Testing Times - My Learning Needs Me _ Sally Betts
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Testing Times - My Learning Needs Me _ Sally Betts

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Testing Times - My Learning Needs Me _ Sally Betts Testing Times - My Learning Needs Me _ Sally Betts Presentation Transcript

  • Testing Times - My Learning Needs Me Sally Betts Project Officer, NIACE
  • Assessment
  • Learners
    • are fully involved in the whole process of assessment;
    • understand why they are being assessed;
    • understand the importance of assessment as a tool by which they will identify their weaknesses and improve their skills and ultimately their grades;
    • evaluate their own work through self reflection and become reflective learners;
    • evaluate the work of others and provide constructive feedback;
    • provide positive peer support;
    • take control of their own learning, become more autonomous;
    • become more motivated and their confidence grows.
    • Improving Formative Assessment Project
  • Six Key Interventions 1. engaging learners in constructive dialogue focusing on skills, knowledge, real-life contexts and success criteria 2. creating a positive learning environment where learners feel relaxed 3. applying effective questioning techniques and giving detailed feedback that is more than just a grade/score/mark
  • Multiple choice Hot Spots Sequencing Drag and drop
  • Feedback Very little Very little Considerable Type of feedback Impact on future attainment Score only Feedback only Score and then Feedback
  • Six Key Interventions 5. providing opportunities for learners to reflect on their own learning 6. providing opportunities for peer assessment 4. inviting learners to draw up their own assessment criteria and devise their own marking schemes
  • Activity: Paper Aeroplane
    • In your groups you have some resources for creating a paper aeroplane.
    • Don’t make anything yet.
    • Decide what criteria that you think will enable your paper aeroplane to fly the furthest.
  • Paper Aeroplane Assessment Sheet Criteria Good – OK - Poor Comment
  • Activity: Paper Aeroplane
    • One person in each group use the video camera to record the paper aeroplane being made.
    • With a blue toothed mobile phone take a picture of the plane.
    • Record the first flight of the plane
    • Reflect, against your criteria. Record your discussion – What would you do differently next time and why?
  • Video in Assessment for Learning
  • [email_address]