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![Page 1: Using Assessment to Support Teaching and Learning in the Classroom Cornelius Young corneliusyoung@pdst.ie 087-6539013 The Professional Development Service.](https://reader035.fdocuments.us/reader035/viewer/2022062715/56649d955503460f94a7e0da/html5/thumbnails/1.jpg)
Using Assessment to Support Teaching and Learning in the Classroom
Cornelius Young
087-6539013
The Professional Development Service for Teachers is funded by the Department of Education and Science under the National Development
Plan
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Professional Development Service for Teachers
Professional Development
Service for Teachers
Assessment for Learning
Oral Language
Problem Solving
Active Learning
Portfolio Assessment
Inclusion
Differentiated Strategies
Learning StylesICT in
Teaching & Learning
Classroom Management
Cooperative Learning
Practical Maths
Mental Maths
WritingReading
Reading Recovery
School Planning
Maths Planning
EAL
Tús Maith
Child Protection
Spreag an Ghaeilge le
Spraoi
Post-primary Languages
Post Primary Sciences
Leaving Certificate
Applied
Transition Year
Cultural & Environmental
Subjects
Business & Enterprise Subjects
Leadership Development
Reflective School
Transfer from Primary to Secondary
Leading Planning
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Professional Development Service for Teachers
T.J. Ó Ceallaigh Regional [email protected](087) 9135319
Cliodhna Breen Regional [email protected](087)1255610
Cornelius Young Regional [email protected](087) 2699754
Elaine O' Connor Regional [email protected](086) 8205916
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Professional Development Service for Teachers
Sharing the Learning Intentions
Compare different modes of Assessment and describe how they can be applied in your teaching
Describe how you can develop Questioning skills in Assessment for Learning in your classes
Describe the benefits of Peer and Self Assessment and how they can be applied in your class
l...
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Professional Development Service for Teachers
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Professional Development Service for Teachers
Assessment for Learning
What am I learning?
How will this inform my teaching?
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Professional Development Service for Teachers
K-W-L Chart
Know already Want to Know Learnt
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Professional Development Service for Teachers
What do you understand by ‘Assessment’
• How do you assess your students currently?
• What is the purpose of assessment?
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Professional Development Service for Teachers
Assessment is the process of gathering information about children’s learning
Screening
Diagnosis Learning
Certification
Feedback
Purpose of Learning
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Professional Development Service for Teachers
Assessment in education is about gathering, interpreting and using information about the processes and outcomes of learning.
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Professional Development Service for Teachers
Schemes of assessment should:• Provide information about what students know and what
they can do• Enhance the quality of learning• Measure progress made by students• Certify achievement• Motivate• Supply information for teachers, students and parents
that enables them to direct future strategies for teaching and learning
• Allow and encourage students to become reflective and independent learners
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Professional Development Service for Teachers
Types of Assessment
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Assessment LearningFORFOR
OFOF
ASAS
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Professional Development Service for Teachers
Traffic Lighting
Can Not Understand
Not Too Sure
Clear Understanding13
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Professional Development Service for Teachers
Traffic Lighting
• To get an overview of the understanding of the class
• Topic checklists are completed at the start of a topic and the information used by the teacher to structure the planned learning -greens first, reds later
• At the end of the topic, students re-traffic light their understanding of the learning outcomes and list what they need to do - make the basis of a revision lesson
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Professional Development Service for Teachers
Assessment OF LearningSummative Assessment• Happens after the learning takes place• Information is gathered by the teacher• Information is usually transformed into
marks or grades• Looks back on past learning• Comparison with the performance of
others
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Professional Development Service for Teachers
Summative Assessment• Tests• Practical exercises
Purpose:• To find out what pupils know, understand
and can do (do not know, understand...) • What progress have they made?
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Professional Development Service for Teachers
Assessment FOR learningFormative assessment• An integral part of the learning process• Clarifies for students what is to be learned and
what success would look like.• Give useful and timely feedback to students• Comparison with aims and objectives is
important• Helps students to identify the next steps they
need to take and who can help them.
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Professional Development Service for Teachers
Formative Assessment
• Questioning
• Feedback (marking and oral)
• Peer and Self Assessment
Purpose:
• To help pupils learn
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Professional Development Service for Teachers
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Assessment ‘processes’...
