Assessment strategies

1. Assessment
CPD – 3rd January 2018

2. Assessment
This session will focus on marking and questioning.
Do you know your development area from your last lesson observation?

3. Assessment
Staff development areas
Deeper questioning to consolidate
understanding and provide new
challenges (taking students out of
their comfort zone)
Continue to challenge students by
using specific targeted questioning
– especially for high ability
Opportunity for students to
‘respond’ in greater detail to
feedback is required
Limited challenge in your
questioning – use open questions
so the students have to think about
a full sentence answer rather than
a single word.
Could students possibly write down
what they did well or could improve
on each lesson even if only a one
liner

4. Assessment
Teaching and Learning Matrix
• Feedback is regular (every 2 weeks core/every 3 weeks non-core) and includes both
formative and summative assessment.
• Students are provided with incisive feedback (including RWCM) in line with our policy
(SIR). Students know what they can do to improve their knowledge, understanding
and skills. This feedback is used effectively.
• Students are keen to know how to improve their learning. They capitalise on
opportunities to use feedback (written or verbal) to improve.
• Adequate time is dedicated to student responses, allowing students to develop their
understanding and become more resilient and independent learners.
• The teacher has high expectations of all students’ responses and
robustly checks the quality.

5. Assessment
Teaching and Learning Matrix
• PA, SA (and VF) is planned for and supported and moderated by the teacher. Students
are successfully equipped to reflect on their own or other’s work. There is evidence
that this feedback is having an impact of student progress.
• Homework is specific, level appropriate and regularly reviewed.
• Teachers are determined that pupils achieve well resulting in work being presented to
a very high standard. The presentation of some work will demonstrate that students
love the challenge of learning and are resilient to failure. Teachers recognise students’
efforts and encourage them to take pride in their work.
• Questioning is highly effective and demonstrates understanding of the ways pupils
think. They identify pupils’ common misconceptions and act to ensure they are
corrected.

6. Todays aim:
The purpose of this session today is to hopefully introduce you to something new.
After each activity I will allow time for you to discuss the pros and cons and how it could
be used within your subject.
Some of you may have come across these suggestions before.
Some of you might find they do not work in your subject area.
Hopefully discussions will allow us to share good practise and you will walk away with
something (cake?) from todays session.

7. Questioning
https://www.youtube.com/watch?v=5ubko9WeI6M

8. Why do some students never
attempt to answer a question?

9. Questioning – activity 1: Stand up questioning
Stand up questionning
You can only sit down once you have given an answer
Question:
“Describe what you enjoyed most about this holiday”

10. Questioning – activity 2: No opt out
No opt out
Students are selected at random and cannot opt out. If they do not know the answer
another student is allowed to help them however they must then repeat that answer.
Question:
1. Why precisely do more cats survive an 8 storey fall out of window than a 4
storey fall out of window.
2. Why was Impressionism so important?
3. J’ai mange trop de sucreries pendant les fetes et je dois faire un régime

11. Questioning – activity 2: No opt out
https://www.youtube.com/watch?v=R_DfdnuBV4k

12. Questioning – activity 3: Questionning shell
Questionning shell
Include the answer within your question and ask students for a justification or
explanation, this supports the lower ability in learning the correct answer but also
challenges the higher ability to be able to explain the answer.
Question:
Why is 7 a prime number?
How is a SWOT analysis a useful method for analysing a business
model?
Explain why this statement is a hyperbole – ‘her brain
is the size of a pea’

13. Questioning – activity 3: Questionning shell
Questionning shell
Include the answer within your question and ask students for a justification or
explanation, this supports the lower ability in learning the correct answer but also
challenges the higher ability to be able to explain the answer.
Discuss possible ideas and write down 5 questions that could be used in your subject

14. Assessment – activity 1
You have 7 minutes to design a novelty memory stick.

15. Assessment – activity 1: Criteria sheet
Name of design
Birds eye view
Side view (3D)
Height
Width
Length
Weight
Colour
Materials
Cost to produce
RRP
Advanced feature (light / flip)
Image open
Image closed
Keyring attachment
1 mark for each aspect
Total of 15 marks
There is a prize!!!!!

16. Assessment – activity 2: Small chunk feedback (Austin's butterfly)
Does SIR work for you?
The importance of feedback . . .
What kind of feedback do you give students?
Give four examples of how you assess students

17. Assessment – activity 2: Small chunk feedback (Austin's butterfly)
https://www.youtube.com/watch?v=hqh1MRWZjms

18. Assessment – My favourite form of feedback: Criteria stickers
Criteria stickers – simply highlight strengths and improvements.

19. Assessment – My favourite form of feedback: Google Classroom
Google Classroom – simply copy and paste comments.

20. Assessment 3 – Feedback
These T&L sessions are 1 of 2 and there will be a follow up in a February twilight.
Therefore you need to pledge to experiment with a new T&L idea that supports your own
professional development.
Everyone must decide to trial 1-2 ideas in their classrooms that they will then feedback
on in February. There is an expectation that everyone in your group (when you meet
again) will be sharing their findings from what they have done.
I need to keep a record of what idea everyone in your group has pledged to experiment
with so we can follow this up in the February twilight.

21. What have we covered?
Questionning shell
No opt out
Stand up questionning
Using criteria sheets at start of
task
Break down feedback into
smaller manageable chucks
over time
Austin's Butterfly
Google Classroom