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- 2. ASSESSMENT FOR LEARNING • Learning Intentions • Success Criteria • Formative Feedback • Effective Questioning • Peer- and Self-Assessment and Self- Evaluation
- 4. LEARNING •WALT board INTENTIONS •Learning intentions displayed •SOMETHING OLD •SOMETHING NEW •SOMETHING FUN •SOMETHING TO DO •Learning intentions at front of booklet
- 5. LEARNING INTENTIONS •Post-its
- 6. Model statements : I can name various items of food and drink STARTER ACTIVITIES I am able to place the words into a sentence with a verb SETTING THE I know how to express opinions about food BASELINE I know what a connective is I know what an a high frequency word is I know how to build a sentence using a high frequency word with an opinion I can connect two simple sentences saying what I eat and drink without opinions I know that by the end of the lesson I can understand how to build and connect more complex sentences I know what working at levels 2,3,4 means
- 8. •2 contrasting pieces of finished work SUCCESS CRITERIA •YOO’s Post-its •WAGOLL
- 10. •Grid from controlled assessment tasks
- 13. FORMATIVE HIGHLIGHTING FEEDBACK HIGHLIGHTING •for accuracy •for comprehension •to improve
- 15. • Ask fewer questions and less closed questions • Involve the whole class. • Think, pair, share • No hands up
- 16. • Talkers & Listeners • Line dancing
- 17. #5 Peer- and Self-Assessment and Self-Evaluation
- 19. PEER www: ASSESSMENT / You covered ________________ section from the success FORMATIVE criteria well. ASSESSMENT You fully explained ______________ from the success criteria. You showed an excellent level of understanding of the Learning Objective. You work is very well presented. ebi: You need to look at ________________ section again, you did not answer this correctly. You forgot to have ___________ section in your piece of writing. Next time you should: Check your work against the success criteria before you hand it up. Spell check your work before you hand it up. Add colour and images to your work
- 20. PEER ASSESSMENT Mi colegio – speaking assessment 2 STARS AND A WISH
- 22. Speaking Assessment Grid PEER ASSESSMENT Name of the person doing the talk: _________________________ Name of the person listening: _______________________ USING A FRAMEWORK
- 24. Nom _______________________ Date _______________ Form 1 Mi familia –Self Assessment Writing SELF Write about your family ASSESSMENT Organisation I wrote sentences I avoided lists I wrote paragraphs I wrote organised paragraphs Quality I could give opinions: I could give reasons: I could give examples in the future: I used short sentences I used some connectives I used a range of connectives I could give extra details –places -people -times I wrote sentences with “if”: I checked: Capital letters and punctuation Spelling and accents Masculine/feminine/singular/plural Verb endings and infinitives Next time I aim to
- 26. SELF ASSESSMENT
- 27. SELF •Scale 1-10 EVALUATION (eyes closed, hands up) •Scale 1-10 Quizdom
- 29. PLENARIES •Random name generator from classtools.net
- 30. PLENARIES •Pupil as teacher •3 things •5 3 1
Notas del editor
- POST-ITS Pupils write what they would like to learn by the end of the topic and stick it to wall KWL – Know, want to know, learned – move across as learn it, shows progression
- POST-ITS Pupils write what they would like to learn by the end of the topic and stick it to wall OR Draw arrow, they write name on post-it and place on scale of how confident they are
- Starter activity : Underline or highlight the statements about what you CAN DO so far on food and drink and what kind of terms you are familiar with. You will have to write in the bag at a later stage what activities completed in the lesson helped you move up the levels by the end of the unit.
- Contrasting pieces of work - ask which is best and why. The analysis via talking partners will generate the success criteria, by focusing on what the poorer example - maybe the answer was wrong – how should it have been done (generate SC) YOO’s Post-its. No marking, read pieces of work and assign a green, orange or red post-it (or own code). Put pupils into groups with pref 2 of each in group. They work out which is best and why, drawing up SC What a good one looks like
- Use GCSE grid to indicate where to improve, not just at GCSE, lower and upper - whilst doing work, or at end
- Left=formative, right slightly more sumative yet still formative as setting targets
- Accuracy – marking essays in Spanish Comprehension - individual, then in group to share knowledge, then I read & they stop me Highlight and improve – the 2 keys are a) to get the SC right – generated with the pupils. What steps do they need to do to work out the problem? So you can give pinks for using the SC and greens where they got a step wrong. b) to know what the next differentiated level up and down would be. So you can use green to challenge or green to go back and prompt. Pupils will still need summative marks/grades from time to time, but have we, and our pupils, become over-reliant upon them?
