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Northern Ireland Revised Northern Ireland Revised CurriculumCurriculum

Professional Development Programme Professional Development Programme

Course HandbookCourse Handbook

Year 5Year 5

Assessment for LearningAssessment for Learning

ContentsContents

Programme for day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Links between AfL and Personal Development & Mutual Understanding . . . . . . . . . 3

Links between AfL and Thinking Skills & Personal Capabilities . . . . . . . . . . . . 4

Constructivism ~ the work of Carol Dweck . . . . . . . . . . . . . . . . . . . . . 5

The Learning Board . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Range of adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

A structured feedback system ~ ‘2 stars and a wish’ . . . . . . . . . . . . . . . . . . 8

Modelling Effective Questioning . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

What’s involved? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Examples of Learning Intentions . . . . . . . . . . . . . . . . . . . . . . . . 12

Self-Evaluation ~ ‘Big Questions’ . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Structured observation from DVD . . . . . . . . . . . . . . . . . . . . . . . . . 14

Next steps for me in Assessment for Learning . . . . . . . . . . . . . . . . . . . . . 15

Frequently Asked Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Back at School ~ Sharing ideas with colleagues . . . . . . . . . . . . . . . . . . 17

Key issues to raise with colleagues . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Learning Log ~ Session 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Learning Log ~ Session 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Learning Log ~ Session 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Networking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

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ProgrammeProgramme Session 1 Session 1 Assessment for Learning in the Revised Assessment for Learning in the Revised

CurriculumCurriculum9.15am – 10.20am Outline

Picking up from Day 2 Constructivism ~ the work of Carol Dweck Mapping the AfL strategies

10.20am – 10.40am BREAKBREAK

Session 2 Session 2 Practical experience of a range of AfL strategiesPractical experience of a range of AfL strategies 10.40am – 12.10pm Sharing learning intentions and success criteria

Formative Feedback Questioning Scaffolding reflection

12.10pm – 1.00pm LUNCHLUNCH

Session 3 Session 3 Impact of AfL in classroomsImpact of AfL in classrooms1.00pm - 2.30pm Range of practical examples

Benefits to the learning environment

Session 4 Session 4 Considering the next stepsConsidering the next steps2.30pm – 3.00pm What’s next for me?

Networking opportunities

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Cooperation

Sharing the Learning

Feedback

Questioning

Reflection

Respect

Feelings and

emotions

Responsibilities

Self-esteem and

self confidence

Attitudes to Learning

Dealing with

conflict

Communication

Links to Personal Development and Mutual Understanding

AfL

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Links to Thinking Skills and Personal Capabilities

Time to Think

Learning is visible and

explicit

Managing my own

learning

Assessing other’s work

Working with Response Partners

Self regulatio

n

Asking questions to deepen my

learning

Using information to help me learn

AfL

Sharing the Learning

Feedback

Questioning

Reflection

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Constructivism ~ the work of Carol Constructivism ~ the work of Carol DweckDweck

Key principles:

Children’s beliefs about the nature of ability strongly affect their success in learning.

Carol Dweck’s highly influential research suggests the presence of two distinct ‘mindsets’ in the pupils in our classrooms.

• These mindsets relate to children’s beliefs about the nature of ability, or intelligence. One mindset holds to the belief that ability is something that is fixed, the other that it is changeable.

• Where children believe that ability is fixed, then on experiencing difficulty they feel a sense of hopelessness ~ because there is nothing they can do about it.

• Where children believe that ability is changeable, then on experiencing difficulty they feel a sense of optimism. They also believe very strongly in the importance of effort.

Ability is fixed.

Difficulty and failure is the environment telling me that I don’t have enough ability to do the task, or cope with the learning area.

Ability is changeable.

When I experience difficulty, it means that I’m learning. Failure tells me that I need to work harder, or use different strategies to succeed.

