria must be clear to students…

• So that they can identify which success criteria they have met…

• And what they need to do to improve.

• Students can become more independent learners by assessing their own work.

• Students need to learn the skills of collaboration in peer assessment.

3. Self-assessment &peer assessment tools



KS3homework

peer-assessment

KS3homework

peer-assessmentusing green pen



KS3End-of unit test:preparation sheet

with success criteria

KS3End-of-unit test:peer-assessment



KS3Writing task: shopping

Success criteria…..

1.

KS3Writing task: shopping

Self-assessment

2.



Example of KS3 lesson for a writing task

using several Afl tools

Starter

Handout: 3 texts.

Discuss with your partner.

Write on mini WB:

A: What level? Why?

B: What level? Why?

C: What level? Why?

月日

SHOPPING! 买东西Obj: to be able to write about clothes and shopping

L4: opinions and reasons, linking words (eg 和，也),50-75 characters

L5: also including 2 tenses,more complex sentences,75-100 characters

L6: also including 3 tensespast, present & future,100+ characters.

TipYesterday’s classwork

ChallengeFind 6 conjunctions



Learning outcomes

All will understand how to achieve level 4 and

will have set a target to ensure level 4 is achieved

Most will understand how to achieve level 5 and


Some will understand how to achieve level 6 and


SHOPPING!Obj: to be able to say what you WOULD LIKE to buySHOPPING!Obj: to prepare for a writing task about shopping

tomorrowSHOPPING!买东西Obj: to be able to write about shopping

Set yourselfa target.

写1. Look at writing task

2. How much support do you want?

• framework & teacher

• framework

• independent writing

3. Finish writing at 12.20pm

VOCAB:pp66-69 & p82 shopping:

clothes, fruitp40 coloursp122 time phrasesp128 linking words



Self-assessment

Levels criteria:

• tick what you included

• write your level

• www: write 1 thing

• ebi: write 1 thing

Share www/ebi

Hand in your exercise books, please!

KS3Writing task:

Self-assessment



GCSECA preparation:peer-assessment

GCSECA self-reflection



Your turn now!In groups of 3 or 4:• What do you use? How often?• How effective is it?• Is there a new tool you would like to use?Share with the whole group.

Self-assessment &peer assessment

4. Modelling quality• Students to identify how assessment

criteria have been met in examples of work from other (anonymous) students.

• Students to suggest the next steps to meeting criteria not met.

• Students to look at the work of other students in the class highlighting the ways in which it meets the assessment criteria.



Example lesson:peer-assessmentof exemplar GCSE CA writing

月日GCSE marking criteriaobj: to be able to assess written CA

Present, past or future?

1。去年我跟我的学校去了中国。

2。我们坐飞机去了北京，然后乘公共汽车去饭店。

3。明年我想回去中国。

4。因为我学习法语所以我可以用它。

5。我对欧洲的文化感兴趣。

CHALLENGE

Find:

3 conjunctions and 1 opinion



Learning outcomesALL will • have assessed a student’s CA and • be able to name at least 5 criteria with examples

in ChineseMOST will also be able to name at least 8 criteria

with examples.SOME will also be able to name 10 criteria with

examples.

GCSE marking criteriaobj: to be able to assess written CA

Match the Chinese and English.

• 秋天• 夏天• 风景• 真漂亮• 对活动感兴趣• 认为

a) summer

b) scenery

c) interested in activities

d) autumn

e) consider/think

f) really beautiful

TIP: Use your dictionaries!

CHALLENGEIn Chinese, what is:• famous• small hotel•2 ways of saying‘by’ transport

• my friend lives there



TASK: Holidays – the chance to win 2 weeks in the sunYou have decided to enter a competition for the chance of

winning a two-week holiday to Europe. You have to write an account of your holiday experience and preferences.

You should include:• A description of a recent holiday you have been on – where

you stayed, how you got there, when you went etc• What you did whilst there• Your opinion of the holiday• What type of holidays you like best and why• Your plans for your holiday next year• Why you think you should win the competition

Look at your example of a student’s CA

读：Find an example of:

• Past tense ___________________________________• Present tense ______________________________• Future tense____________________________• Simple opinions________________________________• Complex opinions _________________________• Reasons _____________________________• Time phrases ______________________________• Description _________________________________• Conjunctions___________________________________• Complex sentences ______________________________

CHALLENGEFind MORE than one Example of each.



