The document discusses assessment for learning in schools. It distinguishes between different types of assessment like formative and summative assessment, and normative and criterion-referenced assessment. It also discusses why assessment is important, including to monitor student progress, identify learning needs, and inform teaching. Key concepts around assessment like validity and reliability are also covered. The document provides examples of assessing learning in the classroom through starters, plenaries, questioning, and written tasks. It emphasizes using assessment intelligently to promote student learning and provide feedback.

1. Effective Learning (1) - assessment for learning
In three sentences distinguish between
curriculum/pedagogy/assessment in schooling.
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for learning

2. Bell Work
1. Write down everything you know about
assessment at this stage (1 minute)
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3. Starter Activity
• Draw a house (1 minute)
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4. Normative
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5. Criterion-referenced assessment 5/5
• 4 windows
• A roof
• A door
• A chimney
• A path and gate
1 point for each correct answer
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6. Reflection
• Individually consider the two assessment
methods
– Normative
– Criterion-referenced assessment
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7. Good assessment practice is a key feature of
effective teaching and learning in schools.
Fauntley, M. and Savage, J. (2008)
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8. • In threes: brainstorm reasons why to assess
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9. Why do we assess pupil’s work?
1. To acknowledge pupils’ efforts
2. To motivate pupils
3. To monitor progress
4. To identify students with special educational needs (SEN)
5. To establish baseline evidence of achievement
6. To detect pupil under-achievement
7. To report to parents
8. To ‘group’ or ‘set’ pupils
9. To measure end-of-course achievement
10. To compare pupils
11. To monitor teaching and inform planning
12. To provide information which will make teachers, schools and LEAs
accountable for their performance
Capel, S. et al., 2005. (p.307-313
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10. Effective Learning (1) - assessment for
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11. Key concepts: assessment
• Summative
• Formative
• Normative
• Criterion-referenced assessment
• Baseline assessment
• Validity
• Reliability
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12. Assessing in your subject
• What should be assessed in your subject?
• Are there aspects of your subject that should
not or cannot be assessed?
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13. Break
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14. Monitoring
To monitor students’ learning in a meaningful
way, the teacher has to find the form of
questions that allows the student to identify
what they have learning and achieved over the
immediately preceding segment of the lesson.
Lawson (2008) in Dymoke and Harrison (2008), p.158
(NB. Underlining added)
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15. 4 ways of planning for effectiveness
1. Starter
2. Plenary
3. Questioning/observation during activities
4. Written tasks
• Individually consider one of the ways and
important points to consider when using this
strategy to monitor.
• Compare with partner who is looking at a
different way and agree on common points
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16. Assessment for Learning
• It is not a question of how much assessment you do,
or how much feedback you provide, but how
intelligently you use assessment to inform your
future teaching and your feedback to pupils.
• Capel, S. et al., 2005
• any assessment for which the first priority is to serve
the purpose of promoting students’ learning
• Black et al (2003) in Capel et al (2005)
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for learning

17. plenary
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18. To develop peer and self assessment, teachers need to:
– train pupils over time to assess their own work and the work
of others
– plan peer and self assessment opportunities in lessons
– explain the learning objectives and intended outcomes
behind each task
– guide pupils to identify their next steps
– frequently and consistently encourage pupils’ self-
reflection on their learning
– plan opportunities and time to allow pupils to do it
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19. SDS
• Watch the DVD
• Note examples of the strategies being used in
the video, and their impact on learning.
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