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Assessment
- 1. Assessment forAssessment for LearningLearning Natasha, Wendy, Mahrukh, Jusna,Natasha, Wendy, Mahrukh, Jusna, Abeeha, MaroullaAbeeha, Maroulla
- 3. Inside the BlackInside the Black BoxBox Paul Black & Dylan WilliamPaul Black & Dylan William
- 4. Key Principles of The Black Box Research:Key Principles of The Black Box Research: Raising attainment levelsRaising attainment levels Personalised to the learnerPersonalised to the learner Meaningful feedbackMeaningful feedback Achievable targetsAchievable targets The individualThe individual Constructive guidanceConstructive guidance Clear understanding of expectationsClear understanding of expectations
- 5. Criticisms of the implementation of AfLCriticisms of the implementation of AfL Training and guidance in schoolTraining and guidance in school Lost in translationLost in translation "The problem is that government told schools that it was all"The problem is that government told schools that it was all about monitoring pupils' progress; it wasn't about pupilsabout monitoring pupils' progress; it wasn't about pupils becoming owners of their own learning”becoming owners of their own learning” ““Really crucial aspect [of AfL] designing your teaching on theReally crucial aspect [of AfL] designing your teaching on the assumption that pupils aren't going to get it all the time"assumption that pupils aren't going to get it all the time" Incorrect focusIncorrect focus
- 6. Dylan Wiliam's key Assessment for LearningDylan Wiliam's key Assessment for Learning strategies:strategies: Clarifying, sharing and understanding learningClarifying, sharing and understanding learning intentions.intentions. Eliciting evidence of pupil learning, through the use ofEliciting evidence of pupil learning, through the use of tests and quizzes, for example.tests and quizzes, for example. Providing feedback that moves learning forward.Providing feedback that moves learning forward. Using pupils as learning resources for one another,Using pupils as learning resources for one another, through methods such as peer assessment and peerthrough methods such as peer assessment and peer tutoring.tutoring. Encouraging pupils to be owners of their ownEncouraging pupils to be owners of their own learning, through self-assessment and otherlearning, through self-assessment and other methods.methods.
- 7. Think-pair-share: ‘What does a successful learner do?’
- 9. What matters most in terms of motivation is whether is whether we see ability as fixed (an entity learner) or growth (an incremental learner).
- 10. Strategies for developing a growth mindset Modelling a growth mindset Praising effort and achievement rather than ability or personal attributes Avoiding external rewards Motivational learning environment
- 11. Strategies for dealing with challenge
- 12. Kagan Strategy What are they? Why are they important when informing assessment? Co-operative Active engagement Strategies Higher order thinking Collaborative Circulation Multiple answers Inform planning Self-assessment Verbalise Interaction time Critical thinking http://www.t2tuk.co.uk/downloads/Kagan%20Assessment.pdfKagan Training Inset Day, 4/2/2011
- 13. STAND UP, HAND UP, PAIR UP
- 14. Bibliography Beadle, P. (2009) Why we do what we do, Available at: http://www.guardian.co.uk/education/2009/apr/21/schools-teaching-phil-beadle, (accessed: 14/11/12) Black, P., & D. William (1998) Inside the Black box: Raising Standards Through Classroom Assessment, GL Assessment: London Clarke, S. (2005) Formative Assessment in Action, Oxon: Hodder Education Clarke, S (2008) Active Learning through Formative Assessment. Hodder Clowes, G. (no date) Thoughts on Kagan structures and assessment, Available at: http://www.t2tuk.co.uk/downloads/Kagan%20Assessment.pdf (accessed on:14/11/12) Department for Education and Schools (2003) Excellence and Enjoyment: A Strategy for Primary Schools, DfES: London Kagan, S & Kagan, M. (2009) Kagan Cooperative Learning, San Clemente: Kagan Publishing Stewart, W. (2012) Think you’ve implemented assessment for learning? Available at: http://www.tes.co.uk/article.aspx?storycode=6261847, (accessed: 14/11/12)
Editor's Notes
- Groups of 4: – Round robin – first person tells their idea, second person recalls the first person’s idea and adds their own – continue for all 4 Pull out the different words, ask groups to round robin and feedback why we use these modes of assessment in our teaching
- This booklet looks at methods of raising attainment levels in schools through formative assessment. The content is based on extensive research therefore offers evidence-based ideas and advice on how to improve classroom assessment Feedback should be personalised to the learner and not used as a comparison to others’ work it is crucial that the educator delivers meaningful feedback, consisting of achievable targets, that the learner can utilise in the outcomes of their learning. This highlights the significance of adopting such a proficient skill in assessing, not only for meeting the individual needs of children but also giving worthwhile feedback allowing them reach their full potential (DfES, 2003). The advantages of formative assessment, communicated correctly, allows the educator to provide personalised feedback that focuses on the individual rather than the range of abilities in the classroom It provides opportunities for discussion between the educator and child where the educator can give ‘constructive guidance about how to improve’ Research suggests that giving feedback this way has shown good results for low achievers as there is a clear understanding of the expectations and how they can be achieved (Black & William, 1998).