Assessment Criteria• Content

• 13–15 Very Good• Fully relevant and detailed response to the task. Sound ability to

convey information clearly, express and explain ideas and points of view. Well organised structure.

• 10–12 Good• Mostly relevant response to the task and shows ability to convey a

lot of information clearly, express and explain ideas and points of view.

• 7–9 Sufficient• Response to the task is generally relevant with quite a lot of

information clearly communicated. Points of view are expressed and ideas are developed.

• 4–6 Limited• Limited response to the task with some relevant information

conveyed. Simple opinions are expressed and there is some development of basic ideas.

• 1–3 Poor• Very limited response to the task with little relevant information

conveyed. No real structure.

• Range of Language

• 9–10 Wide variety of appropriate vocabulary and structures. More complex sentences are handled with confidence and verb tenses are used successfully.

• 7–8 Good variety of appropriate vocabulary and structures used. More complex sentences are attempted and are mostly successful.

• 5–6 Some variety of vocabulary and structures used, including attempts at longer sentences using appropriate linking words which are sometimes successful.

• 3–4 Vocabulary is appropriate to the basic needs of the task and structures are mostly simple.

• 1–2 Inappropriate vocabulary with little understanding of language structure.



• Accuracy• 5 Largely accurate, although there may still be some

errors especially in attempts at more complex sentences. Verbs and tense formations are secure.

• 4 Generally accurate with errors occurring in attempts at more complex sentences. Verb and tense formations are usually correct.

• 3 More accurate than inaccurate. Verb forms and tense formations are sometimes unsuccessful. The intended meaning is clear.

• 2 Many errors which often impede communication. Verb forms are rarely accurate.

• 1 Limited understanding of the most basic linguistic structures. Frequent errors regularly impede communication

Mark the student’s work

• Has this piece of coursework met all the requirements? YES/NO• Is it 100 – 150 characters (or longer) YES/NO

• What grade would you give it for –• Communication?• Range of language?• Accuracy?

• How could it be made even better? Set three targets: 1)_____________________________________

• 2)_____________________________________• 3) ____________________________________



GCSE examiner’s comments:

• CONTENT: All suggested bullet points are completed, a good range of developments and opinions expressed with mostly relevant reponses. A lot of information was delivered clearly, expressing and explaining ideas and points of view. However, the idease relating to how you got there could have been developed more clearly; also accuracy occasionally impacts on communication, therefore, 11 was awarded rather than a higher mark.

• Mark: 11

GCSE examiner’s comments:• RANGE: There is a wide range of vocabulary and

structures in this piece. The use of 去年，明年，然后，还，认为，因为…所以 are examples of a variety of languge. More complex sentences are attempted eg 我觉得最好的假期… and 对…感兴趣. However, they are not always used successfully when expressing personal opinions of best holidays and the reason for winning. It does not fit the descriptor ‘9-10’ ver comfortably, therefore a top mark of 8 was awarded.。

• Mark: 8



GCSE examiner’s comments:

• ACCURACY: There are errors in non-complex structures eg 我们在秋天去 or 我们去的时候是秋天 should be used instead of 在秋天我们去；活动 instead of 适动. However, most verb and tense formations are correct and the structure of the piece is good. The mark of 4 is the bets fit for the piece.

• Mark: 4TOTAL SCORE: 23 out of 30

GCSECA

peer-assessment




Modelling quality

• focus on the success criteria• praise / www• stimulate the correction of errors or

improvement of a piece of work / ebi• give students opportunities to think

things through for themselves avoid comparisons with other pupils

• give students opportunities to respond / action

5. Giving students feedback on work



KS3Success criteria

KS3End-of-unit test

Teacher assessment & feedback



GCSE CATeacher assessment

& feedback

KS3 feedback & student response: green pen.Time in class to respond to feedback



KS3 feedback & student response: green pen.Time in class to respond to feedback


Giving students feedback on their work



• Wait time

• No hands up

• Talking partners: think/pair/share

• Snowballing and travelling

• Bouncing

• Thinking hats

6. Questioning techniques

Other AfL tools?



Outcomes/plenary

All will have a plan to use at least one new AfL tool in a lesson this term.

Most will also have shared at least one of your own Afl tools with your partner/the group.

Some will also have a plan to improve/adapt/extend existing AfLtools

1. Tell your partner2. Hands up



Assessment for Learning: expand your toolkit

Documents

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