Assessment:

1
Assessment the bigger picture

• Approaches to learner-oriented assessment in one
  secondary school MFL department

Rachel Hawkes January 2008
2
Pupils think for themselves
Pupils know how to improve
Pupils know their learning aims

• make tasks as open-ended as possible
• allow choice of task (inc. homework)
• include a variety of ways of working inc. group
  pair work

• clarify knowledge skills to be learnt
• clarify success criteria

• give opportunities for pupils to
  draft-mark-reflect-improve their work
• give opportunities for pupils to reflect on and
  review their targets

Strategies to promote Active Learning
Pupils extend responses explain their thinking

• plan open-ended questioning
• extend questioning based on pupil responses
• encourage pupils to ask questions
• variety of strategies to promote maximum
  engagement of all e.g. no hands policy

Pupils assess themselves and others

• give opportunities for pupils to use success
  criteria and objectives to assess their own and
  others work

Pupils achieve their full potential

• allow pupils to give feedback and set targets
  for themselves and others

Pupils know about their own progress

• know the pupils well through dialogue and
  marking of their work
• plan differentiated tasks to meet their needs

• inform the pupils of their levels of achievement
• show pupils examples of good, (assessed) work

RHawkes 07
3
Assessment for Learning the landscape
Landscape Noon (The Hay Wain), 1821, John
Constable
Rachel Hawkes January 2008
4
Assessment for Learning the landscape
DefinitionNoun landscape (plural landscapes)
1. A portion of land or territory which the eye
can comprehend in a single view, including all
the objects it contains.http//en.wiktionary.org

• Pupils know and understand their learning aims
• Pupils know and understand the assessment and
  success criteria

Rachel Hawkes January 2008
5
Teaching Learning activities

• Course (topic, module, skill, exam) overview
  timings
• Assessment criteria (speaking writing)
• Modelling
• Collaborative writing/speaking preparation
• Assessing others work using criteria