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We Are Learning To:We Are Learning To:

1.Use adjectives effectively

2.Work well in groups

Success Criteria:Success Criteria:

• Choose words that best describe the friend you would like to have

• Include a wide range of qualities

• Use classroom rules for group work

The Learning Activity:The Learning Activity:

• As a group, design a ‘Wanted Poster’ advertising for a friend

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A range of possible A range of possible adjectivesadjectives

truthful reliable kind happy considerate humble

trustworthy dedicated giving jolly caring meek

sincere devoted big hearted cheery selfless unassuming

straight-forward dependable charitable positive attentive reserved

frank faithful open-handed jovial helpful unpretentious

open steadfast loving lively sympathetic reticent

candid constant magnanimous joyful patient discrete

direct trusty noble smiling tolerant self-effacing

straight stalwart decent optimistic reflective shy

honest loyal generous cheerful thoughtful modest

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Fourth … provide time to read, process and respond to your prompt.

A structured feedback system

First … Find 2 successes with reference to the success criteria

Second … Find the part of the work which provides most scope for a ‘jump’ ~ not simply the worst part

Third … Write a short prompt telling the learner exactly what to do to this part of their work, and …

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ModellingEffective

QuestioningPrior noticePrior noticeTell children ~ in a few minutes I will be asking a question about . . .

Ask fewer but better questionsAsk fewer but better questionsAsking fewer questions allows more time to invite more responses. Move away from quick fire questions and quick fire answers.

Thinking timeThinking timeAllow thinking time. This gives children the opportunity to improve their responses. Most teachers wait about one second before they expect a response and they often answer their own questions.

No hands upNo hands upEncourage all children to think about the answer ~ not just the quick processors.

Think / pair / shareThink / pair / shareThis allows each child to think of an answer or an opinion. They must share with at least one other person so no one can coast along on the back of others’ thinking. This is helpful for the less engaged child, the shy child and the child who needs time to think.

Examples of open ended questions Examples of open ended questions include:include:

• What do you think?• How do you know?• How can you find out?• Why do you think that?• Do you have a reason? How can you be sure?• Is this always so?• Can you think of different ways to . . . ?• Is there another reason / idea / way?• What if . . . ? • Where is there another example of this?• What do you think happens next?• What do you think of that answer?• Can you explain how you got to that answer?• Which is the odd one out and why?

A good question challenges our thinking. It makes the mind buzz. It arouses interest, raises further questions, new ideas, differing views and requires some difficult thinking.

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Questioning (continued)

When evaluating, they can ask themselves When evaluating, they can ask themselves questions like:questions like:

How did I do it?What method/strategy worked?What did I learn?Did my plan work out?Can I learn from my mistakes?Can I do it differently/better next time?

Important considerations:Important considerations:

Do we ask too many questions? Do we need to ask fewer, but better questions? Do we ask, then answer the question ourselves?Do we ask the same type of questions?Are we looking for an answer or an explanation?Do we need to plan for more questions which provide opportunities to challenge thinking and get children discussing and debating? Are some answers ignored?Do we take responses seriously?Do the same children provide the answers?Is answering questions a competition between children?Are children comfortable with giving wrong answers?At the planning stage ~ What would be good questions to ask?How active are the children? Do they realise that their learning depends on their readiness to express ideas and discuss? It’s not about spotting right answers!Are children encouraged to generate their own questions?Do children value and respect the ideas/opinions of others?

Encourage children to ask more questionsEncourage children to ask more questionsValue children’s questions as much as their answers ~ the ability to question is one of the keys to effective learning.Pausing, prompting, probingPausing, prompting, probingProvide prompts and probes for fuller answers. Don’t just accept the first response ~ the child may need a little help and encouragement to give a fuller answer or to go deeper in their thinking, e.g.

Is that the same as…?Do you mean….?Tell me more…?Can you give me an example…?

