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Assessment for Learning ‘the process of seeking and interpreting evidence foruse by learners and their teachers to decide ...
WHY?
What’s in it for our girls?
What’s in it for our girls?• They become more responsible for their own learning• They recognise the next steps in their l...
What’s in it for us?
What’s in it for us?❖   Shift of responsibility from teacher to pupil❖   Smoother, more efficient lessons❖   Pupils provid...
My lessons ...❖   Spoon-feeding❖   Predictability of activities / routine❖   I give them the answers too easily❖   Focuses...
HOW?
AfL should ...
AfL should ...❖   Use effective questioning techniques❖   Use marking and feedback strategies❖   Share learning goals❖   Us...
4 main categories of AfL❖   Questioning❖   Feedback❖   Peer assessment❖   Sharing objectives and marking critieria
10 Top Tips
10 Top Tips
10 Top Tips❖   Use ‘Even Better If ’ ... leads on to the next steps of learning
10 Top Tips❖   Use ‘Even Better If ’ ... leads on to the next steps of learning❖   Hands up, but not yet ... let them think
10 Top Tips❖   Use ‘Even Better If ’ ... leads on to the next steps of learning❖   Hands up, but not yet ... let them thin...
10 Top Tips❖   Use ‘Even Better If ’ ... leads on to the next steps of learning❖   Hands up, but not yet ... let them thin...
10 Top Tips❖   Use ‘Even Better If ’ ... leads on to the next steps of learning❖   Hands up, but not yet ... let them thin...
10 Top Tips❖   Use ‘Even Better If ’ ... leads on to the next steps of learning❖   Hands up, but not yet ... let them thin...
10 Top Tips❖   Use ‘Even Better If ’ ... leads on to the next steps of learning❖   Hands up, but not yet ... let them thin...
10 Top Tips❖   Use ‘Even Better If ’ ... leads on to the next steps of learning❖   Hands up, but not yet ... let them thin...
10 Top Tips❖   Use ‘Even Better If ’ ... leads on to the next steps of learning❖   Hands up, but not yet ... let them thin...
10 Top Tips❖   Use ‘Even Better If ’ ... leads on to the next steps of learning❖   Hands up, but not yet ... let them thin...
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A4L summary

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A4L summary

  1. 1. Assessment for Learning ‘the process of seeking and interpreting evidence foruse by learners and their teachers to decide where thepupils are in their learning, where they need to go next and how to get there’ NOTAssessment of Learning summative assessment for the use of grading and reporting
  2. 2. WHY?
  3. 3. What’s in it for our girls?
  4. 4. What’s in it for our girls?• They become more responsible for their own learning• They recognise the next steps in their learning• Feel more secure about taking risks• Raises self-esteem and moves them towards ‘I can’ rather than ‘I can’t’• Active involvement in the learning process (partner not recipient)• Increases independence and motivation
  5. 5. What’s in it for us?
  6. 6. What’s in it for us?❖ Shift of responsibility from teacher to pupil❖ Smoother, more efficient lessons❖ Pupils provide us with feedback so we can monitor progress❖ Identifies next steps for a group/individual❖ Pupils start to explain themselves more clearly❖ More opportunities to challenge the most able❖ Pupils do more of the work!
  7. 7. My lessons ...❖ Spoon-feeding❖ Predictability of activities / routine❖ I give them the answers too easily❖ Focuses on learning content, not skills or thinking❖ Pupils become MORE dependent on me the longer they are in school
  8. 8. HOW?
  9. 9. AfL should ...
  10. 10. AfL should ...❖ Use effective questioning techniques❖ Use marking and feedback strategies❖ Share learning goals❖ Use peer and self-assessment
  11. 11. 4 main categories of AfL❖ Questioning❖ Feedback❖ Peer assessment❖ Sharing objectives and marking critieria
  12. 12. 10 Top Tips
  13. 13. 10 Top Tips
  14. 14. 10 Top Tips❖ Use ‘Even Better If ’ ... leads on to the next steps of learning
  15. 15. 10 Top Tips❖ Use ‘Even Better If ’ ... leads on to the next steps of learning❖ Hands up, but not yet ... let them think
  16. 16. 10 Top Tips❖ Use ‘Even Better If ’ ... leads on to the next steps of learning❖ Hands up, but not yet ... let them think❖ Get girls to translate level descriptors into their own language so they understand better what is required
  17. 17. 10 Top Tips❖ Use ‘Even Better If ’ ... leads on to the next steps of learning❖ Hands up, but not yet ... let them think❖ Get girls to translate level descriptors into their own language so they understand better what is required❖ Thumbs up / sideways / down after asking a question
  18. 18. 10 Top Tips❖ Use ‘Even Better If ’ ... leads on to the next steps of learning❖ Hands up, but not yet ... let them think❖ Get girls to translate level descriptors into their own language so they understand better what is required❖ Thumbs up / sideways / down after asking a question❖ Marking with comments, not grades
  19. 19. 10 Top Tips❖ Use ‘Even Better If ’ ... leads on to the next steps of learning❖ Hands up, but not yet ... let them think❖ Get girls to translate level descriptors into their own language so they understand better what is required❖ Thumbs up / sideways / down after asking a question❖ Marking with comments, not grades❖ Use dialogue when handing back books and work
  20. 20. 10 Top Tips❖ Use ‘Even Better If ’ ... leads on to the next steps of learning❖ Hands up, but not yet ... let them think❖ Get girls to translate level descriptors into their own language so they understand better what is required❖ Thumbs up / sideways / down after asking a question❖ Marking with comments, not grades❖ Use dialogue when handing back books and work❖ Modelling: look at a finished product before starting a task
  21. 21. 10 Top Tips❖ Use ‘Even Better If ’ ... leads on to the next steps of learning❖ Hands up, but not yet ... let them think❖ Get girls to translate level descriptors into their own language so they understand better what is required❖ Thumbs up / sideways / down after asking a question❖ Marking with comments, not grades❖ Use dialogue when handing back books and work❖ Modelling: look at a finished product before starting a task❖ Learning objectives ... could be in the form of what we are learning today
  22. 22. 10 Top Tips❖ Use ‘Even Better If ’ ... leads on to the next steps of learning❖ Hands up, but not yet ... let them think❖ Get girls to translate level descriptors into their own language so they understand better what is required❖ Thumbs up / sideways / down after asking a question❖ Marking with comments, not grades❖ Use dialogue when handing back books and work❖ Modelling: look at a finished product before starting a task❖ Learning objectives ... could be in the form of what we are learning today❖ Peer assessment, either in pairs of groups. Get the girls to decide on success criteria first
  23. 23. 10 Top Tips❖ Use ‘Even Better If ’ ... leads on to the next steps of learning❖ Hands up, but not yet ... let them think❖ Get girls to translate level descriptors into their own language so they understand better what is required❖ Thumbs up / sideways / down after asking a question❖ Marking with comments, not grades❖ Use dialogue when handing back books and work❖ Modelling: look at a finished product before starting a task❖ Learning objectives ... could be in the form of what we are learning today❖ Peer assessment, either in pairs of groups. Get the girls to decide on success criteria first❖ Share good work: show the class some examples of work they have done.

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