Rachel Hawkes January 2008
6
Module 4 Speaking

• Exam 1st week in May

Rachel Hawkes January 2008
7
The speaking exam
Level How long? Whats in it?
Foundation(C G) 5 minutes 1 x role play1 x conversation on 2 topics (out of 6)
Higher(A - D) 8 minutes 1 x role play1 x conversation on 2 topics (out of 6)
Rachel Hawkes January 2008
8
The 6 conversation topics
1 Self, family and friends
2 Education
3 Career and future plans
4 The environment
5 Health
6 Youth culture
9
Writing mark scheme
Marks Degree of communication
0 Fails to communicateoccasional words but no complete messages communicated
1-2 Communicates a little (lt1/3) basic information (e.g. simple facts)
3-4 Some (1/3 1/2) basic information conveyedoccasional additional details (e.g. description, simple opinion)
5-6 Communicates clearly quite a lot (1/2 2/3) of relevant information, including personal opinionsregularly goes beyond basic response to give more detailed information relating to descriptions accounts
7-8 Communicates a lot (2/3) of relevant informationcan narrate events, give full descriptions, express justify ideas points of view
In each band the higher of the two marks is
awarded if there is strong evidence of the
criteria in that band. If the evidence is more
limited, the lower mark is awarded.
Communication 8
Range/Complexity 6
Accuracy 6
Total 20
A A B C D E
18 16 14 12 10 8
Rachel Hawkes January 2008
10
Range Complexity Marks Accuracy
Little that makes coherent sense! 0 Little evidence of understanding of basic linguistic structures.
Simple repetitive vocabulary structures, limited range, many cognates. 1 Limited understanding of basic linguistic structures.Consistent major errors.
Vocabulary appropriate to answer task in most basic form.Structures simple, repetitive, rarely linked. 2 Major errors in most sentences.Verb forms rarely accurate.
Vocabulary structures appropriate to answer task,A little variety some successful attempts to link sentences together. 3 Some major frequent minor errors.Attempts at verb forms tense formation often unsuccessful (but there should be some attempt).
Variety in vocabulary some successful longer sentences using appropriate linking words.Some personal opinion successfully expressed.Some successful attempts at using more than one time frame. 4 Piece is more accurate than inaccurate.Verb forms tense formation not always correct but meaning always clear.
Wider range of vocabulary, accurate descriptions opinions,More regular successful longer sentences with some attempt to use subordinate clauses. 5 Verb forms tense formations generally accurate.Minor errors major errors only when more complex structures attempted.
Effective use of wider range of vocabulary. Longer, more complex sentences handled with confidence, producing fluent coherence. 6 Impression of accuracy overall. Errors infrequent in complex structures.Verb forms tense formations secure.
11
German A features
Range and quality of language Expressions
followed by zu infinitive (versuchen, Lust
haben etc) Umzu infinitive, ohne..zu
infinitive Present and imperfect form of the
passive voice (wird/wurde..... pp) Longer
sequences multiple use of subordinating
conjunctions Relative clauses Eben/gerade for
just with verbs Change of time sequence
(nachdem pluperfect followed by perfect) Nouns
used as verbs (das Rauchen etc..) A variety of
accurate use of cases with and without
prepositions Use of da with prepositions
(darin, dadurch) Use of wo with prepositions
(worin, womit) Accurate use of third person
pronouns Comparatives, superlatives Use of a
range of time expressions with inversion Frequent
use of adverbs Use of extended opinions
justifications Idioms Use of rhetorical questions
(Was mache ich morgen? Also)
Grammar and complexity Tenses Present - regular
and irregular forms Perfect with haben
sein Pluperfect Imperfect Future
Conditional Imperfect subjunctive with
conditional meaning (wäre, hätte) Modal verbs
Rachel Hawkes January 2008
12
Wie heißt deine Stadt oder dein Dorf?
Ich wohne in einem kleinen Dorf, dasToft heißt.
Früher habe ich in Bristol gewohnt. Wenn ich
älter bin, möchte ich in London wohnen.
Include present, past and future as often as you
can!
Rachel Hawkes January 2008
13
Welche Vorteile oder Nachteile hat das Leben im
Dorf?
Ich wohne gern in Toft, weil es ruhig ist und
alle meine Freunde dort wohnen. Was ich nicht so
gut finde, sind die Verkehrsmöglichkeiten, weil
es nur zwei Büsse am Tag nach Cambridge gibt
Give opinions but each time add a reason too!
Rachel Hawkes January 2008
14
Tally sheet
1 Subject variety (other than ich)
2 Number of present tenses
3 Number of past tenses
4 Number of future tenses
5 Number of opinions
6 Number of different adjectives
7 Number of appropriate R2/R3 articles
8 Number of inversions
9 Number of WO3 constructions
10 Number of modal verbs
11 Number of um zu clauses
12 Number of idioms
15
Assessment for Learning the self-portrait
Self-Portrait with Bandaged Ear 1889, Vincent
Van Gogh
Rachel Hawkes January 2008
16
Assessment for Learning the self-portrait
DefinitionNoun self-portrait 1. A work in
which the artist depicts him/herself as the main
subject or the most important character.http//en
.wikipedia.org

• Pupils know and understand what skills and
  knowledge they have currently
• Pupils know and understand how they can improve
  to make further progress

Rachel Hawkes January 2008
17
Teaching Learning activities

• Data for the teacher data for the pupils KS4,
  KS3
• Assessing own knowledge
• Assessing own skills