Responding positivelyResponding positivelyRespond positively ~ prompts and scaffolds can help children amend their answers. Ask other children if they agree or would like to add anything. Answers which seem a bit ‘off beam’ can provide great insights for the teacher ~ seek clarification and explanation.Appropriate language and content levelAppropriate language and content levelQuestions should be clearly worded ~ challenging but manageable so language and subject matter should be appropriate for the age and stage of the children. Metacognition Metacognition Thinking about thinking ~ allow children the opportunity to reflect on their thinking through questioning. Metacognition is the ability of the learner to plan, monitor, redirect and evaluate how they think and learn, e.g.When planning they can ask themselves When planning they can ask themselves questions like:questions like:

How am I going to do it?Is it similar to anything I’ve done

before?Is it one of those?

When adapting they can ask themselves When adapting they can ask themselves questions like:questions like:

Do I understand it so far?Do I need to ask a question?Am I on the right track?Am I still on task?Is there a better way?

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• Initially ~ no hands up!!!

• Scaffolding the wait time

• Breaking old habits

What’s involved?

Telling children what they’re about to learn and why

Scaffolding successful activity towards learning by telling them what to pay attention to ~ explicitly

Giving feedback which is focussed on improvement

Ensuring that students reflect on the ‘what’ and the ‘how’ of their learning

Using questioning strategies that extend participation and deepen learning

and how?

• Publish Learning Intentions

~ perhaps using ‘WALT’

• Agree and publish Success Criteria

~ perhaps using ‘WALT’

• Structured, comment only feedback

• Peer/Self Assessment

• Structured plenaries

• eg 2 Stage MindMaps

• ‘No Hands Up’• Wait time• Response Partners• Low risk closed questions

and the tricky bits?

• Framing good LI’s for learning, rather than activity

• Coming up with SC• Keeping SC succinct• Keeping them few• Ensuring range

• Keeping within the SC!!!• Breaking old habits

• It probably won’t happen unless you make it happen

• Training for objectivity

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Activity IntentionsActivity Intentions Learning IntentionsLearning Intentions

Sort 3D shapes in a Venn diagramSort by 2 criteria relating to properties of shapes

Write familiar words in hieroglyphs Know that hieroglyphs are a form of written communication

Make a plan of your bedroom

Investigate repeating patterns in a variety of objects, pictures and textiles

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Self Evaluation – ‘Big Questions’

Developing prompts that help children toevaluate the quality of their learning.

•What did you find easy about learning to … ? (add the learning intention)

•What really made you think while you were learning to … ?

•What helped you (eg a friend, the teacher, new resources, a book, your own thinking) when something got tricky about learning to … ?

•What do you need more help with about learning to … ?

•What are you most pleased with about learning to … ?

•What have you learnt that is new about … ?

•How would you change this activity for another group/class who were learning to … ?

•What new questions would you like to ask now about learning to … ?

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Clip1: Learning Intentions/Success Criteria First impressions?

Clip 2: Questioning What have you learnt?

Clip 3: Formative Feedback What could you take from this into your own practice?

Clip 4: Reflection What are the benefits to these children’s learning?

Structured Observation of DVD ClipsStructured Observation of DVD Clips

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Next steps for me in Assessment for Learning

Remember to:Remember to:• Build on what you are already doing.

• Start slowly… Select an “easy” subject. Continue to move slowly and don’t be in a rush to explore all areas of learning.

• Talk to other teachers about what you are doing - compare notes – plan together. Jot down notes about things you’ve tried out and what happened.

• Look for impact on children’s learning and your own teaching.

• Think of yourself as an action researcher- these pieces of advice are only starting points or ‘ways in’. Experiment and modify your ideas as you go along.

• Refer to the ‘Key Stages 1 & 2 Curriculum Support and Implementation Box’.

