ASSESS
4
SUCCESS
Aylesbury
Durham
Aylesbury
Durham
“If you have never been to Durham, go there at once. Take my car. It's wonderful.”
Bill Bryson
What has the biggest
impact on learning?
Feedback
Assessment
Define assessment!
Formative Summative
For
learning
Of
learning
Formative
For
learning
Extra months of learning
per year
6 to 9
50%!
Formative assessment
Where the
learner is going
Where the learner is How to get there
Teacher
Clarify and share
learning
i...
First, we need a scale!
CEFR
16
Global Scale of English
90
10
We have created a scale which
more accurately reflects the
origins of the CEFR:
●It has a...
The GSE
17
Can-do descriptors. CEFR
expanded upon. Descriptors
developed and graded with
input from teachers.
“I’m a B2. A...
19
Can understand the
time of day when
expressed in full
hours
18
Can understand the
main information
when people
introduc...
Then, we need tools!
Sharing learning
intentions
By the end of the lesson you will be able to…
By the end of the unit you will be able to…
Rubrics
25
Eliciting evidences of
achievement
Collect
data
Informed
desicions
“Without data you are
just another person
giving an opinion”
30
Students writing an end
of unit progress test
Have the students been learning what the
teacher thinks they’ve been lear...
Feedback that moves
learning on
32
Scores vs comments
What kind of comments?
Comments that cause
thinking to take place
33
Use different
describing
words: for very
good, what
about wonderful
/ fantastic?
Work
harder!
4/10
You need
to write in...
Well done on…
You can improve…
What you need to
do:
From
7/10
To
Can you find
the three
mistakes?
(clues…)
Students as owners of
their learning
36
Students as
instructional resources
More fun to
listen to your
peers than the
teacher!
You know you
can understand
somethi...
Students as
instructional resources
Sharing learning
intentions
Eliciting evidences of
achievement
39
Flashcards and Simon
Says
Using Flashcards
• Listen and repeat
(pupils!)
• True or false / A/B/C
• The ball
• Hot seat
• Jump the line
• Race to tou...
Students as
instructional resources
Sharing learning
intentions
Eliciting evidences of
achievement
Cooperative vocabulary brainstorm
45
Mail: michael.brand@pearson.com
Blog: http://eltlearningjourneys.com/
www.English.com/gse
Any doubts?
Contact me!
Assess for success, by Michael Brand - Madrid and Valencia, Spain
Assess for success, by Michael Brand - Madrid and Valencia, Spain
Assess for success, by Michael Brand - Madrid and Valencia, Spain
Assess for success, by Michael Brand - Madrid and Valencia, Spain
Assess for success, by Michael Brand - Madrid and Valencia, Spain
Assess for success, by Michael Brand - Madrid and Valencia, Spain
Assess for success, by Michael Brand - Madrid and Valencia, Spain
Assess for success, by Michael Brand - Madrid and Valencia, Spain
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Assess for success, by Michael Brand at Pearson Event for English Teachers - Madrid and Valencia, Spain

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Assess for success, by Michael Brand - Madrid and Valencia, Spain

  1. 1. ASSESS 4 SUCCESS
  2. 2. Aylesbury Durham
  3. 3. Aylesbury
  4. 4. Durham “If you have never been to Durham, go there at once. Take my car. It's wonderful.” Bill Bryson
  5. 5. What has the biggest impact on learning?
  6. 6. Feedback Assessment
  7. 7. Define assessment!
  8. 8. Formative Summative For learning Of learning
  9. 9. Formative For learning Extra months of learning per year 6 to 9 50%!
  10. 10. Formative assessment Where the learner is going Where the learner is How to get there Teacher Clarify and share learning intentions Engineering effective discussions, tasks and activities that elicit evidence of learning Providing feedback that moves learners forward Peer Understand and share learning intentions Activating students as learning resources for one another Learner Understand learning intentions Activating students as owners of their own learning
  11. 11. First, we need a scale!
  12. 12. CEFR
  13. 13. 16 Global Scale of English 90 10 We have created a scale which more accurately reflects the origins of the CEFR: ●It has a new way of looking at what it means to be “at a level” ●It offers a finer more granular scale ●It starts well below A1 ●It goes from 10 to 90: nobody starts at true zero and nobody is perfect ●It gives us actionable data around can do descriptors tied to our Learning Objectives. CEFR C2 C1 B2 B1 A2 A1
  14. 14. The GSE 17 Can-do descriptors. CEFR expanded upon. Descriptors developed and graded with input from teachers. “I’m a B2. Again.” More granular defenition of lanuage proficiency. Students are more motivated when they see progreession.
  15. 15. 19 Can understand the time of day when expressed in full hours 18 Can understand the main information when people introduce themselves (eg. Name, age, where they are from) 24 Can understand the time of day when expressed to the quarter hour. 23 Can follow an animated cartoon of a familiar type, if provided with written support. 30 Can understand a simple evaluation (eg. Yes/no, good/bad), if supported by gestures. 16 Can understand basic expressions for greeting and leave-taking, if supported by gestures. 13 10-21 A1 22-29 A1+ 30-35 A2 Listening descriptors
  16. 16. Then, we need tools!
  17. 17. Sharing learning intentions By the end of the lesson you will be able to… By the end of the unit you will be able to…
  18. 18. Rubrics
  19. 19. 25
  20. 20. Eliciting evidences of achievement
  21. 21. Collect data Informed desicions
  22. 22. “Without data you are just another person giving an opinion”
  23. 23. 30 Students writing an end of unit progress test Have the students been learning what the teacher thinks they’ve been learning?
  24. 24. Feedback that moves learning on
  25. 25. 32 Scores vs comments What kind of comments? Comments that cause thinking to take place
  26. 26. 33 Use different describing words: for very good, what about wonderful / fantastic? Work harder! 4/10 You need to write in paragraphsA nice try/ a good effort Remember: capitals at the start of a sentence! Plug your brain in
  27. 27. Well done on… You can improve… What you need to do: From 7/10 To Can you find the three mistakes? (clues…)
  28. 28. Students as owners of their learning
  29. 29. 36
  30. 30. Students as instructional resources More fun to listen to your peers than the teacher! You know you can understand something once you can teach it!
  31. 31. Students as instructional resources Sharing learning intentions Eliciting evidences of achievement
  32. 32. 39
  33. 33. Flashcards and Simon Says
  34. 34. Using Flashcards • Listen and repeat (pupils!) • True or false / A/B/C • The ball • Hot seat • Jump the line • Race to touch / splat • Repetition • Recognition • Making decisions • Producing the word • Using the word in a sentence
  35. 35. Students as instructional resources Sharing learning intentions Eliciting evidences of achievement
  36. 36. Cooperative vocabulary brainstorm
  37. 37. 45
  38. 38. Mail: michael.brand@pearson.com Blog: http://eltlearningjourneys.com/ www.English.com/gse Any doubts? Contact me!

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