Assessment for learning showing progress

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On the yellow card write examples of AfL(formative)

and on the white write examples of summative

assessment.

I know what AfL is and loads of ideas that I use. I use AfL in every lesson.

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Possibly, probably, not sure, maybe, perhaps, sure,

certain ... 1-df!a 2 - line of confiden<:e during lessor~. different colour post it n:Jtes for

different points m lesson (shows progress)

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Assessment for Learning-showing progress

I. Progress during lessons 2. Progress over time Success Criteria

To know the importance of both

Clear L 0 and success cr1ter1a that thread

through the lesson ore cruc1al

• To leave with a few ideas of how to show/see progress during lessons and over time.

What is AfL? Need to assess progress (beg, mid and end of lesson is the usual structure). Must Acr on the progress, so if some falling behind or not progressing as shoula; neea to do something about it (difterent•ation/access). Also someone meeting all criteria, need to stretcli them.

Idea 3 ~Three Tiers of PrQgre;s. This 15 a visual Way for the students to see the progress tha• they ore making in the !ess-::m. It con be c display b-oard lh the classroom or Stmply a template displayed on a pvwer point slide The board is divided into three horizontal columns, e-ach column containmg the title "Novice, Apprentice Ofld EJ~::pert"', Students etther have small picture_s of themselves or jUst their name and move themselves ;nto the categOry that best suits them at that particular time in the lessen Students shOu!d be using the success cr1teria in the lesson tc move themselves high:er up the tiers- the cHm is tobecotne_an expert in the topic py the end of the lessor,.

Idea 4 ~ Track Racing. Dtsp!ay the image of <1 track and use the structure. of a race as a way of students demonstrating progress. Stage 1 is the start line: what do they kMw already? Annotate thew track or make o statement in thetr book. Stage 2:first bend/hurdle. _After hav1ng tought a little content. what can they add to the1r initial thoughts/knowledge") Stage 3: Halfway round the track. What else con be added! Carl they formulate a question? Stage 4: Final bend: How can they stort to p1ece the informat1on togethe.r? Stage 5: Finish line. Answer to key question or lesson objective_

However, it is NOT A fL if you don't do something based on what

you find. • If you find some students are struggling/falling

beliind then you need to intervene lmake it more accessible/differentiate)

E.g- whiteboards (can respond on the spot to what tliey need but not make it easier for everyone), planned writing frames/sentence so students can access the challenge of the lesson. • Make sure you have designed the lesson to be

challenging overall, better for it to be a bit tricky and you have to provide two levels of access, than an easy lesson where challenge and learning is curtaifed. Therefore challenge is built in not added on at end, they shouldn't have to do more work.

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I know what AfL is and loads of ideas that I use. I use AfL in every lesson.

Possibly, probably, not sure, maybe, perhaps, sure,

certain ...

Idea 6 - Medol Circles. See next slide

Has anyone got any ideas that they would like to share?

Showing Progress over Time

Marking- Using targets from marking to ensure focussed improvement (easier to see/show progress). In responsesstudents highlighting where they have done the improvement comment, also easy to quickly check if you want to.

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Trackers- See examples at back (KS3/4 and KS5) of room and Teaching Backwards (in

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Acknowledgement Marking Mark a sample of students work - 20% , range of abilities

• Note general subject related issues as well as literacy and presentation. Use the Five Minute Marking Plan to record ~ Give Verbal Feedback. All students write in their bookS. Students respond -Marked by the teacher and shows improvement. This may impact on future planning. Allows for immediate feedback

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i Completed 5 minute marking plan

Showing Progress over Time Glossary tracking

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Theltlgpicture? {n..Pt11P<J$6DFnurl:nglor

,..uDF-t/PfDJ!ICf') The 5 Minute Marking Plan

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____ ,'/ Common Errors?!

~ • studetttnsponseb:l fHdbac:k required?

Acknowledgement Marking

Showing Progress over Time Tracking boards

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©Thank you©

Please complete the evaluation form

Has anyone got any ideas that they would like to share?

Thank you to ...

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I:SUAI<DJ.NC::7 t;A~D ~ Accwlevvu.,1A~v v u Name: Destination: Date:

Learning Objective and Success Criteria Keywords

What I already know about this subject? 1 My personal target for this lesson (see front of your book):

BOARDING CARD Name: Destination:

Learning Objective and SUccess Criteria Keywords

" AwdeVM.tJA~v Date:


BOARDING CARD Name: Destination:

Learning Objective and Success Criteria Keywords

" AcetdeVVttJA~v Date:


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BOARDING CARD FLIGHTHIST

DESTINATION: THE PAST

3 key things you learned LAST lesson:

1.

2.

3.

l!la· ~-[!]. .