•Discuss with pupils what they must do when you ask a question.•Extend wait time to 5 seconds after you have asked a question.•Experiment with hands up at the end of five seconds or no hands up at all so that anyone can be asked for a response.•Have ‘talking partners’ or threes as a regular feature of your lessons.•Say that if it’s making you think it means that you are learning something new - make this a good thing.•Dabble with self- evaluation: getting pupils to reflect on what helps them learn. •At the beginning of units of work, introduce the elements to be covered in a visual form. Try to involve the pupils in some way. Use this at the beginning and end of a lesson to remind children of the connections of what has been learned and how it links to future learning. •Share/write up learning intention. Explicitly separate from the activity/ context.•In short term plans separate the learning intention from the activity/ context.•Plan process success criteria (what they will need to do in order to achieve the learning intention) Start with one subject only and plan with someone if possible.•Ask pupils for success criteria just before they start to work and write it up or put them up as you go during the teaching part of the lesson.•During lessons, remind pupils to focus on the success criteria.

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Should I start every lesson with learning intentions?Should I start every lesson with learning intentions?No, only when you are introducing new learning.

What about the capital letters and full stops, if the learning intention is not What about the capital letters and full stops, if the learning intention is not focussed on these?focussed on these? Have a lesson/s where the learning intentions are ‘writing using capital letters and full stops’ or develop a list to remind children what to do ‘during’ their activities, e.g. remember full stops, capital letters.

What do we do about our schemes/planners?What do we do about our schemes/planners?Do not start rewriting these. Experiment with the strategies and even consider using post it pads on your schemes to record any learning intentions or success criteria which you trial. Share your feedback with other colleagues.

More work?More work?You are not going to do this all the time at first. Try a few lessons and see how it goes.

What about pupils who aren’t fluent readers accessing the learning What about pupils who aren’t fluent readers accessing the learning intentions & success criteria?intentions & success criteria?Assist children to generate their own little icons to illustrate the meaning of text.

What about children who have satisfied all the success criteria?What about children who have satisfied all the success criteria?Select a criterion which they can use to extend their work to make an improvement.

What if there are no successes in a child’s work?What if there are no successes in a child’s work?Consider writing a range of success criteria so that they cater for different abilities. Ensure that you do not have too many points in the criteria.

What about telling parents about the changes? They expect to see all the What about telling parents about the changes? They expect to see all the spelling mistakes corrected?spelling mistakes corrected?Consider a parents’ evening to inform parents. A booklet for parents is being produced which will outline the strategies.

???Frequently Asked Questions

?

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Back at school ~ sharing ideas with Back at school ~ sharing ideas with colleaguescolleagues

Assessment for LearningAssessment for Learning

It is recognised that after your development days you will not feel that you are experts in the areas covered! However, it is important that the principal and staff are kept informed and involved. In order to assist you in this process, the following steps are suggested.

Meet with your colleague/sMeet with your colleague/s

Share the programme/information from the day.Discuss the learning log/summary sheets and personal learning.Ask – What will this mean for us in our classrooms?

Meet with the principalMeet with the principal

Share the programme / information from the day.Discuss the learning log/summary sheets and personal learning.Describe the activities you will be trying out in your classroom.Plan how to disseminate to the rest of the staff.

Meet with the staffMeet with the staff

The Stage 4 self-evaluation process will be on-going throughout 2006-07. It is anticipated that at Stage 5, dissemination from Primary 1 and Primary 5 teachers from their Personal Development & Mutual Understanding, Thinking Skills & Personal Capabilities and Assessment for Learning days will inform whole-staff discussion. It will be at the discretion of each school how this is progressed.This may be through:The sharing of the programme and key learning points.The P1 and P5 powerpoint presentations will be available on the PMB web site: www.pmbni.org.ukUsing the briefing sheets and critical questions from the Stage 4 self-evaluation pack and the CCEA DVD.

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Briefing Sheet:Briefing Sheet:Assessment for LearningAssessment for Learning

KeyKeyConceptsConcepts

andandMessagesMessages

Assessment for learning is built on the constructivist theory of learning. Learning is seen as an activity, not just a product. Pupils are actively involved in their own learning? Pupils construct their own understanding. Learners take responsibility for their own learning, and eventually for their own assessment too. Make learning and assessment transparent. Learning intentions and success criteria are shared

with learners. Make learning transferable

KeyKeyClassroomClassroomStrategiesStrategies

‘Big Picture’ strategies – enabling learners to see the breadth, depth and connections in their learning.

