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14 effective learning
 

14 effective learning

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  • Starter Activity (5mins) – will be used in plenary1 minute essay x2Write down everything you know about assessment at this stage (1 minute)Write down every type of assessment you have been involved in or observed in your school (1 minute)
  • Introduction (15 mins)Firstly we need to understand our own definition of assessment:Handout 1: activity 5.1: why assess?In threes: brainstorm reasons why to assessIndividually rate/rank the 15 reasons on the sheetAccording to Fauntley and Savage our reasons are heavily influenced by our own experiences at the beginning of our careers but as we begin to put ideas/ personal theories in to practice these change as we reflect. Also our understanding of agreed theories of assessment which is evidence based begins to develop and so our reasons change.
  • Plenary (5 min)Individually identify and write a brief explanation of the type of assessment you wrote at the start of the session (1 minute)In groups of three, one person read out their explanation. The remaining 2 decide if it is a reasonable explanation and whether you can add to the answer or if you would have given a different answer (3 minutes)
  • Key concepts: assessment (15 mins)SummativeFormativeNormativeCriterion-referenced assessmentBaseline assessmentValidityReliability
  • Break – 20 mins
  • Monitoring (10 mins)According to Lawson (p.158)this can be done informally and spontaneously but if a teacher wants to do it well then they must find a form of questions that allows the student to identify what they have learnt.He suggest 4 ways of planning for effectiveness (p.158-60):StarterPlenaryQuestioning/observation during activitiesWritten tasksIndividually consider one of the ways and important points to consider when using this strategy to monitor.Compare with partner who is looking at a different way and agree on common pointsPointers:Baseline assessment, can end up relying on hands up or only give opportunity for one or two, directed questioning can help with making this more efficientReview what has been learnt in the previous episode, therefore doesn’t have to take place at the end. Can be written or oralUse of high and low order questions (think of Bloom’s), teacher doesn’t always allow answering time. Observations need backing up with questions e.g. just because a child looks like they are thinking doesn’t mean they are!Written tasks for homework – needs marking. Limitations for those who struggle with writing
  • To develop peer and self assessment, teachers need to:train pupils over time to assess their own work and the work of othersplan peer and self assessment opportunities in lessonsexplain the learning objectives and intended outcomes behind each task guide pupils to identify their next steps frequently and consistently encourage pupils’ self-reflection on their learningplan opportunities and time to allow pupils to do it
  • Self and Peer Assessment (45 mins)Watch AFL DVD clip (unit 2)Set the scene – they are about to watch Year 9 Geography lesson – pupils learning to improve their writing – use of geography descriptors.Show video – pauseWhat have they observed Draw out use of modelling, important difference between description and explanation in geography.Hand out Geography handout 2.1bResume video12.20 pause. Hand out question sheet 2.2 Resume video (last clip)Discussion of videoArrange participants in small groups of about four or five. Ask them to go through the questions on handout 2.2 and compare their responses.Which factors contributed to pupil learning? Take feedback – any implications for teaching?

14 effective learning 14 effective learning Presentation Transcript

  • Effective Learning (1) - assessment for learning In three sentences distinguish between curriculum/pedagogy/assessment in schooling. Effective Learning (1) - assessment10/1/2011 for learning
  • Bell Work1. Write down everything you know about assessment at this stage (1 minute) Effective Learning (1) - assessment for10/1/2011 learning
  • Starter Activity• Draw a house (1 minute) Effective Learning (1) - assessment for10/1/2011 learning
  • Normative Effective Learning (1) - assessment for10/1/2011 learning
  • Criterion-referenced assessment 5/5• 4 windows• A roof• A door• A chimney• A path and gate1 point for each correct answer Effective Learning (1) - assessment for10/1/2011 learning
  • Reflection• Individually consider the two assessment methods – Normative – Criterion-referenced assessment Effective Learning (1) - assessment for10/1/2011 learning
  • Good assessment practice is a key feature ofeffective teaching and learning in schools. Fauntley, M. and Savage, J. (2008) Effective Learning (1) - assessment for10/1/2011 learning
  • • In threes: brainstorm reasons why to assess Effective Learning (1) - assessment for10/1/2011 learning
  • Why do we assess pupil’s work?1. To acknowledge pupils’ efforts2. To motivate pupils3. To monitor progress4. To identify students with special educational needs (SEN)5. To establish baseline evidence of achievement6. To detect pupil under-achievement7. To report to parents8. To ‘group’ or ‘set’ pupils9. To measure end-of-course achievement10. To compare pupils11. To monitor teaching and inform planning12. To provide information which will make teachers, schools and LEAsaccountable for their performance Capel, S. et al., 2005. (p.307-313 Effective Learning (1) - assessment for10/1/2011 learning
  • Effective Learning (1) - assessment for10/1/2011 learning
  • Key concepts: assessment• Summative• Formative• Normative• Criterion-referenced assessment• Baseline assessment• Validity• Reliability Effective Learning (1) - assessment for10/1/2011 learning
  • Assessing in your subject• What should be assessed in your subject?• Are there aspects of your subject that should not or cannot be assessed? Effective Learning (1) - assessment for10/1/2011 learning
  • Break Effective Learning (1) - assessment for10/1/2011 learning
  • MonitoringTo monitor students’ learning in a meaningfulway, the teacher has to find the form ofquestions that allows the student to identifywhat they have learning and achieved over theimmediately preceding segment of the lesson. Lawson (2008) in Dymoke and Harrison (2008), p.158(NB. Underlining added) Effective Learning (1) - assessment for10/1/2011 learning
  • 4 ways of planning for effectiveness1. Starter2. Plenary3. Questioning/observation during activities4. Written tasks• Individually consider one of the ways and important points to consider when using this strategy to monitor.• Compare with partner who is looking at a different way and agree on common points Effective Learning (1) - assessment for10/1/2011 learning
  • Assessment for Learning• It is not a question of how much assessment you do, or how much feedback you provide, but how intelligently you use assessment to inform your future teaching and your feedback to pupils. • Capel, S. et al., 2005• any assessment for which the first priority is to serve the purpose of promoting students’ learning • Black et al (2003) in Capel et al (2005) Effective Learning (1) - assessment10/1/2011 for learning
  • plenary Effective Learning (1) - assessment for10/1/2011 learning
  • To develop peer and self assessment, teachers need to: – train pupils over time to assess their own work and the work of others – plan peer and self assessment opportunities in lessons – explain the learning objectives and intended outcomes behind each task – guide pupils to identify their next steps – frequently and consistently encourage pupils’ self- reflection on their learning – plan opportunities and time to allow pupils to do it Effective Learning (1) - assessment for10/1/2011 learning
  • SDS• Watch the DVD• Note examples of the strategies being used in the video, and their impact on learning. Effective Learning (1) - assessment for10/1/2011 learning