Using Assessment to Support Teaching and Learning.ppt

Using Assessment to Support Teaching
and Learning in the Classroom
Cornelius Young
corneliusyoung@pdst.ie
087-6539013
The Professional Development Service for Teachers is funded by the
Department of Education and Science under the National Development Plan
1

Professional Development Service for Teachers
Professional
Development
Service for
Teachers
Assessment
for Learning
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Learning
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Transfer from
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T.J. Ó Ceallaigh
Regional Coordinator
tjoceallaigh@pdst.ie
(087) 9135319
Cliodhna Breen
Regional Advisor
cliodhnabreen@pdst.ie
(087)1255610
Cornelius Young
Regional Advisor
(087) 2699754
Elaine O' Connor
Regional Advisor
elaineoconnor@pdst.ie
(086) 8205916

Sharing the Learning Intentions
Compare different modes of Assessment and
describe how they can be applied in your
teaching

Describe how you can develop Questioning
skills in Assessment for Learning in your
classes

Describe the benefits of Peer and Self
Assessment and how they can be applied in
your class

l... 

5

Assessment for Learning
What am I
learning?
How will this
inform my
teaching?

K-W-L Chart
Know already Want to Know Learnt
7

What do you understand by
‘Assessment’
• How do you assess your
students currently?
• What is the purpose of
assessment?
8

Assessment is the process of gathering
information about children’s learning
Screening
Diagnosis Learning
Certification
Feedback
Purpose of
Learning

Assessment in education is about
gathering, interpreting and using
information about the processes and
outcomes of learning.
10

Schemes of assessment should:
• Provide information about what students know and what
they can do
• Enhance the quality of learning
• Measure progress made by students
• Certify achievement
• Motivate
• Supply information for teachers, students and parents
that enables them to direct future strategies for teaching
and learning
• Allow and encourage students to become reflective and
independent learners
11

Types of Assessment
12
Assessment Learning
FOR
OF
AS

Traffic Lighting
Can Not Understand
Not Too Sure
Clear Understanding
13

Traffic Lighting
• To get an overview of the
understanding of the class
• Topic checklists are completed at
the start of a topic and the
information used by the teacher to
structure the planned learning -
greens first, reds later
• At the end of the topic, students
re-traffic light their understanding
of the learning outcomes and list
what they need to do - make the
basis of a revision lesson
14

Assessment OF Learning
Summative Assessment
• Happens after the learning takes place
• Information is gathered by the teacher
• Information is usually transformed into
marks or grades
• Looks back on past learning
• Comparison with the performance of
others
15

Summative Assessment
• Tests
• Practical exercises
Purpose:
• To find out what pupils know, understand
and can do (do not know, understand...)
• What progress have they made?
16

Assessment FOR learning
Formative assessment
• An integral part of the learning process
• Clarifies for students what is to be learned and
what success would look like.
• Give useful and timely feedback to students
• Comparison with aims and objectives is
important
• Helps students to identify the next steps they
need to take and who can help them.
17

Formative Assessment
• Questioning
• Feedback (marking and oral)
• Peer and Self Assessment
Purpose:
• To help pupils learn
18

19
Assessment ‘processes’...
Traditional / typical:
instruct instruct instruct then assess
AfL:
assess
instruct
assess
assess
instruct

20
Assessment OF
Learning
Assessment FOR
Learning
Happens after learning
takes place
An integral part of
learning process
Information is gathered
by teacher
Information is shared
with learner
Information is usually
transferred into marks
Information is available
on quality of learning
Comparison with
performance of others
Comparison with aims
and objectives is
important
Looks back on past
learning
Looks forward to the
next stage of learning

21

Assessment AS Learning
Enables students to:
• Identify and reflect on elements of their
own learning
• Set their own learning targets
• Practice self and peer assessment.
22

23

Research Findings OECD 2005
“The achievement gains associated with formative
assessment have been described as among the
largest ever reported for educational
interventions”
Formative assessment also improves equity of
student outcomes. Schools which use formative
assessment show not only general gains in
academic achievement, but also particularly high
gains for previously underachieving students
24

