Creative Assessments for KS3
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What do you think of it so far ? Creative Assessment for KS3 CfBT Meeting
description
With thanks to John Lyon
Transcript of Creative Assessments for KS3
What do you think of it so far ?Creative Assessment for
KS3CfBT Meeting
Rubbish ! ??
“Assessment has to be manageable, valid and
comparable.”
but can it be ‘fun’ ?
Manageable ?
GA Book“Assessing progress in your KS3
geography curriculum”
£9.99GA
Members
Continuous / terminal / peer / periodic / transitional / formative / summative ?
How do you currently assess your KS3 units of work ?
Of or ForTests Feedback
Looking back Looking forward
Proving Improving
Summative Formative
Let’s start with a test...You will have 5 minutes to answer
the following questions...You may confer...
Overheard in a classroom...
“I’m a 5c, what are you ?”
“The quality of assessment in primary and secondary schools is generally
weak. Assessment focuses insufficiently on giving constructive
feedback to pupils about their (geographical) knowledge, skills and
understanding.”
OFSTED, 2008
“The quality of assessment in primary and secondary schools is generally
weak. Assessment focuses insufficiently on giving constructive
feedback to pupils about their (geographical) knowledge, skills and
understanding.”
OFSTED, 2008
What I used to do for GCSE....
Volume = good ?
A few other questions...(Warning: I don’t have all the answers)
Courtesy: Learning Teaching Scotland
Assessing (using) technology ?
1. Do you have to produce reports as frequently as the
core subjects in your school ?
Have you ever questioned whether that is fair ?
Smart assessment...Reducing marking ?
Growing naturally from tasks & feeding back into next stage of
sequence ?Student requests ?
2. Is there any student involvement in planning the nature and timing of
assessment ?
Further considerations...
• Curriculum fidelity: has the teaching and assessment included opportunities for students to engage in active and independent enquiry ?
• Comparability: consistency of approach by teachers and common understanding of assessment criteria
• Equity: everyone able to produce quality work
From Balderstone and Lambert (2nd edition, 2010)
The assessment
tail shouldn’t wag the
curriculum dog...
What specific knowledge, skills and understanding do we need, or want, to assess in INSERT SUBJECT
HERE ?
Consider your own contexts...
Assessment could be offer an opportunity to develop literacy
skills...Speak clearly and convey information and ideas to a variety
of audiencesListen attentively to take in meanings, intentions and
feelingsRead confidently to gain ideas, information and stimulus
from written textWrite accurately and appropriately to express understanding
and present information and imaginative ideas.
Comparable ?
Kenny O’ DonnellAsked students about assessment
http://geodonn.blogspot.com
Wordle: responses to question: “What does the word “assessment” mean to you....”
What do you do with your assessment results ?
Diagram Fig. 4 from Weeden book
“Although many departments now have relevant data, they are used too rarely to
plan schemes of work or sequences of lessons..”
OFSTED 2008
Good AfL could be shown by:1. Sharing lesson objectives and outcomes with students and
e.g. sharing success criteria with students, clarifying the knowledge, skills and understanding to be learnt etc)
2. Helping students to know and recognise the standard they are aiming for (e.g. by periodically informing students of
the levels they are working at, providing examples of good work, modelling how a task should be completed etc)
3. Providing effective feedback (e.g, by referring back to learning objectives and success criteria, providing oral
feedback while students are on task, emphasising success, setting next steps, explaining how to achieve next steps)
4. Involving students in peer and self assessment (e.g. developing opportunities for students to assess themselves
and each other against the learning objectives or success criteria, using strategies such as traffic lighting etc)
5. Promoting confidence that all students can improve (e.g. by using assessment to build self-esteem, developing
learning partnerships between students and teachers etc)6. Reflecting on learning (e.g. by providing students with time to act on feedback given, involving students in the
process of reflecting on assessment information and targets, providing opportunities for a draft-mark-reflect-improve
cycle etc)With thanks to Christine Lloyd Staples for these 2 slides
Example marking grids ?Student-friendly level descriptors ?You can’t / shouldn’t level an individual piece of work – the
level descriptors weren’t designed for that...
Footsteps sheet in Toolkit book
Self assessment – too taxing ?
Peer AssessmentTraining needed...
Students need to know what they are looking for, and how they know that they have seen it...
Do you offer enough opportunities for students to reach the highest levels ?This requires some independence...
Opportunities for assessmentORAL EVIDENCE
Questioning
Listening
Discussion
Presentations
Interviews
Debates
Audio recording
Video recording
Role play
WRITTEN EVIDENCE
Questionnaires
Diaries
Reports
Essays
Notes
Stories
Newspaper articles
Scripts
Poems
Descriptions
GRAPHIC EVIDENCE
Diagrams
Sketches and drawings
Graphs
Overlays
PRODUCTS
Models
Games
Photographs
‘Presentations’...
Timing ?
Timing of AssessmentHow frequently ?
End of year ?Continuous ?
Learning Event GeneratorDeveloped by John Davitt
The Learning Event GeneratorI made a GEOGRAPHY VERSION –
could make versions for other subjects...