Rachel Hawkes January 2008
18
Summer Yr10
Triangulation of data
Name Gender Verbal_SAS MeanSAS Fr - CAT Gm - CAT KS3 Pred German German FFT
1 F 121 113 B B Mostly B grades C B A
2 M 117 119 B/C B/C Mostly B grades   C A
3 M N/A N/A N/A N/A Mostly A grades   B A
4 F N/A N/A N/A N/A 5 C grades   C NA
5 M 101 105 C/D C/D Mostly B and C grades   C C
6 M 119 125 B B Mostly A grades   C B
7 M 108 111 C C Mostly A grades   B A
8 M 117 120 B/C B/C Mostly A grades   A A
9 M 114 107 B/C B/C Mostly B grades   B B
10 M 115 109 B/C B/C Mostly B grades   C B
11 F 90 97 D/E D/E Mostly B and C grades C A A
12 M N/A N/A N/A N/A Mostly B grades   C B
13 M 107 117 C C Mostly B grades   B B
14 M 108 116 C C Mostly A grades   B A
15 M 107 107 C C Mostly B grades   B B
16 M 117 110 B/C B/C Mostly B grades   C A
17 F 104 113 C/D C/D Mostly B and C grades   A B
18 M 117 107 B/C B/C Mostly B grades   B B
19 M 119 120 B B Mostly B grades   B A
20 F N/A N/A N/A N/A Mostly A/A grades   A NA
21 F 122 115 B B Mostly B grades   A A
22 F 104 99 C/D C/D Mostly B and C grades   B C
French
1. Verbal and Mean CATS2. Predicted GCSE grades
from CATS3. Locally-generated KS3 global
predictor statements4. Current subject grade
prediction from progress so far5. Fischer Family
Trust data predictions
Figure 1 year 11 German set 2 data 2006-8
Rachel Hawkes January 2008
19
              0.9    
  0.125   0.25   0.125   0.5    
  Module 1   Module 2   Module3 Raw   Mod 4 pred Total pred Grade
1 39 A 59 C 37 A 121.5 256.5 B
2 23 D 59 C 31 B 101.7 214.7 C
3 31 B 49 D 35 A 103.5 218.5 C
4 30 B 53 C 33 A 104.4 220.4 C
5 26 C 53 C 26 C 94.5 199.5 D
6 20 D 47 D 30 B 87.3 184.3 D
7 34 B 49 D 34 A 105.3 222.3 C
8 40 A 54 C 34 A 115.2 243.2 B
9 28 C 75 A 33 A 122.4 258.4 B
10 24 D 48 D 29 B 90.9 191.9 D
11 37 A 44 D 34 A 103.5 218.5 C
12 26 C 44 D 30 B 90 190 D
13 24 D 49 D 35 A 97.2 205.2 C
14 30 B 54 C 30 B 102.6 216.6 C
15 30 B 44 D 33 A 96.3 203.3 C
16 22 D 59 C 30 B 99.9 210.9 C
17 40 A 49 D 37 A 113.4 239.4 C
18 34 B 48 D 31 B 101.7 214.7 C
19 37 A 55 C 36 A 115.2 243.2 B
20 39 A 55 C 37 A 117.9 248.9 B
21 31 B 64 B 37 A 118.8 250.8 B
22 28 C 41 D 32 A 90.9 191.9 D
points grade
320 A
280 A
240 B
200 C
160 D
120 E
80 F
40 G
Figure 2 year 11 German set 2 grade predictor
2006-8
Rachel Hawkes January 2008
20
Module 1    
    No. grades
0 U 0
5 G 0
10 F 0
15 E 0
20 D 5
25 C 4
30 B 7
35 A 4
40 A 6
  A-C 80
Module 3    
    No. grades
0 U 0
7 G 0
11 F 0
15 E 0
19 D 0
23 C 1
27 B 7
32 A 10
37 A 14
  A-C 100
From January year 11 onwards
September year 11
Projected Overall    
    No. grades
0 U 0
40 G 0
80 F 0
120 E 0
160 D 5
200 C 11
240 B 6
280 A 0
320 A 0
     
