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T&L - What is AFL
T&L - What is AFL
T&L - What is AFL
T&L - What is AFL
T&L - What is AFL
T&L - What is AFL
T&L - What is AFL
T&L - What is AFL
T&L - What is AFL
T&L - What is AFL
T&L - What is AFL
T&L - What is AFL
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T&L - What is AFL

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Transcript

  • 1. An Introduction to Assessment for Learning
  • 2. What is Assessment for Learning?
    • Assessment for Learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.
  • 3. In other words…..
    • What I am trying to understand or to learn to do?
    • Have I understood it or learned how to do it?
    • What do I need to do understand it better or to do it better?
  • 4. What does Assessment for Learning look like in the classroom?
    • Teachers thinking about questions
    • Frequent use of traffic lights by teachers and students
    • Teachers clear about objectives and outcomes in their lesson planning
    • Effective SMART target setting by teachers and students
    • Students with AfL strategies which they apply themselves to areas of learning
  • 5. How does Assessment for Learning raise standards?
    • Students have ambitious achievement targets
    • Schools & Departments review student progress and achievement
    • Schools & Departments identify weaknesses in students’ learning
    • Schools & Departments create meaningful improvement plans
  • 6. Assessment for Learning & Teacher Performance Management
    • Lesson observation identifies strengths and areas for development in teaching
    • AfL helps teachers appraise themselves and to agree targets for improvement with their line managers e.g. to ensure that the end of a lesson includes a clear review of learning and the process of learning in every lesson.
  • 7. Questions
    • Open questions
    • Closed questions
    • “ Hands-up” or “No Hands-up”
    • Thinking time
    • Is the purpose of your question to assess factual knowledge or to elicit pupil thought?
    • Why are you asking questions?
  • 8. Traffic Lights: What do you know about AfL? I have a working understanding of what Assessment for Learning is I use traffic lighting in my teaching already I set useful targets for improvement on reports and on marked work My pupils are able to set useful targets to improve their own work I understand what a SMART target is I know the difference between a learning objective and a learning outcome
  • 9. Objectives or outcomes
    • “ A learning objective indicates what knowledge or skill should have been learnt by the end of teaching.”
    • “ A learning outcome indicates how this learning is to be demonstrated.”
    • Whether or not learning objectives have been met is assessed through learning outcomes. Objectives are internal but outcomes can be judged externally.
  • 10. Objectives or Outcomes Objectives Outcomes
    • To understand the composition of crude oil
    • To understand the properties of waves
    • To explore different moral standpoints on the issue of euthanasia
    • To separate two different liquids
    • To identify the five pillars of Islam and how they affect the lives of muslims
    • To list 3 products of the oil refining process
    • To be able to define amplitude, frequency & wavelength
    • To be able to give two different points of view on euthanasia
    • To be able to set up a simple distillation apparatus and carry out a distillation
    • To be able to describe the five pillars and explain 3 different ways in which they affect the lives of muslims
  • 11. S A R T M pecific S easurable M chievable A elevant R ime-limited T
  • 12. AfL Strategies for students
    • Traffic light each topic
    • Write a list of key words from your work & summarise in five points
    • Re-present the topic as a mind-map or concept map
    • Write three good questions about this topic
    • Respond to your teacher’s marking

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