Traditional / typical:instruct instruct instruct then assess
AfL:
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Professional Development Service for Teachers
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Assessment OF Learning
Assessment FOR Learning
Happens after learning takes place
An integral part of learning process
Information is gathered by teacher
Information is shared with learner
Information is usually transferred into marks
Information is available on quality of learning
Comparison with performance of others
Comparison with aims and objectives is important
Looks back on past learning
Looks forward to the next stage of learning
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Professional Development Service for Teachers
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Professional Development Service for Teachers
Assessment AS LearningEnables students to:
• Identify and reflect on elements of their own learning
• Set their own learning targets
• Practice self and peer assessment.22
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Professional Development Service for Teachers
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Professional Development Service for Teachers
Research Findings OECD 2005Formative Assessment
“The achievement gains associated with formative assessment have been described as among the largest ever reported for educational interventions”
Formative assessment also improves equity of student outcomes. Schools which use formative assessment show not only general gains in academic achievement, but also particularly high gains for previously underachieving students
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Professional Development Service for Teachers
Research Findings OECD 2005Formative Assessment
• Attendance and retention of learning are also improved, as well as the quality of students’ work
Formative Assessment: Improving Learning in Secondary Classrooms (OECD 2005)
• Whole school evaluation and subject inspection now recognise formative assessment as critical to effective teaching and learning
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Professional Development Service for Teachers
AfL is characterised by five principles:
1. Sharing the Learning Intention
2. Sharing the Criteria for Success
3. Quality Questioning based on Criteria for Success
4. Providing Feedback based on Criteria for Success
5. Peer & Self Assessment26
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Professional Development Service for Teachers
Sharing the Learning Intentions
Compare different modes of Assessment and describe how they can be applied in your teaching
Describe how you can develop Questioning skills in Assessment for Learning in your classes
Describe the benefits of clarifying the Learning Outcomes at the beginning of a lesson
...
What is the Criteria for Success?1.2.3.
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Professional Development Service for Teachers
How well can you draw?
• The NCCA has devised a short course called Houseology.
• As a student sitting the first exam, your task is to draw a house and give it a name
• You have 40 seconds• Best of luck
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Professional Development Service for Teachers
Success criteriaGrade D• The house has at least two windowsGrade C • The house has a door, roof and a chimneyGrade B• The drawing is three dimensional in natureGrade A• The house has a name that reflects its features• At least two decorative techniques have been
used including smoke coming from the chimney
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Professional Development Service for Teachers
Sharing the Learning Intention• Students should have clear notion of learning intention of
each lesson (put on board at start of class)• The learning intention is what you hope students will
knowknow, understandunderstand or be able to dodo by the end of lesson
Examples: - By the end of this lesson you should be able to
separate sand, salt and water- By the end of this lesson you should be able to understand the character of ….
- By the end of this lesson you should be able to draw a diagram of …
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Professional Development Service for Teachers
Success CriteriaHow will I know whether I've achieved the learning
intention?
We are learning to use effective adjectives in our writing...
• What I am looking for is that you have used at least 5 effective adjectives in your paragraph
• What I am looking for is that you have used at least 4 adjectives which describe the jungle
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Professional Development Service for Teachers
LCA Graphics & Construction 2008
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Professional Development Service for Teachers
LC English 2008 OrdinaryCRITERIA FOR ASSESSMENTThe tasks set for candidates in both Paper 1 and Paper 2
will be assessed in accordance with the following criteria:
Clarity of Purpose (P) 30% of the marks available for the task
Coherence of Delivery (C) 30% of the marks available for the task
Efficiency of Language Use (L) 30% of the marks available for the task
Accuracy of Mechanics (M) 10% of the marks available for the task
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Professional Development Service for Teachers
What Contribution can Questioning Make to Learning
Learning Intention
How would you define a good Question…
Criteria for Success
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Professional Development Service for Teachers
A Quick Test!!!!
'Corandic is an emurient grof with many fribs. It granks from corite, an olg which carps like lange.............'
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Professional Development Service for Teachers
Good use of questions• How would you define a good question? (Why
do you ask questions in class?) – Causes students to think– Promotes discussion– One to which every child has an answer– One which has a purpose
• Some students, for various reasons, do not answer in class, how do you encourage these students to answer in class?