  A-C 77
Module 2    
    No. grades
0 U 0
10 G 0
20 F 0
30 E 0
40 D 11
50 C 9
60 B 1
70 A 1
80 A 1
  A-C 52
February year 10
March year 11
Figure 3 year 11 German set 2 whole class
predictions 2006-8
21
MFL Department KS3 results National Curriculum
Level 5
Summer 2003 Summer 2004 Summer 2005 Summer 2006 Summer 2007
Boys 48 Boys 52 Boys 58 Boys 88 Boys 83
Girls 63 Girls 75 Girls 85 Girls 96 Girls 89
Total 56 Total 65 Total 72 Total 91 Total 86
Figure 4 Table shows the of girls and boys
achieving NC level 5 over the last 5 years.
The national average for level 5 is still at
around 52. Whilst we expect pupils at CVC to
perform above the national average, if we were
to use the average differential in performance
between CVC pupils at English, Maths and Science
and the national average, which currently stands
at 13.7, to set a target for MFL 5 this would
have been 65.7 for Summer 07.
Set End of Year 7 End of Year 8 End of Year 9
1 100 at least level 4 100 at least level 5 100 level 6/7
2 at least 50 level 4, rest level 3.5 50 level 5, 50 level 4.5 50 level 6/50 level 5
3 mostly 3.5 50 level 4, 50 level 4.5 all level 5
4 minimum level 3, some 3.5 100 level 4 4.5 75 level 5
5 100 between 2 - 3 100 minimum 3 - 4 30 level 5, 70 level 4
Figure 5 Table shows the newly derived whole
class targets for KS3 MFL at the end of each year
over Key Stage 3.
Rachel Hawkes January 2008
22
Set Name   Verbal_SAS MeanSAS Fr - CAT Gm - CAT Sp - CAT Sp Yr 7 Sum Current NC level German
8x2 1 F 120 119 B B/C B 4 2.5
8x2 2 M 105 108 C/D C/D C/D 3.5 3
8x2 3 F 109 106 C C C 4 2.5
8x2 4 M 78 80 E/F E/F E/F   2.5
8x2 5 M 107 94 C/D C C 3.5 3
8x2 6 M 114 112 B/C B/C B/C 4 2.5
8x2 7 F 108 99 C C C 4 3
8x3 8 M 105 100 C/D C/D C/D   2.5
8x2 9 F 117 111 B/C B/C B/C 3.5 2.5
8x2 10 F 105 97 C/D C/D C/D 4 3
8x2 11 F 117 102 B/C B/C B/C 4 3
8x2 12 M 140 124 A/A A A/A 3.5 2.5
8x2 13 F 98 98 D D D 3.5 2.5
8x2 14 M 128 121 A/B A/B A/B 4 3
8x2 15 F 115 110 B/C B/C B/C 4 3
8x2 16 F 101 95 D C/D C/D 3.5 3
8x2 17 F 96 94 D D D 4 3
8x2 18 F 97 97 D D D 4 3
8x2 19 M 107 121 C/D C C 3.5 3
8x2 20 M 101 105 D C/D C/D 3.5 3
From class target to individual target
CATS score GCSE potential Year 8 target
100-110 C 4 4.5
110-120 B 5
120 A/A 5 5.5
Figure 6 year 8 German data 2007-8
23
Monitoring pupil effort and progress
NC levelsVocabulary tests 20L R activities
levelled and/or raw scoresW S activities
levels awardedAbsent or late hw or insufficient
effort recorded 3 x report
Figure 7 year 8 German marksheet 2007-8
P Presentation
E Effort
A Achievement
24
Whole year group assessments twice per year ?
review of class and year targets
  7x1G 7x1B 7x2G 7x2B 7x3
Av 79 69 58 43 38
KS2 av 230 229 185 171 119
Av Level 4.3 3.8 3.3 2.4 2.3
1 0 0 0 0 0
1.5 0 0 3 3 2
2 0 0 0 6 10
2.5 0 1 1 10 9
3 0 1 3 4 2
3.5 2 9 12 2 1
4 9 17 6 0 0
4.5 13 4 0 0 0
5 2 0 0 0 0
  7y1G 7y1B 7y2G 7y2B 7y3
Av 80 68 50 48 32
KS2 av 237 225 185 170 115
Av Level 4.3 3.8 3.0 2.8 1.8
1 0 0 0 0 1
1.5 0 0 2 2 9
2 0 0 3 2 3
2.5 0 3 5 6 4
3 0 2 9 6 0
3.5 1 10 9 5 0
4 13 9 3 2 0
4.5 14 6 0 0 0
5 4 1 0 0 0
Set End of Year 7 End of Year 8 End of Year 9
1 100 at least level 4 100 at least level 5 100 level 6/7
2 at least 50 level 4, rest level 3.5 50 level 5, 50 level 4.5 50 level 6/50 level 5
3 mostly 3.5 50 level 4, 50 level 4.5 all level 5
4 minimum level 3, some 3.5 100 level 4 4.5 75 level 5
5 100 between 2 - 3 100 minimum 3 - 4 30 level 5, 70 level 4
Figure 8 Year 7 Spanish end of year results 2007
25
Activity 1Look at the following list of words
and give each one a number rating 1-5 based on