Research Findings OECD 2005
• Attendance and retention of learning are also
improved, as well as the quality of students’
work
Formative Assessment: Improving Learning in
Secondary Classrooms (OECD 2005)
• Whole school evaluation and subject inspection
now recognise formative assessment as critical
to effective teaching and learning
25

AfL is characterised by five
principles:
1. Sharing the Learning Intention
2. Sharing the Criteria for Success
3. Quality Questioning based on Criteria
for Success
4. Providing Feedback based on Criteria
for Success
5. Peer & Self Assessment
26

teaching

classes

Describe the benefits of clarifying the
Learning Outcomes at the beginning of a
lesson

... 
What is the Criteria for Success?
1.
2.
3.

How well can you draw?
• The NCCA has devised
a short course called
Houseology.
• As a student sitting the
first exam, your task is to
draw a house and give it
a name
• You have 40 seconds
• Best of luck

Success criteria
Grade D
• The house has at least two windows
Grade C
• The house has a door, roof and a chimney
Grade B
• The drawing is three dimensional in nature
Grade A
• The house has a name that reflects its features
• At least two decorative techniques have been
used including smoke coming from the chimney
29

Sharing the Learning Intention
• Students should have clear notion of learning intention of
each lesson (put on board at start of class)
• The learning intention is what you hope students will
know, understand or be able to do by the end of
lesson
Examples:
- By the end of this lesson you should be able to
separate sand, salt and water
understand the character of ….
draw a diagram of …
30

Success Criteria
How will I know whether I've achieved the learning
intention?
We are learning to use effective adjectives in our
writing...
• What I am looking for is that you have used at
least 5 effective adjectives in your paragraph
• What I am looking for is that you have used at
least 4 adjectives which describe the jungle

LCA Graphics & Construction 2008

LC English 2008 Ordinary
CRITERIA FOR ASSESSMENT
The tasks set for candidates in both Paper 1 and Paper 2
will be assessed in accordance with the following criteria:
Clarity of Purpose (P) 30% of the marks available for the
task
Coherence of Delivery (C) 30% of the marks available for
the task
Efficiency of Language Use (L) 30% of the marks available
for the task
Accuracy of Mechanics (M) 10% of the marks available for
the task

What Contribution
can Questioning
Make to Learning
Learning Intention
How would you
define a good
Question…
Criteria for Success

A Quick Test!!!!
'Corandic is an emurient grof
with many fribs. It granks from
corite, an olg which carps like
lange.............'
35

Good use of questions
• How would you define a good question? (Why
do you ask questions in class?)
– Causes students to think
– Promotes discussion
– One to which every child has an answer
– One which has a purpose
• Some students, for various reasons, do not
answer in class, how do you encourage these
students to answer in class?
36

Count Define Find Identify Rewrite
Analyse Apply Illustrate Integrate Select
Choose Choose Judge Justify Select
Compare Classify Label List Summarise
Conclude Compose Make Organise Role-play
Construct Critic Name Outline Show
Decide Debate Perform Paraphrase Write
Demonstrate Design Predict Plan Teach
Describe Discuss Produce Prepare Explain
Develop Distinguish Rank Prove Identify
Differentiate Draw Recite Quote Report
Examine Evaluate Relate Rate Review

Knowledge
Count, Define, Describe, Draw,
Find, Identify, Label, List,
Match, Name, Quote, Recall,
Recite, Sequence, Tell, Write
Comprehension
Conclude, Demonstrate, Discuss,
Explain, Generalise, Identify,
Illustrate, Interpret,
Paraphrase, Predict, Report,
Restate, Review, Summarise,
Tell
Application
Apply, Change, Choose,
Compute, Dramatise,
Interview, Prepare, Produce,
Role-play, Select, Show,
Transfer, Use
Analysis
Analyse, Characterise, Classify,
Compare, Contrast, Debate,
Deduce, Diagram, Differentiate,
Discriminate, Distinguish,
Examine, Outline, Relate,
Research, Separate,
Synthesis
Compose, Construct, Create,
Design, Develop, Integrate,
Invent, Make, Organise, Perform,
Plan, Produce, Propose, Rewrite
Evaluation
Appraise, Argue, Assess, Choose,
Conclude, Critic, Decide,
Evaluate, Judge, Justify, Predict,
Prioritise, Prove, Rank, Rate,
Select,