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Professional Development Service for Teachers
Count Define Find Identify RewriteAnalyse Apply Illustrate Integrate SelectChoose Choose Judge Justify Select
Compare Classify Label List SummariseConclude Compose Make Organise Role-playConstruct Critic Name Outline Show
Decide Debate Perform Paraphrase WriteDemonstrate Design Predict Plan Teach
Describe Discuss Produce Prepare ExplainDevelop Distinguish Rank Prove Identify
Differentiate Draw Recite Quote ReportExamine Evaluate Relate Rate Review
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Professional Development Service for Teachers
Knowledge
Count, Define, Describe, Draw, Find, Identify, Label, List, Match, Name, Quote, Recall, Recite, Sequence, Tell, Write
Comprehension
Conclude, Demonstrate, Discuss, Explain, Generalise, Identify, Illustrate, Interpret, Paraphrase, Predict, Report, Restate, Review, Summarise, Tell
Application
Apply, Change, Choose, Compute, Dramatise, Interview, Prepare, Produce, Role-play, Select, Show, Transfer, Use
Analysis
Analyse, Characterise, Classify, Compare, Contrast, Debate, Deduce, Diagram, Differentiate, Discriminate, Distinguish, Examine, Outline, Relate, Research, Separate,
Synthesis
Compose, Construct, Create, Design, Develop, Integrate, Invent, Make, Organise, Perform, Plan, Produce, Propose, Rewrite
Evaluation
Appraise, Argue, Assess, Choose, Conclude, Critic, Decide, Evaluate, Judge, Justify, Predict, Prioritise, Prove, Rank, Rate, Select,
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Professional Development Service for Teachers
BLOOM’S REVISED TAXONOMYCreatingCreating
Generating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.
EvaluatingEvaluatingJustifying a decision or course of action
Checking, hypothesising, critiquing, experimenting, judgingAnalysingAnalysing
Breaking information into parts to explore understandings and relationshipsComparing, organising, deconstructing, interrogating, finding
ApplyingApplyingUsing information in another familiar situationImplementing, carrying out, using, executing
UnderstandingUnderstandingExplaining ideas or concepts
Interpreting, summarising, paraphrasing, classifying, explainingRememberingRemembering
Recalling informationRecognising, listing, describing, retrieving, naming, finding 39
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Professional Development Service for Teachers
AfL – questioning
type of questions...
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Professional Development Service for Teachers
AfL – questioning
what? who? when? how many? state...
one word type answers
useful to check who learned facts
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Professional Development Service for Teachers
AfL – questioning
can you be sure that? what would happen if? how would you explain? what does that tell
you? what is wrong with saying?
answers longer & more varied
useful to promote thinking skills
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Professional Development Service for Teachers
How can we encourage students to ask questions?
Working in pairs, list below 2 strategies for encouraging students to ask or formulate questions.
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Professional Development Service for Teachers
Use of Questions
When looking at questioning in the classroom we should consider:– Wait time– Variety of questioning– Developing key questions (for key stages of the lesson)– Quality of questions (why does..? Could you explain..?)– Well thought out questions– Involving more than one student in the answer– No Hands Up
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Professional Development Service for Teachers
Effects of Increased Wait Time
• Longer answers• Decreased failure of response• Increased confidence of response• Students challenged and/or
improved answers of other students• More alternative explanations
offered
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Professional Development Service for Teachers
Read the extracts carefully and answer the following questions:
• What is the teacher doing with his questioning?
• What is the lesson like for the learners?
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Professional Development Service for Teachers
Subject Specific
From a few
Questions for a
Topic you are
Covering tomorrow
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Professional Development Service for Teachers
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Classroom Strategies: Ask Better Questions
– Ask fewer questions.– Variety of questions
– Sequence questions.
– Prepare key questions– Developing key
questions (for key stages of the lesson)
– Quality of questions (why does..? Could you explain..?)
– Well thought out questions
• Involve more than one student in the answer
• Involve the whole class.
• Think, pair, share, square.
• Wait-time (1 and 2)
• Try no hands up.
• Traffic lights
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Professional Development Service for Teachers
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Question Stems• How can we be sure that ...?• What is the same and what is different about …?• Is it ever/always true/false that …?• Why do ____, ____ and ____ all give the same answer?• How do you ….?• How would you explain …?• What does that tell us about …?• What is wrong with …?• Why is _____ true?
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Professional Development Service for Teachers
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Professional Development Service for Teachers
Feedback through marking• How clear is the feedback we give the students?
– ‘you must try harder’– ‘develop these ideas further’– ‘good work keep it up’– ‘more detailed needed here’
• How does the student interpret the feedback?– ‘a tick means he probably likes it’– ‘there is a lot of writing at end this means it is bad’– ‘this is one of my best because my hand writing is
neat, I checked my spellings and I put in the date’
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Professional Development Service for Teachers
Feedback
Teacher marking
[peer assessment]
[self assessment]
[summative as formative]
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Professional Development Service for Teachers
Guidelines1. Descriptive rather than evaluative 2. Focused on the learning goals and the success criteria 3. Limited to a few traits or characteristics of student performance 4. Timely5. Implemented by students and monitored by the teacher
Examples of Ineffective Feedback
• “Good work.” “Well done!” • “Needs more effort!” • C+ or 67%
More Effective Feedback
“You’re paragraph has a clear and engaging topic sentence. Provide at least three details from the text to support your opinion.”
