1. Teaching for Deep Learning
Assessing Understanding
Session 18

2. Reflect on previous modules. Have they made
an impact? If so, what? If not, why?
• Higher Order Thinking Skills.
• Creating a Positive Learning
Environment.
• Assessing Understanding.
1.Self reflection.
2.Discuss with partner.

3. Reflective Questions
• How do you assess deep understanding rather than
superficial knowledge?
• What is the function of the various types of
assessment?
• How does the type of assessment used impact on the
level of knowledge, understanding and skills gained by
pupils?
• How do we use the information gained from
assessment to inform our teaching?
• How much assessment should be done and when
should it take place?

4. Learning Intention
• We are learning to integrate assessment
effectively to check and progress understanding

5. Success Criteria
I can:
• Establish levels of existing pupil knowledge
• Select appropriate assessments
• Plan learning experiences and their assessments
to ensure understanding
• Assess for long term retention, multiple skills and
transference
• Consider the purpose of assessment
• Use assessment proportionately
• Ensure a balance between summative and
formative assessment

6. Impact
How would you rate your current level of
understanding about assessment on a scale of
1 – 6?
• 1 being low understanding
• 6 being high understanding

7. Format :
• Welcome
• Handout 1 – reading for definitions
• Group task – agreeing your definitions
• Whole group viewing of video clips
• Group task – using the reflective questions
• Reading extension task if desired
• Action Plan

8. Pre-task
• Consider and be prepared to talk briefly about
how you use assessment

9. Individual Task
• Read Handout 1 - the definitions of
assessment

10. Group Task
Discuss the definitions and purposes of each type of
assessment with your group
Use Hand Out 2 to record your brief definitions /
purposes for each of these types of assessment :
• Formative
• Summative
• Diagnostic
• Standardised

11. Group Task
Watch the 4 Dylan William video clips:
• 18.1 What is formative assessment
• 18.2 Feedback on Learning
• 18.3 Assessment strategies
• 18.4 Self and Peer assessment

12. Reflective Questions
• How do you assess deep understanding rather than
superficial knowledge?
• What is the function of the various types of
assessment?
• How does the type of assessment used impact on the
level of knowledge, understanding and skills gained by
pupils?
• How do we use the information gained from
assessment to inform our teaching?
• How much assessment should be done and when
should it take place?

13. Group Task
Use the reflective questions and Hand Out 3 to record
your ideas about how to:
• Establish levels of existing pupil knowledge
• Plan learning experiences and their assessments to
ensure understanding
• Assess for long term retention, multiple skills,
transference
• Use assessment proportionately
• Ensure a balance between summative and formative

14. Extension Task
• Reading extract from chapter 7 of Blythe, T., et
al (1997) The Teaching for Understanding
Guide New York: Jossey Bass
• Reading extract from Pollard, A., (2008)
Reflective Teaching London: Continuum
International Publishing Group Ltd

15. Teacher Action Plan
• Look at the balance and proportionality of the
assessments you are currently using and
consider how to improve this to achieve better
levels of pupil understanding
• Be prepared to present your ideas at the next
session

16. Evaluation
• Where is your understanding of assessment at
the end of this session?
• Impact – rating 1 – 6