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Assessment (is) for Learning<br />Pupils know:<br /><ul><li>What they are learning
How they are learning
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Afl Mat

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Afl Mat

  1. 1. Assessment (is) for Learning<br />Pupils know:<br /><ul><li>What they are learning
  2. 2. How they are learning
  3. 3. How they will be assessed
  4. 4. Why they are at ‘x’ level
  5. 5. How to get to next level</li></ul>Teachers :<br /><ul><li>Inform pupils of LO/AFs
  6. 6. Use different teaching methods to allow for learning styles
  7. 7. Assess pupils through different methods
  8. 8. Make success criteria clear & show how it is achieved
  9. 9. Give clear advice on how to make progress</li></ul>Planning & Progression:<br /><ul><li>Learning Journeys
  10. 10. Afl informs future teaching
  11. 11. Identified Self/Peer Ass opportunities
  12. 12. Plan questions
  13. 13. Plan levelled work
  14. 14. Plan Progression of AFs
  15. 15. Extended Learning Tasks
  16. 16. PLTSs
  17. 17. Student Led Activities
  18. 18. Learning Ladders
  19. 19. Flexicam opportunities
  20. 20. Student friendly assessment criteria
  21. 21. Self Evaluation of HOW learning took place
  22. 22. Exemplar work
  23. 23. Assessments – effective? Informative? Challenge status quo? Identify weakness in curriculum/teaching?</li></ul>Marking & Feedback:<br /><ul><li>Research shows that comment only marking is highly effective.
  24. 24. Common marking key to aid pupil understanding
  25. 25. APP (Assessing Pupils’ Progress)
  26. 26. Clear target(s) for improvement
  27. 27. Pupil dialogue
  28. 28. Target stickers
  29. 29. Comment Bank Stickers
  30. 30. Levelled Stickers
  31. 31. WWW (What went well)
  32. 32. EBI (Even Better If)
  33. 33. P.I.E (+ve, Improve/Encourage)
  34. 34. Subject Specific & Positive
  35. 35. Students create mark scheme</li></ul>Learning Objectives:<br /><ul><li>All/Most/Some
  36. 36. Levelled
  37. 37. Must/Could/Should
  38. 38. WALT (what we are learning for)
  39. 39. WILF (What I am Looking for)
  40. 40. Pupils identify at a point in lesson
  41. 41. Also used in plenary
  42. 42. Student friendly</li></li></ul><li>Remember these are strategies to SUPPORT Afl, they are not the definition of Afl.<br />Strategies:<br />Thumbs Up/Side/Down<br />Mini Whiteboards to show answer<br />Questioning Style<br />Students as Teachers<br />Sharing success/flexicam<br />Complex Learning Journeys<br />KWL Grids<br />(Plenary) Triangles<br />Peer/Self<br />Post Its<br />Talk Partners<br />2* & a Wish<br />Traffic Lights<br />Key word monitors<br />Questioning:<br /><ul><li>Question Box in the room
  43. 43. No Hands Up
  44. 44. Wait Time
  45. 45. Open Vs Closed
  46. 46. Wait & Recap
  47. 47. Pupil to pupil dialogue
  48. 48. Students write Qs
  49. 49. Bouncing – ‘bouncing’ the answer from one student to the other to develop the depth of understanding.
  50. 50. Hinge questions – the questions which must be understood in order to move on in terms of learning
  51. 51. Question Stems</li></ul>What I What I want What I<br />Know to know learnt<br />What went well..<br />Would be better if...<br />Why does…?<br />What if…?<br />How would you…?<br />Could you explain…?<br />What might…?<br />Pupils who have difficulty with some key words (e.g. photosynthesis) are named key word monitor and have the task that lesson of spending 5 mins checking people have used the word/spelt it right/used it correctly<br />What I <br />know<br />What I want to learn<br />What I have learnt<br />

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