how well you know the word. Look at the VKS
(Vocabulary Knowledge Scale) below 1. I dont
remember having seen this word before.2. I have
seen this word before but I dont know what it
means.3. I have seen this word before and I
think it means.4. I know this word it
means.5. I can use this word in a sentence,
e.g.(ref Wesche M Paribakht T.S. (1996)
Assessing second language vocabulary knowledge
depth versus breadth, The Canadian Modern
Language Review 53, 128)
26
Look at the following Spanish words and award
them a number (1 5) according to the criteria
below1. I can pronounce this word and I know
what it means2. I know what it means3. I
think I know what it means4. I know I have
learnt this word but I cant remember what it
means5. I have never seen that word before
1. Buenos días 2. tengo 3. dos 4. muy bien
5. Cómo estás? 6. mi cumpleaños 7. enero 8. gracias
9. catorce 10. un bolígrafo 11. no tengo 12. estoy mal
13. noviembre 14. dieciocho 15. Qué tal? 16. veinte
27
KS3 Spanish Core Language
ser to be
tener to have
estar to be
Pronouns
tengo I have
tienes you have
tiene he/she/you have (pol.sing)
tenemos we have
tenéis you have (fam.pl.)
tienen they/you have (pol.pl.)
soy I am
eres you are
es he/she is/you are (pol.sing)
somos we are
sois you are (fam.pl.)
son they/you are (pol.pl.)
estoy I am
estás you are
está he/she is/you are (pol.sing)
estamos we are
está you are (fam.pl.)
están they/you are (pol.pl.)
yo I tú youél/ella he/she Usted you
(polite, sing.) nosotros we vosotros you
(fam.pl.) ellos/ellas they Ustedes you
(polite, pl.)
Time words
Referring to things
Asking questions
Referring to places
ahora nowantes before después afterhoy
todayayer yesterdaymañana tomorrowotra vez
- againsiempre alwaysa menudo oftena
veces sometimesnunca neverla semana pasada
last weekla semana que viene next week
una cosa a thingesto thiseso thatalgo
(más) something (else)otro (an)othermucho
a lot(un) poco (a) little muy verytodo
all/everything
Por qué? why? Qué? what? Cuándo?
when? Dónde? where? Quién? who? Cuánto(s)?
how much/many? Cómo? how?
aquí hereallí - there
Making links
y ando ortambién alsopero butporque
becausecon withsin - without
Sentence building
Saying what you did
puedo/puede I can/he,she can
quiero/quiere I want to/he,she wants to
tengo que/tiene que I have to/he has to
voy a/va a verb Im going to/he is going to
(no) me (le) gusta I (dont) like to/he doesnt like to
me (le) encanta I love to/he loves to
me (le) gustaría I/he/she would like to
fui I wenthice I didví I sawjugué I
playedcomí I atebebí I drank
Opinions
Pienso que I think that Creo que I believe
thatMe parece que it seems that..
28
KS3 Spanish Key Skills
1 Sound/meaning
2 Visual/meaning
Memory
3 Spelling (core language words only)
1 repeat correctly
4 (improved) speed of recall
Pronunciation
2 retain pronunciation
1 say whole sentences from visual prompts
3 pronounce accurately from text
Sentence building
Infer/guess meaning from key words/cognates
2 adapt sentences to make new meanings
Comprehension
3 Use key verbs to build new sentences
29
Dynamic assessment the optimistic
self-portrait
Self-Portrait 1500, Albrecht Dürer
30
Dynamic assessment the optimistic
self-portrait
Assessment and instruction are dialectically
integrated as a single activity that seeks to
understand development by actively promoting it.
Beyond the test L2 Dynamic Assessment and the
Transcendence of Mediated Learning. Poehner,
M.E. 2007. The Modern Language Journal, 91, iii
pp.323-340
Rachel Hawkes January 2008
31
Dynamic assessment measuring potential
achievement

