Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Norfolk Conference Session

434 views

Published on

Ideas on assessments in geography: "done with students not to students..."

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

Norfolk Conference Session

  1. 1. What do you think of it so far ?<br />Creative Geography Assessments<br />Alan Parkinson<br />Secondary Curriculum Development Leader<br />Geographical Association<br />
  2. 2. Rubbish ! ??<br />
  3. 3. GA Book“Assessing progress in your KS3 geography curriculum”<br />£9.99GA Members<br />
  4. 4. “The quality of assessment in primary and secondary schools is generally weak. Assessment focuses insufficiently on giving constructive feedback to pupils about their geographical knowledge, skills and understanding.”OFSTED, 2008<br />
  5. 5. “The quality of assessment in primary and secondary schools is generally weak. Assessment focuses insufficiently on giving constructive feedback to pupils about their geographical knowledge, skills and understanding.”OFSTED, 2008<br />
  6. 6. Tim Brighouse“He tells you what you did wrong and explains how you can get it right.”“When you’ve handed in your work, she does the same, but if you only do as she has suggested you won’t get top marks. You have to think for yourself about how to improve it...”“It’s got to the point where I can tell how I can improve... Mr. B calls it metacognition...”<br />
  7. 7.
  8. 8.
  9. 9. Smart assessment...Reducing markingGrowing naturally from tasks & feeding back into next stage of sequence ?Student requests ?<br />
  10. 10. Continuous / terminal / peer / periodic / transitional /formative / summative ?<br />
  11. 11.
  12. 12. Why assess ?What are we assessing ?Are we assessing geography or are we assessing students ?What specific knowledge, skills and understanding do we need, or want, to assess ?Consider your own contexts...<br />
  13. 13. Kenny O’ DonnellAsked Year 7 studentshttp://geodonn.blogspot.com<br />
  14. 14. When I suggested that sometimes constructive criticism of a piece of work from a peer would be something more easily accepted, only one student agreed and the rest had no faith in themselves to be a critical friend for others. 73% of my s1 felt that observations by a teacher were the most important feedback that they would receive. <br />
  15. 15. uMapper wiki mapsAdding details of a hurricane to an interactive map...<br />
  16. 16. Exam question...You will have 1 minute to answer the following question...<br />
  17. 17. What were the key messages that you got from Alan Kinder this morning ?<br />
  18. 18. Assessment- not just about the task...<br />
  19. 19. What do you do with your assessment results ?Diagram Fig. 4 from Weeden“Although many geography departments now have relevant data, they are used too rarely to plan schemes of work or sequences of lessons..”OFSTED 2008<br />
  20. 20. “travelling with a different view”<br />
  21. 21. Good AfL could be shown by:1. Sharing lesson objectives and outcomes with students and e.g. sharing success criteria with students, clarifying the knowledge, skills and understanding to be learnt etc)2. Helping students to know and recognise the standard they are aiming for (e.g. by periodically informing students of the levels they are working at, providing examples of good work, modelling how a task should be completed etc)3. Providing effective feedback (e.g, by referring back to learning objectives and success criteria, providing oral feedback while students are on task, emphasising success, setting next steps, explaining how to achieve next steps)<br />
  22. 22. 4. Involving students in peer and self assessment (e.g. developing opportunities for students to assess themselves and each other against the learning objectives or success criteria, using strategies such as traffic lighting etc) 5. Promoting confidence that all students can improve (e.g. by using assessment to build self-esteem, developing learning partnerships between students and teachers etc)6. Reflecting on learning  (e.g. by providing students with time to act on feedback given, involving students in the process of reflecting on assessment information and targets, providing opportunities for a draft-mark-reflect-improve cycle etc)With thanks to Christine Lloyd Staples for these 2 slides<br />
  23. 23. Example marking grids...Student-friendly level descriptors...You can’t level a piece of work...Footsteps sheet in Toolkit book<br />
  24. 24. Of or For<br />
  25. 25. Peer AssessmentTraining needed...Students need to know what they are looking for, and how they know that they have seen it... <br />
  26. 26. Opportunities for assessment<br />
  27. 27.
  28. 28.
  29. 29. Learning Event GeneratorDeveloped by John Davitt<br />
  30. 30. The Learning Event GeneratorGEOGRAPHY VERSION<br />Can be edited for your<br /> own context<br />
  31. 31.
  32. 32. Excel macroThe “Dos” and the “As”You decide what they are....<br />
  33. 33. Next steps...Think of a forthcoming assessment that you have to do...How might you change it in the light of what you’ve heard today ?<br />
  34. 34. http://slideshare.net/geoblogs<br />
  35. 35. Climate for LearningWhat’s it like in your classroom ?<br />or<br />

×