Assessment inset 2014


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  • Think about what this means for our practice.What strategies should we employ to enable students to accurately assess their own work?
  • There is overlap here with the previous slide
  • Feedback over time particularly important. Students need to be able to see progress over time
  • One of our desired feedback models at Abbot Beyne
  • Statements taken from Bluesky – work scrutiny. See how they align with research-based good practice (Hattie and Petty)
  • Statements taken from Bluesky – work scrutiny. See how they align with research-based good practice (Hattie and Petty)
  • Summary
  • Assessment inset 2014

    1. 1. Differentiation Assessment Questioning
    2. 2. Why Assessment? • Research (John Hattie) – 50,000 studies – 240 million students – 150 sources of impact on learning: • No.10 – Feedback (0.75) • No. 1 – self-reported grades / student expectations (1.44)
    3. 3. Self-reported grades / student expectations • Students are able to accurately assess their own work • ‘Expectations of success may become a barrier for some students as they may only perform to whatever expectations they already have of their ability.’ (Hattie) • Lower expectations reinforce student underachievement
    4. 4. Feedback • Hattie has made clear that ‘feedback' includes: – telling students what they have done well (positive reinforcement), and – what they need to do to improve (corrective work, targets etc), – but it also includes clarifying goals. • This means that giving students assessment criteria for example would be included in ‘feedback'. • High quality feedback is always given against explicit criteria. (e.g. differentiated learning objectives)
    5. 5. Geoff Petty (Evidence-based teaching) suggests following feedback strategies: 1. 2. 3. 4. 5. 6. Peer and self assessment Time for practice Students to demonstrate where they have met the criteria Stress improvement Get students to depict progress graphically Withhold grades – or use them to track improvement rather than compare with other students 7. Group work / peer work 8. Establish a culture of AfL 9. Align formative and summative assessments (ensure criteria is the same for both) 10. Use assessment pro-formas 11. Use learning loops (makes targets from previous assessments assessments relevant for new tasks)
    6. 6. Differentiated Learning Objectives Learning activities Assessment and feedback – stage 1 (Peer, self, teacher) Student response to feedback Assessment and feedback – stage 2 Student response to stage 2 feedback
    7. 7. 1. Assessments give a clear indication of the levels or grades appropriate to the test 2. MP assessments are appropriately differentiated for all groups of learners and relate to the Assessment Ladder 3. Where appropriate marking indicates the level/grade of the work assessed. 4. Targets/actions for improvement are appropriate to support progress to the next level/grade and refer to the Assessment Ladder 5. Targets/actions for improvement are linked to the Assessment Ladder and support literacy development (writing and communication) in line with the literacy policy 6. Learners receive written feedback from a variety of sources including a) the teacher b) other students c) themselves
    8. 8. 1. Feedback is linked explicitly to success criteria for the activity being assessed 2. Feedback includes positive comments (WWW) that celebrate areas of success and progress 3. Written feedback makes reference to Assessment Ladders and/or differentiated learning objectives 4. Feedback comments are specific & constructive & indicate how the work can be improved (EBI) 5. Feedback on actions for improvement are clearly linked to personal targets 6. Feedback challenges learners to think for themselves & take up time is evident 7. Feedback is presented in appropriate language so that students of all abilities can access it
    9. 9. Questioning Teacher understanding of syllabus Differentiation Feedback (AfL) TuT Effective Assessment Students understand how to improve