Self-assessment for Self-Improvement


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Guide on the Falcons School for Girls policy on using 'self-assessment for self-improvement' to tranform learning

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Self-assessment for Self-Improvement

  1. 1. Self-Assessment for Self-Improvement Assessment for Learning
  2. 2. “ Example isn’t another way to teach, it is the only way to teach”
  3. 3. Objectives <ul><li>• To understand the importance of self and peer assessments; </li></ul><ul><li>To learn new strategies for peer and self-assessment; </li></ul><ul><li>To understand the significance of plenary sessions </li></ul>
  4. 4. Continuum of Feedback <ul><li>1. Pupil self-assessment against success criteria </li></ul><ul><li>2. Peer assessment </li></ul><ul><li>3. Teacher assesses Pupil orally </li></ul><ul><li>4. Teacher marks against success criteria and sets a target: ‘Next time…’ </li></ul><ul><li>5. Discussion of marking </li></ul>
  5. 5. Key Questions for You <ul><li>How are you discerning what the students have learned from the lesson? </li></ul><ul><li>How are they discerning what they have learned and established how to improve ? </li></ul>
  6. 6. Key Questions for Students <ul><li>What did you learn this lesson that you did not know before? </li></ul><ul><li>Which part of the lesson did you most enjoy ? </li></ul><ul><li>Which part of the lesson could you use a bit more help with? </li></ul><ul><li>Which of your achievements are you most proud of this lesson? </li></ul>
  7. 7. “ A teacher’s constant task is to take a room of live wires and see to it they’re grounded.” (E.C. McKenzie)
  8. 8. Every Lesson <ul><li>Share W.A.L.T. (learning specific, not activity specific). </li></ul><ul><li>Refer to it throughout the lesson </li></ul><ul><li>Share success criteria (ideally, kids have copy) </li></ul><ul><li>Exemplar work to assess or improve </li></ul><ul><li>Make a point of giving time to reflect on your marking comments, esp. ‘Next time…’ </li></ul><ul><li>Have pupils refer to their target for improvement </li></ul>
  9. 9. Self and Peer Assessment <ul><li>Can’t expect the girls to make a fine distinction between a ‘level 3c’ and a ‘level 3b’, but we can expect them to evaluate their learning </li></ul><ul><li>‘ Make it neater next time ’ or ‘ Make it sound more good’ </li></ul>
  10. 10. No Desserts Contain Brussels Sprouts
  11. 11. Two Stars and a Wish (Peer Assessment)  <ul><li>Two things they wish to compliment their peer on (the stars)… </li></ul><ul><li>… and one thing they think could be improved (the wish) </li></ul><ul><li>Make sure they know the lesson objective and what they are looking for (the success criteria) </li></ul>
  12. 12. Secret Admirer <ul><li>Assign each member of class to someone else in </li></ul><ul><li>secret. The admirer’s task is (without admitting </li></ul><ul><li>to it) to pay their admire a sincere compliment </li></ul><ul><li>about their contribution to the project/group </li></ul><ul><li>task in secret – by writing anonymously on a </li></ul><ul><li>scrap of paper and redistributing </li></ul>
  13. 13. Guess Who? <ul><li>Assign an admirer as you did with ‘Secret Admirer’, but rather than secretly submit their positive observation, the pupils announce their statement, starting with the phrase ‘The person I was admiring did/made/said/showed…’ and the class is left to guess who the admire was. </li></ul>
  14. 14. Role Reversal <ul><li>  </li></ul><ul><li>Teacher takes on the role of a student who is not quite getting it right! </li></ul><ul><li>Students to grade your performance against the success criteria </li></ul><ul><li>Link with ‘traffic light’ – red if you’re getting it wrong; green if right, etc. </li></ul>
  15. 15. Challenge Mum <ul><li>Girls have to spend 5-10 minutes ‘teaching’ a </li></ul><ul><li>parent about the concept covered in class. </li></ul><ul><li>The student and the parent then complete the </li></ul><ul><li>homework, and evaluate each other against the </li></ul><ul><li>success criteria. </li></ul>
  16. 16. Success Sorting <ul><li>You require a series of cards or statements </li></ul><ul><li>which the girls need to exhibit in order to </li></ul><ul><li>succeed on the assignment, as well as some </li></ul><ul><li>cards detailing skills and features that would be </li></ul><ul><li>distracting or erroneous. Girls then sort which </li></ul><ul><li>card belongs in each class. </li></ul>
  17. 17. Plenary Pals <ul><li>Choose a small group/pairs to run the plenary session </li></ul><ul><li>Stop before rest of class to give them time to prepare </li></ul><ul><li>Their job is to link back to the main objective – the W.A.L.T. of the session </li></ul>
  18. 18. Colour-Coded Compliments <ul><li>* Students highlight features of work that meet </li></ul><ul><li>the success criteria </li></ul><ul><li>* Can extend by asking girls to use another colour to highlight very good examples </li></ul><ul><li>* And a third colour for areas that could be stronger </li></ul>
  19. 19. Recalling facts: Grandma’s Trunk
  20. 20. Understanding: Flyswatter
  21. 21.
  22. 22. Pass the parcel <ul><li>Layer of the parcel alternate between a question/task & one containing a small prize, e.g. box of raisins </li></ul>
  23. 23. Don’t Skimp or Skip the Plenary! <ul><li>Last five minutes of Dr. Who… </li></ul><ul><li>Often weakest </li></ul><ul><li>Often least active </li></ul><ul><li>Outstanding lessons: an active plenary </li></ul>
  24. 24. Trash it <ul><li>Tick marking </li></ul><ul><li>Bog-standard teacher-led Q&A sessions </li></ul><ul><li>A selection of students reading out their work (like other people’s holiday photos) </li></ul><ul><li>...traffic lights (controversial!) </li></ul>
  25. 25. AfL = Super Teacher!