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Idea Lsept07

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Idea Lsept07

  1. 1. Using Assessment for Learning in your marking IDEAL
  2. 2. Aims <ul><li>To provide regular written feedback to students and parents </li></ul><ul><li>To be informative to students and parents </li></ul><ul><li>To ensure that feedback is content specific </li></ul><ul><li>To inform students of the level they are at </li></ul><ul><li>To be give clear advice to students on how they can improve </li></ul><ul><li>To encourage students to self evaluate their work </li></ul><ul><li>To encourage students to do better </li></ul><ul><li>To be manageable for staff </li></ul>
  3. 3. Why? <ul><li>Traditional marking can be meaningless to students </li></ul><ul><li>Marking can be counter productive </li></ul><ul><li>A lot marking does not give advice on how to improve </li></ul><ul><li>A lot of marking is not content specific </li></ul><ul><li>A lot of marking does not identify progress </li></ul>
  4. 4. Plan <ul><li>The idea is not to replace all marking , but to improve upon the marking already done by staff </li></ul><ul><li>still carry out marking on classwork, homework and tests in the usual way, or in less detail. </li></ul>
  5. 5. The ICT approach <ul><li>The beauty of an ICT based technique is that individual student comments can be easily saved and used at parents’ evenings. </li></ul><ul><li>Lost student books cease to be a problem for the same reason! </li></ul>
  6. 6. Comment only marking <ul><li>Ideally written feedback/comment-only marking needs to: </li></ul><ul><li>Focus on learning objectives/learning outcomes. </li></ul><ul><li>It should point out strengths and weaknesses; it should prompt a response; it should identify the next step in the learning process. </li></ul><ul><li>Time needs to be made available for students to respond. </li></ul>
  7. 7. Plan <ul><li>The initial plan was to use Blooms Taxonomy to provide feedback on what students can do and what they need to do in order to improve </li></ul>This can then be linked to levels justify   appraise   evaluate (level 8) assess evaluation reorganise   create (level 7) design synthesis explore   differentiate   relate   infer (level 6) analyse analysis use   solve   predict   demonstrate (level 5) apply application extend   summarise   illustrate   translate (level 4) explain comprehension match   identify   label   describe   recall   define (level 3) know knowledge
  8. 8. Some initial ideas for targets <ul><li>start to link together ideas. </li></ul><ul><li>improve your verbal participation. </li></ul><ul><li>be able to explain more scientifically why things happen. </li></ul><ul><li>start to think more about why things happen. </li></ul><ul><li>start to use more scientific words in your explanations. </li></ul><ul><li>describe your ideas better. </li></ul><ul><li>start to develop your scientific vocabulary. </li></ul><ul><li>suggest improvements in your work. </li></ul><ul><li>evaluate how successful your work has been. </li></ul><ul><li>build upon new ideas. </li></ul><ul><li>summarise what you have done. </li></ul><ul><li>find further examples. </li></ul><ul><li>find out if there is another reason. </li></ul><ul><li>think about what else you could find out. </li></ul><ul><li>think about the alternatives. </li></ul>
  9. 9. Targets not considered <ul><li>Improve your behaviour </li></ul><ul><li>Improve your presentation </li></ul><ul><li>Stay on task </li></ul><ul><li>Improve your listening </li></ul><ul><li>Improve your organisation </li></ul><ul><li>It is felt that these targets are not curriculum specific . They are not assessment for learning targets, and should be addressed by other means </li></ul>
  10. 10. Practise <ul><li>With repeated use, staff get faster at the process </li></ul><ul><li>Marking takes place towards the end of each unit </li></ul><ul><li>Time should be given to explain to students, and allow them to read and follow up </li></ul>
  11. 11. Evaluation <ul><li>Initially 12 stickers were printed per page </li></ul><ul><li>These proved to be too small to read, so it was changed to 8 per page </li></ul><ul><li>The number of targets were reduced to speed up the process for staff </li></ul><ul><li>The number of sheets in the spreadsheet was cut to 3 </li></ul><ul><li>Blooms taxonomy was stripped down to the very basics to speed up the process for staff (IDEAL) </li></ul>
  12. 12. IDEAL <ul><li>I say it say it as I see it (L3) </li></ul><ul><li>D escribe (L4) </li></ul><ul><li>E xplain (L5) </li></ul><ul><li>A nalyse and A bstract ideas (L6) </li></ul><ul><li>L ink to other knowledge (L7) </li></ul>
  13. 13. First page – target levels and strengths Students names go in this column Your curriculum targets go here – can be colour coded to level Red = L3 Amber = L4 Green = L5 (this is Y7 – can go higher ) Your comments go here, below split Target levels
  14. 14. 2 nd page - weaknesses
  15. 15. Last page – level and targets These are linked to IDEAL levels in order – 3, 4, 5, 6 Levels can be changed to grades for ks4 Can be changed to higher / lower for ks4
  16. 16. Target levels <ul><li>These can be pasted from the A and A’s </li></ul><ul><li>And inserted into the first sheet </li></ul>
  17. 17. Master sticker page Clip art ( specific to unit ) Title/heading
  18. 18. Sticker example
  19. 19. Sticker page for printing
  20. 20. How often? <ul><li>It is best done towards the end of a unit of work. (but before a unit test) </li></ul><ul><li>However, this may not be feasible in practise </li></ul><ul><li>Some students might only be assessed on part of a unit some of the time </li></ul>
  21. 21. How do you do it? <ul><li>Copy your student list onto the strengths page (below the split screen) along with target levels </li></ul><ul><li>You are now ready to go! </li></ul>
  22. 22. Get going <ul><li>click in first cell that says #NAME? </li></ul><ul><li>On the function bar you will see the formula = concatenate </li></ul><ul><li>click on the function bar after the word concatenate </li></ul><ul><li>Open a bracket ( </li></ul><ul><li>Now click each cell you want to use in order, separating each with a comma </li></ul><ul><li>At the end hit enter </li></ul>
  23. 23. Copy and paste <ul><li>You are now ready to copy and paste your comments into the sticker software </li></ul><ul><li>First, DOWNLOAD design pro lite from www. avery.co.uk </li></ul><ul><li>Open your sticker sheet for the unit </li></ul><ul><li>Paste your comments onto the first label </li></ul><ul><li>EDIT the label to advertise your blog </li></ul><ul><li>When you have done 8 labels print your first sheet. </li></ul><ul><li>WARNING – do not print part sheets </li></ul>
  24. 24. Blank Sticker
  25. 25. Summary checklist <ul><li>Avery L7165 labels for laser printers </li></ul><ul><li>Design pro lite (free download) </li></ul><ul><li>Copy of master excel spreadsheet </li></ul><ul><li>Design pro document for your unit </li></ul><ul><li>Target levels for each student (from A and A) </li></ul><ul><li>Some training /practise time for staff </li></ul><ul><li>Still do other marking in old way (tests, hw etc) </li></ul>

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