- Unclear training and guidance in school of how to implement AfL AfL documentation can be complex and ideas from William and Black can be lost in translation Government’s view on AfL focused too much on measuring pupils’ progress "The problem is that government told schools that it was all about monitoring pupils' progress; it wasn't about pupils becoming owners of their own learning” Professor William partly blames himself for underplaying a "really crucial aspect" of AfL: "designing your teaching on the assumption that pupils aren't going to get it all the time"
- Fixed mindset describes a learner who will only tackle tasks which they know in advance they will succeed at. Characteristics of such learners include: thinking that intelligence is fixed and that one can acquire only a fixed amount of intelligence, only attempt easy tasks in order to feel clever and not expose any inadequacies, try to always outperform peers and disengage with tasks when obstacles arise. Growth mindset willingly tackle difficult tasks and thrive on them. Characteristics of such learners include: believing that intelligence is something that can be increased through hard work and own efforts, acknowledge that there are differences between people’s abilities and that some will learn faster than others, loves new challenges and learning something new and feels clever when skills are stretched and abilities are put to good use such as helping peers.
- To model a growth mindset , we need to promote a love of learning by emphasising that challenges are exciting, that we should exert effort and use strategies that helps us learn. We need to demonstrate that intelligence can be developed by showing that difficulty is a step to deeper learning and that failure is part of the learning process (therefore avoid showing sympathy when children encounter failure and celebrate what has been learnt as a result of obstacles). In addition, SEN learners and low achieving pupils should not be given less demanding work to preserve their self-esteem. A teacher should be honest to promote a growth mindset, where if a child is under achieving it is not to be seen as shameful, rather it should be a sign to work harder and find new strategies. Give such pupils greater access by increasing the support within the task e.g. writing frame (will give them greater access to success criteria) Praising effort : Any feedback given by the teacher needs to support a view of ability as incremental/ growing, rather than fixed. We need to praise pupils for what they have accomplished and the strategies used, such as practice, research, persistence, evaluating and making improvements. If you merely praise intelligence, when the pupil encounters failure they will automatically feel that they are no longer intelligent and will be less willing to take on demanding tasks/ challenges. The words we use clearly form attitudes and beliefs. Avoiding external rewards: A fixed mindset is encouraged by extrinsic rewards given to boost self-esteem e.g. gold stars, house points etc to win positive judgements about performance. Research by Lepper and Hodell (1989) has found that intrinsic motivation decreases making pupils complete tasks as quickly as possible and only including features that gain reward. Such pupils also prefer less demanding tasks. Motivational learning environment: includes pupil engagement that is well regulated, where students are guided to the appropriate goal through dialogue and reflection. As a strategy, we can harness ZPD by setting work that is slightly difficult to encourage a state of flow. Having ‘flow’ means that a child has active engagement in a task because they are working to overcome challenges. Constantly working to override problems will encourage a growth mindset. Furthermore to encourage an ideal learning environment children need to be involved in deciding what they need. This can be achieved by talking to pupils about their lives and learning, e.g. by asking pupils: 1 What do you want your teacher to be like? 2 What do you want the classroom to be like? 3 What are you going to do to enable your teacher and classroom to be as you wish? (involving pupils in this way is an example of formative assessment) You can also ask pupils to work in small groups to identify what helps them to learn (movers) and what stops them from learning (blockers).