What I need to find out/learn to do this lesson:

I am confident about:

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LANDING CARD FOR

DESTINATION: THE PAST

3 key things you learned THIS lesson:

1.

2.

3.

What I need to find out/am still unsure about:

I am confident about:

Departure Gate: Leeds Trinity University I Thank you for flying with us today The past is a foreign country. They do things differently there. L. P. Hartley 1953

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Stage 3: Halfway round the track. What else can be added? Can they formulate a question?

Need clear L.O and Success

Criteria (how they are going to

achieve the learning objec

tive).

Stage 1 is the start line:

what do they know al

ready? Annotate their

track or make a state

ment in their book.

( Optional-Stage 4 bend. How can they to piece the inform together?) Stage 5: Finish fin, swer to key questi• lesson objective.

Stage 2: First b1

hurdle. After ha•

taught a little co

tent, what can tl

add to their initi1

thoughts/knowled

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(AvAH-A~LE. IN L~c) TARGET LOGS

FEEDBACK 1 25S

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Over the last three years, we've noticed that both the quantity and quality of written feedback to learners has increased. Ofsted's sharper focus on learners' books and evidence of progress over time has led school leaders to check more regularly that books are being marked.

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However, we often feel that this relentless drive for the marking of books is, in some schools, missing the point of why we devote so many hours to this important task of assessment and feedback. Unless learners engage with and act on the written feedback that teachers provide them with, marking is an utter waste of time. When askeg, many teachers say that the most frustrating and thankless part of their job is writing feedback that is consistently ignored by learners.

That said, we're also pleased to say that marking is an area where many of the teachers we've worked with have made a transformational difference to their learners' progress. One particular strategy that we've seen in action has enabled teachers to offer their learners impactful and timely feedback without having to work any harder. Like most great ideas, it's deceptively simple yet highly effective. The secret is a simple piece of paper stuck inside the cover of learners' books. We call it a 'feedback target log: Its purpose is to ensure that learners get into the habit of acting on their teacher's written feedback.

One of the problems with the kind of written feedback that teachers have traditionally written in learner books is that it's frequently skimmed over and easily forgotten. For both learners and teachers, it's often out of sight, out of mind. And, to state an obvious fact,

256 ! OUTSTANDING TEACHING : TEACHING BACKWARDS

learners are generally not in the habit of flicking back through their workbooks to look up past feedback comments. It's hardly surprising that a common teacher moan is about having to mark the same mistakes from the same learners week in, week out.

Here is a copy of a learner's book, showing their target log, from the wonderful lsleworth Town Primary School in West London. As you can see, the target log flips up from the inside front cover of the exercise book. It's a constant in-the-face reminder of the targets that the learner is required to focus on.

Photo: Mark Burns.

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FEEDBACK ! 257

HOWTO MAKE TARGET LOGS WORK

There are four key steps to making target logs work well:

Step 1. As soon as the learners get their marked work back from the teacher, they should read and then copy the 'target' that the teacher has given them into their target log. This provides a record of each target given to a learner over time. Typically there are no more than three targets for a learner to work on, depending on the age and competence level of the individual. Too much feedback tends to be counterproductive.

Step 2. When the learners embark on their next piece of work, the teacher directs them to flip up their target log from the inside cover of their books. The teacher asks them to have a brief discussion with their partner about how they're going to address this target in the next piece of work. This discussion acts as a powerful reminder about the importance of addressing their targets and closing their gaps. Given the high visibility of the log, learners have a constant reminder of the gap they should be focusing on and closing as they work.

Step 3. After completing the piece of work, each learner has to underline or highlight precisely where in their work they have addressed the target. If they have more than one target, then they indicate each one using the number indicated in the 'target identified' column. This is an important step as it provides feedback to the teacher about whether or not learners have understood the targets they've been set. If the teacher finds that a learner is not addressing the target correctly, they will make time as soon as possible to talk thr<>ugh the problem with that learner

Step 4. When the teacher marks each newly completed piece of work she can quickly check whether the existing targets have been met. If this is the case, the teacher signs off one of the boxes in the 'Completed' column. You might be wondering why there are three boxes in this column. Hitting a target once does not prove mastery. We recommend, therefore, that the learner demonstrates that they've hit the target at least three times before it's signed off. Once a target is signed off, an additional and more challenging target should be added.

Used effectively, the target log transforms the learner's book into a story of how they have closed successive gaps over time using the feedback their teacher has given them.

a Several teachers we've worked with now use learners' books and target logs at parents' evenings. When parents ask how their child is progressing, these teachers ask the learners themselves to explain. The learners use their target logs and the successive pieces of annotated work in their books to show their parents how they're incorporating their teacher's feedback to make progress. Impressive, eh?

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Assessment for learning showing progress

Education

Transcript of Assessment for learning showing progress