Assessment cpd
- 1. Teaching and Learning Assessment Monday 4th September, 2017 Abby Castleton James Michie Sinead McGinty
- 2. Session Aims • What is the purpose of assessment? • How should we use formative and summative assessment? • How can we use peer and self assessment to support feedback and teacher work load? • How can we use assessment to stretch our most able students? • What changes are there in the T&L handbook?
- 3. Why are we focusing on Assessment?
- 4. Assessment Commission Report (2015) • Formative classroom assessment was not always being used as an integral part of effective teaching. • Instead of using classroom assessments to identify strengths and gaps in pupils’ knowledge and understanding of the programmes of study, some teachers were simply tracking pupils’ progress towards target levels.
- 5. Feedback is extremely powerful… • It is “among the most common features of successful teaching and learning” with an average effect size of 0.79, “twice the average effect of all other schooling effects (Hattie, 2012: 115-6).” • “Good feedback can significantly improve learning processes and outcomes (Shute, 2008).” • Anders Ericsson emphasises the importance of feedback and guided improvement in his work on expert performance: “Deliberate practice involves feedback and modification of efforts in response to that feedback (Ericsson and Pool, 2016: 99).” www.improvingteaching.co.uk
- 6. However providing effective feedback is problematic… • “While feedback is among the most powerful moderators of learning, its effects are among the most variable (Hattie, 2012: 115).” Providing feedback successfully is a real challenge: “Get it wrong, and students give up, reject the feedback, or choose an easier goal (Wiliam, 2011: 119).” This is illustrated most vividly in Kluger and DeNisi’s meta- analysis (1996), which found that studies of feedback showed an average effect size of 0.41, but in that over 38% had negative effects. www.improvingteaching.co.uk
- 7. Review of Marking and Feedback 2016- 2017 The most effective examples of feedback were.. • Linked directly to exam criteria or lesson objectives • Involved the students in the process – they valued the feedback they were getting and their responses reflected this. • Formative assessment was planned for and built towards summative assessment
- 8. Review of Marking and Feedback 2016- 2017 Feedback was less effective when… • Formative assessment hadn’t been planned for. Marking and feedback did not necessarily correspond with what students needed to do in a summative assessment. They were not being prepared effectively. • Students didn’t understand the value of the feedback so were not responding accordingly.
- 9. PLAN TEACH / LEARN FORMATIVE ASSESSMENT* (SIR) INFORMS PLANNING TEACH / LEARN SUMMATIVE ASSESSMENT (Grade) ASSESSMENT CYCLE * Different Formative assessments should occur throughout a scheme of work but should always inform planning and feed into the summative goal. This part of the process will be repeated before reaching the summative assessment point.
- 10. Assessment – what are our expectations? Formative and summative assessment must be planned for and indicated in all schemes of work. Formative assessment must be given SIR feedback and the students must respond because it should support their summative achievement. Feedback from formative assessment can be given from the teacher, peer or self. All summative assessments must be marked by the teacher as a grade should be awarded and reported.
- 12. Department Time Monday 4th and Tuesday 5th September • Complete the planning of all formative and summative of assessment in all schemes of work • Plan for effective peer and self assessment • Review assessments and schemes of work to ensure our most able students are able to access the highest grades
- 13. What are the benefits of peer and self-assessment?
- 14. What are the benefits of peer and self-assessment? • Increases student engagement with, and understanding of, assessment criteria • Improved responses • Students recognise, and have models of, the standards they are aiming for • Students become active learners • Promotes independent learning and encourages deeper thinking • Students become more reflective learners • Teacher work load
- 15. Success Criteria By the end of this session I will: • Understand the benefits of peer and self-assessment • Be able to reflect on my own use of self and peer- assessment • Understand how I could make peer and self- assessment more effective • Develop strategies for approaching and planning for peer and self-assessment
- 16. The Research Dylan Wiliams’ research suggests: • Formative peer-assessment, where students help each other improve their work, benefits both students (those offering the feedback as well as those receiving it). • Peer-assessment forces students to engage with the success criteria without the emotional attachment they have to their own work. Subsequently, their own work often improves. • The learner’s role in formative assessment is important (essentially, understanding criteria for success, peer- assessment and self-assessment). • Effective formative assessment is based on clarifying, sharing and understanding learning intentions and success criteria and activating students as owners of their own learning and their relationship with self-regulated learning.
- 17. What do our students think about peer and self- assessment?
- 18. How often do you carry out peer or self- assessment? 0 5 10 15 20 25 30 35 40 45 50 Peer Assessment Self Assessment Often Sometimes Rarely
- 19. Which do you prefer? 0 5 10 15 20 25 30 Peer Assessment Self Assessment
- 20. What do you like about peer and self- assessment? 0 20 40 60 80 100 Peer assessment Self assessment 1 2 3 Peer 1 = Helps to identify things in your work that you may not see 2 = Good to compare work and see how others have answered 3 = Get to know the mark scheme Self 1 = Get to know the mark scheme 2 = You do not have to show others your work 3 = Other
- 21. What don’t you find useful about peer and self- assessment? 0 20 40 60 80 Peer Self 1 2 3 4 5 Peer 1 = It can make you feel bad about yourself 2 = People do not know how to mark it properly. 3 = After it is marked. You do not get a chance to work on it. 4 = You cannot read others writing 5 = Other – fear of reprisal if they do not like your comment Self 1 = You can change it as you are going through so there is no point in writing an improvement 2 = I set myself easy targets so my response is easy 3 = Other
- 22. 0 10 20 30 40 50 60 Does peer/self assessment aid your learning If it was carried out better do you think it would aid learning Yes No Unsure
- 23. Summary • Peer and self-assessment is carried out but it is not consistent throughout subjects, sets or year groups • Students prefer self-assessment – due to not having to show their work to others because of fear of not being right, not wanting people to see their handwriting, appearing stupid, and a fear of reprisal if others do not like the comments they have made on their work. • It is clear that students do not feel that peer and self- assessment improves their learning, but a number of them do feel that if it was carried out better i.e. more structured, taught how to give feedback and in a supportive environment, it would help improve their attainment.