BLOOM’S REVISED TAXONOMY
Creating
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.
Evaluating
Justifying a decision or course of action
Checking, hypothesising, critiquing, experimenting, judging
Analysing
Breaking information into parts to explore understandings and relationships
Comparing, organising, deconstructing, interrogating, finding
Applying
Using information in another familiar situation
Implementing, carrying out, using, executing
Understanding
Explaining ideas or concepts
Interpreting, summarising, paraphrasing, classifying, explaining
Remembering
Recalling information
Recognising, listing, describing, retrieving, naming, finding 39

AfL – questioning
type of questions...

AfL – questioning
what? who? when? how many? state...
one word type answers
useful to check who learned facts

AfL – questioning
can you be sure that? what would happen if?
how would you explain? what does that tell
you? what is wrong with saying?
answers longer & more varied
useful to promote thinking skills

How can we encourage
students to ask questions?
Working in pairs, list below 2 strategies for
encouraging students to ask or formulate
questions.
43

Use of Questions
When looking at questioning in the classroom we
should consider:
– Wait time
– Variety of questioning
– Developing key questions (for key stages of the
lesson)
– Quality of questions (why does..? Could you
explain..?)
– Well thought out questions
– Involving more than one student in the answer
– No Hands Up 44

Effects of
Increased Wait Time
• Longer answers
• Decreased failure of response
• Increased confidence of response
• Students challenged and/or
improved answers of other students
• More alternative explanations
offered
45

Read the extracts
carefully and answer
the following questions:
• What is the teacher
doing with his
questioning?
• What is the lesson like
for the learners?
46

Subject Specific
From a few
Questions for a
Topic you are
Covering tomorrow

48
Classroom Strategies:
Ask Better Questions
– Ask fewer questions.
– Variety of questions
– Sequence questions.
– Prepare key questions
– Developing key
questions (for key stages
of the lesson)
– Quality of questions (why
does..? Could you
explain..?)
– Well thought out
questions
• Involve more than one
student in the answer
• Involve the whole class.
• Think, pair, share, square.
• Wait-time (1 and 2)
• Try no hands up.
• Traffic lights

49
Question Stems
• How can we be sure that ...?
• What is the same and what is different about …?
• Is it ever/always true/false that …?
• Why do ____, ____ and ____ all give the same answer?
• How do you ….?
• How would you explain …?
• What does that tell us about …?
• What is wrong with …?
• Why is _____ true?

50

51

52

Feedback through marking
• How clear is the feedback we give the students?
– ‘you must try harder’
– ‘develop these ideas further’
– ‘good work keep it up’
– ‘more detailed needed here’
• How does the student interpret the feedback?
– ‘a tick means he probably likes it’
– ‘there is a lot of writing at end this means it is bad’
– ‘this is one of my best because my hand writing is
neat, I checked my spellings and I put in the date’

Feedback
Teacher marking
[peer assessment]
[self assessment]
[summative as formative]

Guidelines
1. Descriptive rather than evaluative
2. Focused on the learning goals and the success criteria
3. Limited to a few traits or characteristics of student
performance
4. Timely
5. Implemented by students and monitored by the teacher
Examples of Ineffective
Feedback
• “Good work.” “Well done!”
• “Needs more effort!”
• C+ or 67%
More Effective Feedback
“You’re paragraph has a
clear and engaging topic
sentence. Provide at least
three details from the text
to support your opinion.”
55

56
Study 1:
4 schools, 12 classes
Lesson 1 work given, marked as follows:
• 4 classes awarded marks
• 4 classes given comments only
• 4 classes awarded both marks and
comments
Question: Which set of classes performed
best?

57
• 2nd piece of work given. Students told they’d get
same kind of feedback
• Students given marks only made slight/no gain
• Students given comments only scored, on
average, 30% more on second occasion
• Students given both mark and grade made no
progress

58
Study 2 –200 students
Feedback given on first piece of work as
follows:
• ¼ of students given comments
• ¼ students given grades
• ¼ students given praise
• ¼ given no feedback at all

59
2nd piece of work done and
examined
• Those given comments had improved
substantially
• Those given grades and praise had made
no more progress than those given
absolutely no feedback

A B
AfL – feedback

Effective Feedback
Feedback is most effective when it
confirms the students:
• Strengths
• Weaknesses
• where to go Next
(S.W.N.)