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Study 1: 4 schools, 12 classes
Lesson 1 work given, marked as follows:
• 4 classes awarded marks
• 4 classes given comments only
• 4 classes awarded both marks and comments
Question: Which set of classes performed best?
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• 2nd piece of work given. Students told they’d get same kind of feedback
• Students given marks only made slight/no gain
• Students given comments only scored, on average, 30% more on second occasion
• Students given both mark and grade made no progress
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Study 2 –200 students
Feedback given on first piece of work as follows:
• ¼ of students given comments
• ¼ students given grades
• ¼ students given praise
• ¼ given no feedback at all
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Professional Development Service for Teachers
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2nd piece of work done and examined
• Those given comments had improved substantially
• Those given grades and praise had made no more progress than those given absolutely no feedback
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Professional Development Service for Teachers
A B
AfL – feedback
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Professional Development Service for Teachers
Effective Feedback
Feedback is most effective when it confirms the students:
• Strengths
• Weaknesses
• where to go Next
(S.W.N.)
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Feedback and Motivation• Timing of feedback is crucial• Minimal intervention promotes better learning• Feedback should focus on what needs to be
done to improve, rather than on how well the student has done
• Feedback should be designed to lead students to believe ability is incremental, not fixed.
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Professional Development Service for Teachers
Peer and Self Assessment• Self Assessment
– Students are involved in and responsible for assessing their own piece of work (students know criteria for success)
• Peer Assessment– Students are involved in assessment of the work of
other students (students have to have a clear understanding of what to look for in their peers’ work)
• Peer and self assessment are often considered together. Peer assessment can help self assessment. By judging the work of others, students gain insight into their own performance.
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Professional Development Service for Teachers
Self assessment
• Traffic lights system
• Mark own work using marking scheme
• Use checking sheets
• Graphic Organisers
• Flash Cards
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Professional Development Service for Teachers
Self Assessment
• Children looking at their own work in a reflective way - metacognition
• Whole class, group , individual
• Criteria must be agreed beforehand by the teacher
• Fosters independence and motivation and positive classroom climate
• Can be shared with other parties
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Professional Development Service for Teachers
Self assessment - How
• Writing process- drafting, revising, editing and publishing
• Choosing the best samples of his/her work to include in a portfolio
• Creating, talking about, and recording musical compositions
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Professional Development Service for Teachers
Peer assessment• Mark own work in small groups using text-books• Group marking of questions - Compare answers
and decide which is the best answer• 1 + 1 = Students in groups given a problem or
similar exercise and asked to present findings to class – peers asked to identify one learning point and make one suggestion to improve
67Caroline O’Brien Clip
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Professional Development Service for Teachers
Sharing the Learning Intentions
Compare different modes of Assessment and describe how they can be applied in your teaching
Describe how you can develop Questioning skills in Assessment for Learning in your classes
Describe the benefits of Peer and Self Assessment and how they can be applied in your class
...
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Thank you for your contributions during the
session
Please complete and return the evaluation Forms.
The Second Level Support Service is funded by the Department of Education and Science under the National Development Plan
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Cornelius Young
087-6539013
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Professional Development Service for Teachers
Thinking Skills TableA B C D
Students' actual use of thinking skills
Uses strategies and can self- evaluate strategies' effectiveness; will try new one if needed
Will use new strategy if teacher prompts
Will use strategy only when directed by teacher.
Requires teacher direct contact and modelling of specific strategy to use
Students' awareness of strategy use
Student has 3 or more strategies in his/her repertoire specifically taught.
Student has 2 strategies in his/her repertoire specifically taught.
Student is aware of generic strategies (study, ask, etc.)
No strategy awareness.
Students' awareness of their own thinking
Student is lucid and able to expound on his metacognitive strategies.
Student can verbalise some thought processes behind thinking.
Student verbalises awareness of thinking but not actual 'self-talk' or analysis of thinking.
Student has no understanding of metacognition.