- We can also be more effective in our questioning by asking questions better. This includes the way we ask questions as well as how we allow pupils to respond. Some suggested strategies are to: Involve the whole class. If we want to promote a risk-taking culture, we need to ensure that pupils do not feel threatened. One strategy is to address the group rather than an individual. You can engage the whole class by simply walking round the room while asking/directing questions. This can increase pupil involvement and it may also help you observe pupil participation and engagement . Another strategy is to Think, Pair Share. Pupils are sometimes intimidated by having to speak up in a whole-class situation. You can use this strategy to involve everyone. Here, pupils think about their answer, discuss it with a partner and then with a group. This can take the focus off the individual, improve self-esteem and give shy pupils a voice. Providing pupils with time to think is also critical to effective questioning. Research shows that teachers typically allow less than 1 second of wait time between posing the question and asking for the answer (sometimes by providing the answer themselves). By increasing that wait time to 3-5 seconds, you can make a significant difference to your question’s effectiveness. Doing so: gives pupils the vital time they need to order their thoughts; ensures more pupils are likely to offer an answer; results in fewer ‘ I don’t know’ s; produces more thoughtful, creative and extended answers; and benefits all children, no matter what their ability. However, make sure pupils know and understand that there is time to think so that they do not feel pressured to answer right away. Finally, to help you ask questions better, consider a ‘No hands up’ approach. When you ask a question and one pupil in a class puts his or her hand up, often everyone else in the class stops thinking or trying to work out the answer. By asking for ‘no hands up’, you can encourage all pupils to stay engaged with the question for longer. are used to build pupils’ questioning strategies…for example ‘Ask the audience’.
- I did this exercise: all kids around one long line of tables, half facing the whiteboard, the other half with their back to the whiteboard. TALKERS & LISTENERS The ones facing the whiteboard are the talkers, the others the listeners (AfL). A question appears on the powerpoint and the talkers have to talk about it until it disappears. The listeners can either take notes on what they liked or tick of the tenses used or similar. When the question has disappeared, everybody moves one chair along to one side. Then the next question comes. At the end all the talkers are the listeners. At the end of a topic – chairs facing each other, A quizzes B for 1 min, swap for 1 min, then no 1 moves to end and start again
- This is a resource I came across at a recent KS3 meeting. We science teachers liked it a lot and came up with more ways of using it than was shown to us that day. We thought it could also be used as an AfL tool for peer assessment of a piece of work. Briefly: give each pupil a bug card (I have reduced them to A5 and have included a template I made up. Or you can give the pupil a piece of card and ask them to draw their own bug). Give out the six criteria for the work. (questions/pieces of information/anything the work needs). They can write the six, one on each leg. Cut the bug out and fold along the line to make it stand up. They hand over the bug, with the work, to a peer for assessment. When their peer goes over the work, if some of the questions are not answered or criteria not met, a leg is ripped off the bug. Mutilated or un-mutilated bugs are handed back with the work. To avoid mutilation, the pupils must make sure they fulfil the criteria or answer the questions. If using to judge/assess a source of information they would rip off legs as they work, from the bug they made at the start. You can give a prize for the best bug if you want. You can use folds to make various appendages stand up or hang down. Or use colours to make exotically coloured bugs. If you need 8 criteria make spiders (or scorpions). Or if you need 4 you could make a “pig”. 100, a centipede (actually they don’t have 100 feet, but you know what I mean).
- Use laminated sheets (bring examples)
- Classtools.net To answer a question (on the DVRs, e.g. A level) or write an answer to a topic in 1 minute (Form 5)
- e.g. One (or more?) pupil is the teacher. They have to summarise the lesson (unit) and question the class on what was studied. Tell me 3 things you have learnt today you have done well the group has done well you would like to find out more about you know now that you didn’t know 50 minutes ago Summarise today’s topic in 5 sentences. Reduce to 5 words. Now to 1 word. Pass it on - Write 5 top tips or golden rules about the topic for students taking the lesson next year.