62
Feedback and Motivation
• Timing of feedback is crucial
• Minimal intervention promotes better learning
• Feedback should focus on what needs to be
done to improve, rather than on how well the
student has done
• Feedback should be designed to lead students
to believe ability is incremental, not fixed.

Peer and Self Assessment
• Self Assessment
– Students are involved in and responsible for
assessing their own piece of work (students know
criteria for success)
• Peer Assessment
– Students are involved in assessment of the work of
other students (students have to have a clear
understanding of what to look for in their peers’ work)
• Peer and self assessment are often considered
together. Peer assessment can help self
assessment. By judging the work of others,
students gain insight into their own performance.

Self assessment
• Traffic lights system
• Mark own work using marking scheme
• Use checking sheets
• Graphic Organisers
• Flash Cards
64

Self Assessment
• Children looking at their own work in a
reflective way - metacognition
• Whole class, group , individual
• Criteria must be agreed beforehand by the
teacher
• Fosters independence and motivation and
positive classroom climate
• Can be shared with other parties

Self assessment - How
• Writing process- drafting, revising, editing
and publishing
• Choosing the best samples of his/her work
to include in a portfolio
• Creating, talking about, and recording
musical compositions

Peer assessment
• Mark own work in small groups using text-books
• Group marking of questions - Compare answers
and decide which is the best answer
• 1 + 1 = Students in groups given a problem or
similar exercise and asked to present findings to
class – peers asked to identify one learning
point and make one suggestion to improve
67
Caroline O’Brien Clip

teaching

classes

Describe the benefits of Peer and Self
Assessment and how they can be applied in
your class

... 

Thank you for your
contributions during the
session
Please complete and return the
evaluation Forms.
The Second Level Support Service is funded by the Department of
Education and Science under the National Development Plan
69
Cornelius Young
087-6539013

Thinking Skills Table
A B C D
Students'
actual use
of thinking
skills
Uses strategies
and can self-
evaluate
strategies'
effectiveness; will
try new one if
needed
Will use new
strategy if
teacher
prompts
Will use
strategy only
when directed
by teacher.
Requires
teacher direct
contact and
modelling of
specific strategy
to use
Students'
awareness
of strategy
use
Student has 3 or
more strategies in
his/her repertoire
specifically taught.
Student has 2
strategies in
his/her
repertoire
specifically
taught.
Student is
aware of
generic
strategies
(study, ask,
etc.)
No strategy
awareness.
Students'
awareness
of their own
thinking
Student is lucid
and able to
expound on his
metacognitive
strategies.
Student can
verbalise
some thought
processes
behind
thinking.
Student
verbalises
awareness of
thinking but not
actual 'self-talk'
or analysis of
thinking.
Student has no
understanding
of
metacognition.
70

Graphic Organisers

Flash Cards

Continuum of assessment

KWL
• Know
• Want
• Learnt
(KWHL -How)

PMI diagram
• Plus
• Minus
• Interesting

Talk Partners
3 things learnt
• Easy
• Difficult
• Future learning

Check lists

Thumbs up – thumbs down

Other Self assessment tools
• W W W E B I
• Ladder
• 2 stars and a wish
• Numerical scale of understanding 1-5
• Prompts –
– the most important thing I learnt was
– what I found difficult was

Conferencing
• Sharing of knowledge and understanding
of the child’s work
• Simple conversation or planned meeting
• Encourages listening, openness and
feedback
• Could concern a single product of learning
or a general learning experience

Portfolio
• Collection of child’s work
– shows improvement
– shows range of work
– shows strengths and interests
– shows best work
• Evidence of progress across a strand, strand
unit or a theme or topic
• Hard copy and / or electronically (e-portfolios)
• Can represent AfL and AoL

Concept mapping
• Graphic organisers or picture summaries
of the child’s understanding of ideas and
the relationships between ideas.
• Rich insights into children’s learning and
mis –conceptions
• Used at the beginning, middle or end of a
unit of work
• Good for children with learning difficulties

