Assessment for Learning Quick Wins
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The document outlines the importance and principles of assessment for learning, emphasizing student involvement in their own progress. Various practical techniques for implementing assessment, such as using traffic lights for self-assessment and encouraging peer feedback, are evaluated. The session also aimed to equip educators with strategies to enhance classroom learning and improve student outcomes.
Assessment for Learning Quick Wins
- 1. Assessment and Feedback Group – 10th November 2014 Assessment for Learning Today we are going to: • Establish why assessment for learning is important, • Define the principles of assessment for learning, • Evaluate some assessment for learning techniques, • Go away with some practical ideas for implementing assessment for learning techniques.
- 2. When assessment for learning is well established in a classroom pupils are: • actively involved in their own learning, • able to judge the success of their work and set and understand targets for improvement, • able to take responsibility for their own progress.
- 3. Assessment for learning has been defined as: • 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.
- 4. • seeking evidence • interpreting evidence • where learners are in learning • where they need to go • how best to get there
- 5. Making aims clear - Put lesson objectives on the board at the beginning of the lesson. - Talk to students about why they are studying what they are studying. - Contextualise short-term aims in long-term aims (e.g. analysing Shakespeare will contribute to a wider knowledge of the cultural canon and stronger analytical skills among other long term aims) - Check with students that they are clear about the aims of the lesson/unit/subject - Produce aims in conjunction with students Back to AFL Tools
- 6. Students write Questions For example – • About what they would like to know on a new topic • To ask the teacher or other students in order to assess their learning • To demonstrate their learning/misconceptions/areas they would like to further explore The classroom could have a question box where students drop questions at the end of a lesson. Or, a plenary could involve students writing questions that the class then work on together, or forms the basis of the next lesson. Back to AFL Tools
- 7. Exemplar Work When setting students a piece of work, show them examples that make it clear what it is they are being asked to do – and what they need to do in order to meet the assessment criteria. Students could mark exemplar work using the assessment criteria. This will help model what is being asked for and how it relates to the process of assessment. Back to AFL Tools
- 8. Traffic Lights Use traffic lights as a visual means of showing understanding. e.g. • Students have red, amber and green cards which they show on their desks or in the air. (red = don’t understand, green = totally get it etc.) • Students self-assess using traffic lights. The teacher could then record these visually in their mark book. • Peer assess presentations etc. with traffic lights Back to AFL Tools
- 9. Self-assessment Targets Students give themselves targets based on their self-assessment. These learning goals could be recorded somewhere and revisited (i.e. inside cover of workbook) They could be compared to teacher targets and the two brought to consensus if different. Back to AFL Tools
- 10. Tell your neighbour Students ‘tell their neighbour’ as a means of articulating their thoughts. - Ask a question, give thinking time and then ask students to tell their neighbour their thoughts. - Tell students what the new topic is and then ask them to tell their neighbour everything they know about it. Back to AFL Tools
- 11. Incorrect Discussion Use incorrect answers as a discussion point. Rather then dismissing something because it is wrong, or saying ‘that’s interesting’ etc. Use the misconception in reasoning to draw the process out into the open. This leads to improving on misconceived reasoning and an atmosphere in which it is OK to be Wrong. Back to AFL Tools I’m glad that’s the wrong answer… let’s discuss it
- 12. Post-It Use post-it notes to evaluate learning. Groups, pairs or individuals can answer: • What have I learnt? • What have I found easy? • What have I found difficult? • What do I want to know now? Back to AFL Tools
- 13. Thumbs Check class understanding of what you are teaching by asking them to show their thumbs. Thumbs up = I get it Thumbs half way = sort of Thumbs down = I don’t get it Back to AFL Tools
- 14. 2 stars and a wish For peer assessment, ask students to give two stars and a wish. Two stars = 2 things that are good about the piece of work A wish = something they can improve to make it even better Back to AFL Tools
- 15. Bouncing Bounce answers around the room to build on understanding and have students develop stronger reasoning out of misconceptions. E.g. “Jimmy, what do you think of Sandra’s answer?” “Sandra, how could you develop Carl’s answer to include more detail?” “Carl, how might you combine all we’ve heard into a single answer?” Back to AFL Tools
- 16. X and Y Ask students why X is an example of Y e.g. Why is an apple an example of a fruit? Why is a fox an example of a mammal? Questioning in this way avoids factual recall and asks for the underlying reasoning to be made explicit. Back to AFL Tools
- 17. Feedback Sandwich Feedback can be delivered in different ways, two feedback ‘sandwiches’ are – i) Positive comment Constructive criticism with explanation of how to improve Positive comment ii) Contextual statement – I liked….because…. Now/Next time… Interactive statement e.g. a question based on the work Back to AFL Tools
- 18. Hands Down Tell pupils they should only raise their hand to ask a question, not to answer one. The teacher then chooses pupils to answer, therefore gaining information on whether everyone is learning. www.classtools.net – fruit machine programme on here where you can input names, save it and play it to choose pupils at random. Write names on lollipop sticks and pull out at random to answer. Write numbers on balls or counters that tally to register or seating position and re-use with every class. Back to AFL Tools
- 19. Show and Tell Use mini-whiteboards so that very student can write or draw their answer and show it to you (or their peers) immediately. Back to AFL Tools
- 20. Did we manage to: • Establish why assessment for learning is important? • Define the principles of assessment for learning? • Evaluate some assessment for learning techniques? • Go away with some practical ideas for implementing assessment for learning techniques?