- 24. Reflection Working with a partner, using the headings ‘Always’, ‘Sometimes’ and ‘Rarely’, decide how often you address each of the areas on the cards when using peer and self-assessment strategies. Take time to discuss their importance to peer and self- assessment and decide, individually, what you could develop to make peer and self-assessment more effective.
- 25. Effective Peer and Self-Assessment
- 26. Effective Peer and Self-Assessment
- 27. Effective Peer and Self-Assessment
- 28. Task Within your departments (larger departments might want to split into smaller groups), you should all have a piece of work which has not been assessed. You need to create a plan to teach peer or self- assessment for this piece of work. However, you can’t…
- 29. Don’t… • Just tell students to mark the work • Give them the mark scheme and assume they understand it • Assume one particular student has to assess the whole piece • Assume students know how to assess effectively • Assume students know what an effective strength and improvement target look like • Assume all students will understand their improvement target when they get their work back
- 30. Success Criteria Complete your own self-assessment based on this success criteria: • Understand the benefits of peer and self-assessment • Be able to reflect on my own use of self and peer- assessment • Understand how I could make peer and self- assessment more effective • Develop strategies for approaching and planning for peer and self-assessment
- 31. Assessment: Targeting the Upper- Band.
- 32. • Teachers and other staff have consistently high expectations of what each pupil can achieve, including most able and disadvantaged pupils • Teachers and other staff have a secure understanding of the age group they are working with and have relevant subject knowledge that is detailed and communicated well to pupils School Inspection Handbook, Ofsted, 2016
- 33. • In 2016 value added for students who started A-Levels with an A grade average was - 0.55 • The percentage of students achieving 3+ A*/A grades at GCSEs has been decreasing: ▫ 2015: 23% ▫ 2016: 22% ▫ 2017: 19% • For over three years, upper- band students have achieved a low B average at GCSE across most subjects. We must avoid teaching to the middle…
- 34. • Are our (modes of) assessments challenging enough for upper- band students? How could we adapt our assessments to meet their needs? • Are we planning for our upper-band students to access the highest grades? What content / skills need to be included more regularly to ensure that they can? • Do our upper-band students know what A and A* work looks like and what they need to do to produce it? What activities could we adopt to ensure that they do? Split the questions amongst your team and discuss your answers/ideas in relation to each one. Targeting the Upper-Band and using assessment effectively…
- 35. • Use the data. Analyse outcomes of tests and assessments – are your upper-band students achieving below, inline or above their targets? Why is this? Does your assessment need to be adjusted? • Analyse and evaluate examiner feedback and a sample of completed external tests to understand what your students need to do to achieve the top grades. Are there areas of the course your students consistently struggle with? • Develop effective peer and self-assessment with your upper-band students to allow them to become more critical of their own performance. • Plan and develop assessment activities that are specifically aimed at your upper-band students. Include a ”six-marker” in every unit assessment. • Turn your upper-band students into examiners. Get them to break down questions, success criteria and to set questions themselves. • Create an expert group in your class. Consider assessing them differently and have them present their work back to the rest of the class.
- 39. • What skills and competencies should your students be leaving Sixth Form with? • What skills and competencies should already be embedded in your students by the time they start Year 12? • What skills and competencies should already be embedded in your students by the time they start their GCSEs? Discuss and create a list of skills and competencies that your students’ need to develop. Try to order them based on key stages of development. Planning backwards: A-Level – GCSE - KS3
- 40. Changes with Teaching and Learning Teaching & Learning Handbook 2017 – 2018
- 41. Lesson Observations • One 25-40 minute observation completed prior to October half term. • One 20-30 minute observation completed between January and Easter. • One informal peer to peer lesson observation completed in the summer term.
- 42. New Matrix
- 43. New Matrix
- 44. New Book Look / Work Scrutiny Procedure • There will be follow up action points for teachers / the department. • These will need to be addressed in departments and in line management meetings.
- 45. New Book Look / Work Scrutiny Procedure
- 46. Extending CPD Capacity • Every half term will be given a theme / focus e.g. Sixth Form • Every a different T&L idea will be sent around to teachers to try to use in their classrooms. • 15-20 minutes of every department meeting time is used as a CPD delivery. All teachers will receive one CPD on each of these themes / foci. • This CPD would be planned by the T&L team and would be shared at the subject leader meeting prior to the department meeting so the person delivering the CPD to the departments is aware of the key aims and ideas. • Only 10 minutes would be planned for, then the subject leader should chair a discussion in the teams for the other 10 minutes about how they can apply these ideas in their department.
- 47. Department Time Monday 4th and Tuesday 5th September • Complete the planning of all formative and summative of assessment in all schemes of work • Plan for effective peer and self assessment • Review assessments and schemes of work to ensure our most able students are able to access the highest grades