• Most assessment measures what is already mastered
• Most assessment is not truly developmental
• Most feedback is not specific enough to be acted
  on
• Most achievement is not aspirational i.e. it
  doesnt indicate future potential

Rachel Hawkes January 2008
32
GCSE German ? ?
present
past
future
opinion
link 1 W.O.
link 2 W.O.
link 3 W.O.
WWW
R2/R3
modal verb
umzu
adj. ending
comp./sup.
spelling errors
GCSE Spanish ? ?
present
past (preterite)
past (imperfect)
past (perfect)
future
conditional
subjunctive
links
opinions
reasons
negatives
comp./sup.
spelling errors
The tick grid system
33
Prepare the text for your PowerPoint presentation
on your family. You will need 5 slides only
(but you can add additional slides if you wish)
and you may add in photos or drawings at home.
In this lesson, you will be planning and writing
the text. Include the following information
Year 8 End of Unit project

• a description of yourself
• how many people in your family and who they are
• a detailed description of one family member and
  a comparison of yourself with that person
• a description of the hobbies and interests you
  and your family have
• a description of your plans for next weekend

34
Use verb forms other than I and choose some
radical verbs and other irregulars e.g.
ser/tener/jugar/hacer/pensar
? ?
Present (reg irreg) 5
Future 2
Preterite
Imperfect
Verb infinitive 2
links 3
opinions 3
reasons 2
adjectives 5
questions 2
negatives 2
comp./sup. 2
spelling errors
Say a little about your plans for next weekend
and what the rest of your family will be doing
too.
You use this when you say you like doing
something i.e. me gusta bailar.
Links are ways to join sentences or halves of
sentences together e.g. y, también, pero, sin
embargo, después, luego
porque because!
As well as me gusta etc.. Why not also include
pienso que, creo que, a mi parecer, me parece
que, en mi opinión
p.2 4 vocabulary book
see p.5 vocabulary booke.g. nicer than, funnier
than, bigger than..
35
(No Transcript)
36
(No Transcript)
37
Modelling the tick grid a lesson resource
38
Marking code for writing
A Auxiliary verb required/incorrect
Adj Wrong position or agreement error
G Gender error
I Infinitive verb required
M Meaning unclear
P Plural required
PP Past participle required/error
Sp Spelling error
T Tense incorrect
V Verb required/incorrect
WO Word order incorrect
_at_ Incorrect use of à/de
39
Whole class formative assessment
40
? ?
Present er
Present re/ir
Past - avoir
Past - etre
Futur proche
Negatives- variety
Questions - variety
Links
Pouvoir
Extras
? ?
Present
Past
Future
Imperfect
Negatives
Opinions
Reasons
Links
Clauses
Detail/Extras
? ?
Present avoir
Present etre
Present er vbs
Negatives
Questions
Opinions
Links et mais
Reasons parce que
Extras
Year 9 French
Year 8 French
Year 7 French
The French KS3 tick grids
41
Pupils think for themselves
Pupils know how to improve
Pupils know their learning aims

• make tasks as open-ended as possible
• allow choice of task (inc. homework)
• include a variety of ways of working inc. group
  pair work

• clarify knowledge skills to be learnt
• clarify success criteria

• give opportunities for pupils to
  draft-mark-reflect-improve their work
• give opportunities for pupils to reflect on and
  review their targets

Strategies to promote Active Learning
Pupils extend responses explain their thinking

• plan open-ended questioning
• extend questioning based on pupil responses
• encourage pupils to ask questions
• variety of strategies to promote maximum
  engagement of all e.g. no hands policy

Pupils assess themselves and others

• give opportunities for pupils to use success
  criteria and objectives to assess their own and
  others work

Pupils achieve their full potential

• allow pupils to give feedback and set targets
  for themselves and others

Pupils know about their own progress

• know the pupils well through dialogue and
  marking of their work
• plan differentiated tasks to meet their needs

• inform the pupils of their levels of achievement
• show pupils examples of good, (assessed) work

RHawkes 07
42
Summary Using data for the learner

• HODs use and understand multiple sources of data
  and set year group/class targets
• Teachers use data from HODs and own data to set
  individual targets (in line with class targets)
• Teachers use a range of strategies to ensure that
  pupils understand the landscape of the
  subject/course
• Teachers enable pupils to understand their own
  strengths and areas for development and share
  appropriate data to support this
  self-portrait
• Assessment is(at its best) aspirational and
  developmental - Dynamic Assessment optimistic
  self-portrait

Rachel Hawkes January 2008
43
Assessment the bigger picture

• Rachel HawkesAssistant PrincipalComberton
  Village CollegeEmail rhawkes_at_comberton.cambs.sch
  .ukTel 01223 262503 ext.222/223

Rachel Hawkes January 2008