Teacher Observation
• Immediate and accurate information
• Learning needs
• How pupils acquire and master different
skills
• Ability to transfer skills and knowledge
• How a pupil collaborates with others
• Different types

Number
Concept
Recognising
and naming
of numerals
1-5
Concept
Development
Naming
five
shapes
Naming of
five colours
Pupil 1
Pupil 2
Pupil 3
Pupil 4
Pupil 5
Pupil 6
Teacher as Observer
Some Early at Risk Indicators 4 (Numeracy)Class:

Teacher Designed Tasks and
Tests
• Oral assignments
• Individual tasks
• Group tasks
• Paper and pencil
tests

Guidelines for Written Tests
• identify purpose at outset
• relate to pupil’s interests
• start with easy question
• vary questions
• use subject-verb-object structure
• a single question per page
• give key information in bold
» NCCA Guidelines 2007

Consider
• What will be assessed ?
• How will it be assessed?
• How will the assessment be used?
• Do you use assessment to support
progress or identify failure ?

Written tests
• Teach revision strategies and study skills (appropriate to
your subject)
• Help students to identify for themselves the topics they
most need to revise
• Consider the feedback to be given. It needs to be timely,
specific and include suggestions for ways to improve:
What was good about the work
Areas for improvement
Strategies for improving the work
• Avoid a competitive environment
89

Homework
Possible approaches:
• Set the homework at the beginning of the lesson
(particularly effective for underachieving students)
• Provide written criteria for assessment in advance
• Provide exemplars to illustrate standards
• Encourage students to reflect on and improve their work
• Consider the type of feedback (marks / written feedback
/ both?
90

AfL as classroom practice
Plans new
learning
Share learning
intentions
Explores
success criteria
Uses variety
methodologies
and strategies
Gathers and
records
information about
what and how of
children’s learning
Using
assessment as
part of
teaching and
learning the
teacher...

Planning for AfL (Goal setting)
Strategies Description
What are we
learning to-day?
Give learning outcomes and purpose of
lesson at start of class in ‘pupil speak’
What am I
looking for?
Show at the outset what students will be
able/required to do to demonstrate
achievement of the learning goals: ‘you
will be able to answer..’ you will know..’
Traffic Light
Grouping
Differentiate lesson according to
difficulty of task by student self grouping,
Green (confident), amber (doubtful), red
(difficulties) 92

Planning for AfL (Questioning)
Strategies Description
Wait time Systematically allow >5 seconds for all replies to
teachers questions, without interruption
No Hands Up Select students to answer questions- no
volunteering/hands up
Distributed
Answers
Ensure all students get to answer questions fairly &
systematically calling
Open/Closed
Questions
Vary types of questions: some requiring thinking
and limit recall questions
Think, Pair,
Share
Pair students to discuss and plan questions
Traffic Light Differentiate students by Green (Known), Amber
(unsure), Red (Not Known) 93

Watch the clip Hot Research
Assessment for Learning
Learning and write down
• Two things that you learned
• Two questions I still have
94

Learning Preferences of
Digital Natives
• Teamwork
• Experiential activities
• Use of technology
• Multitasking
• Goal orientation
• Collaborative
• Digital Natives are
better at:
– Taking in varied
information
– Making decisions
quickly
– Multitasking
– Parallel processing
– Thinking graphically
(rather than textually)
Oblinger, Diana. “Understanding the New Student.” Educause
Review, 38.3 (2003): 36-42.

Integrating Technology
• Digital Educational Resources
• Presentation Tools
• Generic and Specialised
Software
• Internet for Communication
• Virtual Learning Environment
• For Publication including
Internet
• Testing
• A range of hardware incl: IWB
• Creating resources eg:
simulations and Multimedia
presentations
• Creating text based work
including Portfolios, Blogs and
typed assignments
• Creating Visual
Representations eg:
Mindmaps, Storyboards and
video
• Sound Recordings eg:
Podcasts
• Producing Multimedia
Presentations
• Online collaboration

Using Assessment to Support Teaching and Learning.ppt

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