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Assessment for Learning
 

Assessment for Learning

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A parents guide to effective assessment for learning, focussing on the use of criteria - pen & paper needed

A parents guide to effective assessment for learning, focussing on the use of criteria - pen & paper needed

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    Assessment for Learning Assessment for Learning Presentation Transcript

    • Bellwork – What do these have in common? ? X X
    • They are all different ways of effectively improving your work ? X X Modelling – students seeing & working on examples Peer Assessment - Fellow students marking your work against criteria Self – Assessment - Marking the work yourself against criteria Questioning (not part of this presentation) Learning Objectives & Outcomes (not part of this presentation)
    • Starter
      • Draw a goldfish!
    • Presentation Objectives:
      • How do we help each other to improve?
    • In ‘GCSE Goldfish drawing’ what grades would you give these goldfish? (grade either A, B or C – you can give reasons for your choice )
    • I gave them these grades! B C A
    • … .and these marks B (22) C (19) A ( 29)
    • In order to know how to do well you need to know how the work is going to be marked...
    • Goldfish mark scheme – Use this to mark your goldfish – give them a grade
      • Fish shaped 5 marks
      • Eye (s) 2 marks per eye
      • Fins 2 marks per fin, up to a
      • maximum of 5 fins
      • Mouth 1 mark, 2 marks if open
      • Bubbles 2 (marks in total)
      • Water 5 marks
      • Bowl 5 marks
      • Stand 2 marks
      • Total = 35
      • Grade Boundaries:
      • A = 28 – 35
      • B = 22 – 27
      • C = 18 – 22
      • D = 14 – 17
      • E = 10 – 13
      • U = under 10
    • However a grade does not effectively support improvement!!!!
      • For real and effective improvement, you not only need to know how well you have done , you MUST also know what you need to do to improve ……….use (go to next slide)
    • Marking your own work is called ‘SELF ASSESSMENT’ it is only effective so long as you can say HOW TO MAKE THE WORK BETTER
      • Make the following comments on your work :
      • ‘ What Went Well’ (WWW)
      • ‘ Even Better If’ (EBI) (how to get more marks)
    • Grade: High = V. useful Medium = middle Low = little use
    • Answer – None really! There are no real specific suggestions on how to make your work more effective next time in that list!
    • The table on the next slide is in planners and outlines how assessment takes place at TWS
    • Assessing Learning at The Wensleydale School We will Help you to understand how you can improve by…. Help you to know how well you’re working by… Help you to know how to improve by….
      • Displaying what you need to do to get great marks
      • Providing regular, active, assessment tasks .
      • Modelling answers
      • Teaching explicitly what makes a good learner
      • Making guidance electronically available to you and your parents
      • Planning & delivering effective questioning, using the full range of levels
      • Providing a range of assessment tasks , including, quizzes, tests, pieces of writing etc
      • Setting pieces of work in class and regularly at home
      • Setting clear learning objectives and ensuring that you understand them
      • Making sure you know how well you are doing
      • Giving verbal and written feedback
      • Making sure you know what you need to do to improve, using ‘even better if’
      • Having a focussed plenary that lets us both know how well you’ve done
      • Recording your progress and keeping your tutor, you and your parents informed
      You must Understand how you can improve by….. Know how well you’re working by… Know how to improve by….
      • Understanding that your role in assessment is vital
      • Thinking about what criteria you are being assessed against
      • Aiming to meet your target grade
      • Asking and Answering questions
      • Listening actively
      • Planning your work
      • Doing your best
      • Knowing how well you are performing, against criteria by:
      • Marking your own work
      • Marking other peoples work
      • Comparing modelled answers
      • Giving specific feedback
      • Receiving specific feedback
      • Asking if you are unclear about the objectives of a lesson or the tasks set
      • Looking at your previous answers and targets before attempting a similar question
      • Setting your own targets for improvement
      • Having targets set for you
      • Using specific criteria for improvement
      • Using ‘even better if’
      • Knowing what the next level looks like
      • Contributing honestly in the plenary
    • Plenary
      • ‘ Rule of threes’ TEST YOURSELF:
      • What 2 things do you need to improve MOST effectively?
      • Who is most important in achieving effective improvement - you, your peers or your teachers?
      • Have a look at your son or daughters’ exercise books.... Is there evidence of good assessment? (also see marking policy on the school website)