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Professional Development Service for Teachers
Graphic Organisers
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Professional Development Service for Teachers
Flash Cards
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Professional Development Service for Teachers
Continuum of assessment
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Professional Development Service for Teachers
KWL• Know
• Want
• Learnt
(KWHL -How)
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Professional Development Service for Teachers
PMI diagram
• Plus
• Minus
• Interesting
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Professional Development Service for Teachers
Talk Partners3 things learnt• Easy• Difficult• Future learning
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Professional Development Service for Teachers
Check lists
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Professional Development Service for Teachers
Thumbs up – thumbs down
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Professional Development Service for Teachers
Other Self assessment tools
• W W W E B I
• Ladder
• 2 stars and a wish
• Numerical scale of understanding 1-5
• Prompts – – the most important thing I learnt was– what I found difficult was
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Professional Development Service for Teachers
Conferencing
• Sharing of knowledge and understanding of the child’s work
• Simple conversation or planned meeting
• Encourages listening, openness and feedback
• Could concern a single product of learning or a general learning experience
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Professional Development Service for Teachers
Portfolio • Collection of child’s work
– shows improvement– shows range of work– shows strengths and interests– shows best work
• Evidence of progress across a strand, strand unit or a theme or topic
• Hard copy and / or electronically (e-portfolios)• Can represent AfL and AoL
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Professional Development Service for Teachers
Concept mapping
• Graphic organisers or picture summaries of the child’s understanding of ideas and the relationships between ideas.
• Rich insights into children’s learning and mis –conceptions
• Used at the beginning, middle or end of a unit of work
• Good for children with learning difficulties
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Professional Development Service for Teachers
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Professional Development Service for Teachers
Teacher Observation
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Professional Development Service for Teachers
Number Concept
Recognising and naming of numerals 1-5
Concept Development
Naming five shapes
Naming of five colours
Pupil 1
Pupil 2
Pupil 3
Pupil 4
Pupil 5
Pupil 6
Teacher as Observer Some Early at Risk Indicators 4 (Numeracy)Class:
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Professional Development Service for Teachers
Teacher Designed Tasks and Tests
• Oral assignments• Individual tasks• Group tasks• Paper and pencil
tests
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Professional Development Service for Teachers
Guidelines for Written Tests
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Professional Development Service for Teachers
Consider• What will be assessed ?
• How will it be assessed?
• How will the assessment be used?
• Do you use assessment to support progress or identify failure ?
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Professional Development Service for Teachers
Written 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 work
Areas for improvement
Strategies for improving the work• Avoid a competitive environment
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Professional Development Service for Teachers
HomeworkPossible approaches:• Set the homework 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 (marks / written
feedback / both?
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Professional Development Service for Teachers
AfL as classroom practice
Using assessment as
part of teaching and learning the
teacher...
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Professional Development Service for Teachers
Planning for AfL (Goal setting)
Strategies DescriptionWhat are we learning to-day?
Give learning outcomes and purpose of lesson at start of class in ‘pupil speak’
What am I looking for?
Show at the outset what students will be able/required to do to demonstrate achievement of the learning goals: ‘you will be able to answer..’ you will know..’
Traffic Light Grouping
Differentiate lesson according to difficulty of task by student self grouping, Green (confident), amber (doubtful), red (difficulties)
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Professional Development Service for Teachers
Planning for AfL (Questioning)
Strategies DescriptionWait time Systematically allow >5 seconds for all replies to
teachers questions, without interruption
No Hands Up Select students to answer questions- no volunteering/hands up
Distributed Answers
Ensure all students get to answer questions fairly & systematically calling
Open/Closed Questions
Vary types of questions: some requiring thinking and limit recall questions
Think, Pair, Share
Pair students to discuss and plan questions
Traffic Light Differentiate students by Green (Known), Amber (unsure), Red (Not Known) 93
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Professional Development Service for Teachers
Watch the clip Hot Research Assessment for Learning
Learning and write down
• Two things that you learned
• Two questions I still have
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Professional Development Service for Teachers
CH
AN
GE
TIME
We are here
© 2007 Marc Prensky
Discontinuity:Digital Technology
Our Lives
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Professional Development Service for Teachers
Learning Preferences of Digital Natives
• Teamwork• Experiential activities• Use of technology • Multitasking • Goal orientation • Collaborative
• Digital Natives are better at:– Taking in varied
information– Making decisions
quickly – Multitasking – Parallel processing– Thinking graphically
(rather than textually)
Oblinger, Diana. “Understanding the New Student.” Educause
Review, 38.3 (2003): 36-42.
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Professional Development Service for Teachers
Integrating Technology• Digital Educational Resources• Presentation Tools• Generic and Specialised
Software• Internet for Communication• Virtual Learning Environment• For Publication including
Internet• Testing• A range of hardware incl: IWB• Creating resources eg:
simulations and Multimedia presentations
• Creating text based work including Portfolios, Blogs and typed assignments
• Creating Visual Representations eg: Mindmaps, Storyboards and video
• Sound Recordings eg: Podcasts
• Producing Multimedia Presentations
• Online collaboration