Sharing learning intentions and success criteria. Using questioning strategies that enhance participation and deepen learning. Formative feedback – telling learners where they have been successful, where they should focus

and providing them with the time and support to make improvements. Self-evaluation, as well as peer and self-assessment, where emphasis is not just on what they

have learnt, but how.

KeyKeyOutcomesOutcomes

Research indicates key outcomes of assessment for learning practice to be: Enhanced performance, especially those in lower ability groups. Enhanced self-esteem and self-confidence leading to more risk-taking behaviour especially with

new l earning opportunities. Greater resilience displayed by learners when they meet difficulties. Increased independence for learners. Greater teacher awareness of the needs of learners and the learning they are meant to gain from

activities. A community of learners, built through positive changes in the classroom climate.

ImplicationImplicationss

forforLeadershipLeadership

andandManagemeManageme

ntnt

A need to revisit and challenge the school’s vision statements – what does the school seek to achieve for its learners?

A need for discussion on beliefs about learning and how this affects the organisation of teaching and learning activities.

To ensure that pupils’ learning experiences are consistent with the school’s aims. To balance summative and formative assessment and understand the role of both, separately and

relatively. To help parents understand the developments in assessment, especially in relation to the

feedback we provide to learners.

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Prompts for Staff Discussion: Prompts for Staff Discussion: Critical QuestionsCritical Questions

KeyKeyConceptsConcepts

andandMessagesMessages

1. What do we believe about the ways in which pupils learn?

2. In what ways can assessment best serve pupils’ learning?

3. What are the benefits and problems of pupils taking increased responsibility for their learning?

4. What exactly do we mean by ‘transferable’ learning?

KeyKeyClassroomClassroomStrategiesStrategies

1. How important is it for pupils to get a big picture view of new learning? 2. What strategies do we currently use to help set pupils up for new learning?3. To what extent do we use these strategies in our current practice? What are the benefits and

practical issues relating to the practice?4. Of the strategies listed, which ones do we need to focus on for development, and what immediate steps

do we need to take?

KeyKeyOutcomesOutcomes

1. What are the most pressing needs of our pupils?

How do these compare with the outcomes cited for Assessment for Learning practice?

ImplicationsImplicationsforfor

LeadershipLeadershipandand

ManagemenManagementt

1. What is our school seeking to achieve for its learners?2. Do we seek a core of similar outcomes?3. How does our present assessment practice help fulfil these aims? To what extent does it need to change to realise them more fully?4. Do we need to review our summative assessment procedures? How can our summative data

be used formatively?5. How can parents be informed to aid their understanding of our assessment practices?

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Issues raised in this session: The impact that these issues could have on children's learning:

Things I could do differently as a result of these issues:

Issues I need to research/reflect on further:

Learning LogLearning Log Session Title: Session Title: AfL in the Revised AfL in the Revised Curriculum Curriculum

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Issues raised in this session: The impact that these issues could have on children's learning:

Things I could do differently as a result of these issues:

Issues I need to research/reflect on further:

Learning LogLearning Log Session Title: Session Title: Practical experiences of AfL Practical experiences of AfL strategiesstrategies

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Issues raised in this session: The impact that these issues could have on children's learning:

Things I could do differently as a result of these issues:

Issues I need to research/reflect on further:

Learning LogLearning Log Session Title: Session Title: Impact of AfL in the Impact of AfL in the classroomclassroom

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Schools involved in AfL action researchSchools involved in AfL action research

Cohort 1Cohort 1 Cohort 2Cohort 2

Millington, Portadown

Hart Memorial, Portadown

Saints & Scholars, Armegh

Kilkeel

St Malachy’s Camlough

St Joseph’s Meigh, Newry

St Patrick’s Aghacommon, Lurgan

St Patrick’s Newry

St Patrick’s Mayobridge, Newry

The Armstrong, Armagh

Insert the names of schools ~ or teachers & schools as appropriate!

This is SELB ~ maybe using own ELB’s cohorts!!