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AssessmentFor Learning

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Assessment for learning definitions. Assessment for learning is... An image on the screen accompanied by Claude Debussy's 'Claire de lune. ... – PowerPoint PPT presentation

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Title: AssessmentFor Learning


1
AssessmentFor Learning
2
Assessment for learning definitions All
those activities undertaken by teachers, and by
their students in assessing themselves, which
provide information to be used as feedback to
modify the teaching and learning activities in
which they are engaged. Black, P. and
Wiliam, D. (1998)
3
Assessment for learning definitions Assessment
for learning is the process of seeking and
interpreting evidence for use by learners and
their teachers to decide where the learners are
in their learning, where they need to go and how
best to get there.

Assessment Reform Group (2002)
4
Key Characteristics of Afl Is embedded in a view
of teaching and learning of which it is an
essential part Involves sharing learning goals
with pupils Aims to help pupils to know and
recognise the standards they are aiming
for Involves pupils in peer and self
assessment Provides feedback, which leads to
pupils recognising their next steps and how to
take them Involves both teacher and pupils
reviewing and reflecting on assessment information
5
Steps to developing effective Afl ?Develop
objective led lessons ?Develop oral and written
feedback ?Develop peer and self
assessment ?Develop curricular target setting
6
Session One
Developing objective led lessons
7
Definitions
What the teacher intends pupils to learn learning
objectives How achievement will be demonstrated
by pupils learning outcomes
8
Why bother?
Why write lesson objectives and outcomes?
They give pupils a clear idea of what will be
learned, how it will be learned and why. They
bring the pupils into the process by making them
part of your plans. They give students a clear
idea of what they are aiming for. They provide a
framework for students to evaluate their own
performance. They clarify tasks. They help
teachers review progress and focus feedback.
9
Writing Learning Objectives
Useful stems for developing learning objectives
10
Writing Learning Objectives
lknow that (knowledge factual information,
e.g. names, places, symbols formulae,
events) ldevelop/be able to (skills using
knowledge, applying techniques, analysing
information, etc.) lunderstand how/why
(understanding concepts, reasons, effects,
principles, processes, etc.) ldevelop/be aware of
(attitudes and values empathy, caring,
sensitivity towards social issues, feelings,
moral issues, etc.) Learning objectives may also
focus on how pupils learn (e.g. to appreciate
how peer assessment can help you to improve your
own work)
11
Writing Learning Objectives
W A L T
12
Writing Learning Outcomes
Deciding in advance what you want as an outcome
not only in terms of product but also in terms of
quality and quantity will help with lesson
design and setting targets for pupils. A possible
route for writing lesson outcomes is
13
Writing Learning Outcomes
lDecide what you expect from each task or part of
the lessons lMake sure that you have a clear idea
about what you expect to see in a high quality
outcome lPlan how and when you are going to
explain these to the students
14
Writing Learning Outcomes
Possible stems could include lWhat Im looking
for is lWhat I expect from everyone is lFor a
Level 4 you would need to lA good answer would
include at least
15
General rules
  • lIn most lessons it is better to focus on two or
    three learning objectives
  • lThere may be a range of learning outcomes from
    one learning objective
  • lObjectives and intended outcomes have most
    impact when they are shared in pupil-friendly
    language and focus the plenary

16
Starters and Plenaries
Use starter activities to introduce or reinforce
the learning objectives. This could be done by
doing a starter based around talking about the
objectives or by doing a task that actually meets
the objectives. Focus plenary activities on
testing the learning objectives.
17
Starters and Plenaries
Starter activity for a History Lesson
Identify the similarities and differences between
these two soldiers.
18
Starters and Plenaries
Learning Objectives
  • Know how wars were fought in the 19th century
  • Know how the Great War was fought
  • Understand why the 19th century methods of
    warfare were unsuitable for the 20th century

19
Starters and Plenaries
Plenary activity for a History Lesson
Why are these two soldiers different?
20
Starters and Plenaries
Possible Starter activity for a Geography Lesson
What is the message of this cartoon? How does the
cartoonist put the message across?
21
Starters and Plenaries
Learning Objectives
  • Understand how conflicting demands on the Amazon
    region arise
  • Understand the positive and negative outcomes of
    logging in the Amazon region

22
Starters and Plenaries
Possible Starter activity for a Geography Lesson
How fair is the cartoonists view?
23
Starters and Plenaries
Possible Starter activity for an RE Lesson
Students read a short article about a teenage
boys experiences of becoming a vegetarian. They
are asked to highlight the challenges he faced
when he became a vegetarian e.g. his Dad made fun
of him. Debrief and ask students why he chose to
be a vegetarian even though it was difficult i.e.
he felt strongly about animal rights and his
beliefs shaped the way he led his life.
24
Starters and Plenaries
Learning Objectives
  • Understand the Jewish and Hindu views of animal
    rights
  • Understand how these beliefs shape the way Hindus
    and Jews lead their lives

25
Starters and Plenaries
Possible Plenary activities for an RE Lesson
  • Class is divided into three. Secular, Hindu and
    Jewish. A selection of statements are put up on
    an OHP. Students have to select the ones that
    match their assigned outlook about the animal
    rights.
  • Using the above OHT students could be asked to
    select ideas that directly contradict each other.
  • Students have to write a question they would like
    to ask a Hindu about their beliefs/lifestyle
    relating to diet.

26
Starters and Plenaries
Possible Starter activity for a Science Lesson on
Human reproduction
Ask pupils to work in pairs to produce a simple
sketch of the life cycle of a flowering plant.
Allow only a couple of minutes before asking the
pairs to work in groups of four to compare what
they have done. Ask them to agree among
themselves a simple sketch.
27
Starters and Plenaries
Learning Objectives
  • Understand human growth and reproduction
  • Identify similarities and differences in growth
    and reproduction of humans and plants

28
Starters and Plenaries
Possible Plenary activity for a Science Lesson
During the final five or so minutes, ask pupils
to identify similarities between human growth and
reproduction and the life cycle of a plant.
29
Starters and Plenaries
Possible Starter activity for a Music Lesson
An image on the screen accompanied by Claude
Debussy's 'Claire de lune. Pupils are asked to
brainstorm what the effects of the media
combination are. Repeat, but play the Jaws theme.
30
Starters and Plenaries
Learning Objectives
  • Understand how a change of music can create a new
    effect in relation to other media
  • Be able to identify specific musical devices used
    to create different effects

31
Starters and Plenaries
Possible Plenary activity for a Music Lesson
During the lesson(s) students compose a piece of
music in response to given images. As a plenary
students share their work and explain how they
have used musical devices to convey an effect
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