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Assessment for learningAssessment for learning in everyday lessons in everyday lessons

Phil Smith

FS Consultant Bury

By the end of this session we will By the end of this session we will havehave•A better idea of what we actually meanwhat we actually mean by “assessment for learning” in everyday lessons.

•Developed the idea that it is vitally importantvitally important pupils understand what they are trying to learn and why.

•Keep a sharp focus on the BEST useBEST use of “assessment for learning” strategies

•Looked at alternative practical strategiespractical strategies that can be used in your classroom to help you judge the progress pupils have made from lesson to lesson

““Weighing pigs don’t fatten them”Weighing pigs don’t fatten them”John Sallis on the current preoccupation with testingJohn Sallis on the current preoccupation with testing

In other words testing pupils more does not necessarily In other words testing pupils more does not necessarily lead to a raising of attainmentlead to a raising of attainment

The questionable value of some The questionable value of some assessmentsassessments

““There is no evidence that increasing the There is no evidence that increasing the

amountamount of testing will enhance learning. of testing will enhance learning. Instead the focus needs to be on helping Instead the focus needs to be on helping

teachers teachers useuse assessment, as part of assessment, as part of teaching and learning, in ways that will teaching and learning, in ways that will raise pupils’ achievement.”raise pupils’ achievement.”

Paul Black and Dylan Williams “Inside the black box”

OFSTED on assessmentOFSTED on assessment

““Overall, the purpose of assessment is to Overall, the purpose of assessment is to

improveimprove standards, standards, not merely not merely measuremeasure them.” them.”

(OFSTED 1998)(OFSTED 1998)

““Assessment” the loaded word!Assessment” the loaded word!

To diagnose learning To diagnose learning needsneeds

To help students To help students improveimprove

To compare To compare student with studentstudent with student

To compare To compare school with schoolschool with school

To To measure school improvementmeasure school improvement

To To evaluateevaluate the success of a the success of a teaching programmeteaching programme

To To evaluate teachersevaluate teachers

To To selectselect students for Further or Higher Education students for Further or Higher Education

““Assessment” the loaded word!Assessment” the loaded word!

But the mark book did But the mark book did look good!look good!

But at what cost?

Are you suffering from Are you suffering from assessment overload?assessment overload?

You may feel like this towards You may feel like this towards assessment!assessment!

Views on the role of assessment Views on the role of assessment are also being reassessedare also being reassessed

The Classroom.The Classroom.

Certain inputs from outside are fed in or makeDemands which include(i) Pupils(ii) Teachers(iii) Management rules andrequirements(iv) Parental anxieties(v) Tests with pressures to score highly

Some outputs follow, hopefully •Pupils who are more knowledgeable and competent, •Better test results, •Teachers who are more or less satisfied…and more or less exhausted

But what is actually happening But what is actually happening inside?inside?

The classroom almost becomes like a black box.

Paul Black and Dylan Williams “Inside the black box”

Assessment does not just mean Assessment does not just mean marking and testing. It’s meaning marking and testing. It’s meaning

has moved on…have you?has moved on…have you?Times have moved on, for exampleTimes have moved on, for example

(i)(i) There is more computer technology in There is more computer technology in a singing birthday card than existed in a singing birthday card than existed in the entire world before 1950.the entire world before 1950.

(ii)(ii) A mobile phone has more computer A mobile phone has more computer power than was used in the first ever power than was used in the first ever space launchspace launch

(ii)(ii) Mercedes on-board computer has Mercedes on-board computer has more power than the first space more power than the first space shuttleshuttle

Successful “Assessment for Successful “Assessment for Learning” requires the MAFIA!Learning” requires the MAFIA!

• Recognise the profound influence assessment has on theRecognise the profound influence assessment has on the

Motivation andand Self-esteem of pupilsSelf-esteem of pupils

• Adjusting the teaching to take account of the results of an the teaching to take account of the results of an

assessmentassessment

•There is effectiveThere is effective Feedback

•Pupils are activelyPupils are actively Involved in their own learningin their own learning

• Pupils need to be taught over the course of KS3 how to go aboutPupils need to be taught over the course of KS3 how to go about

Assessing themselves and understand how to improve.themselves and understand how to improve.

"Everything has been said already but as no-one listens

one must always start again." Andre Gide

““Don’t know what would be a good Don’t know what would be a good bit of work, really”bit of work, really”

Low achieving studentsLow achieving students

1. Motivation was highly dependent on context, liking the teacher and subject (I don’t try hard if…they’re boring lessons)

2. Tended to be more concerned with “performance rather “understanding” and few had an attitude of “learned helplessness.”

3. Demonstrated poorer understanding of assessment requirements than their peers

4. Understanding of what to do for individual tasks was inconsistent-sometimes they could explain tasks clearly, with others they struggled

5. Had little understanding of how tasks fitted into the “big picture” of the course (If I want to be a model none of it will be important.)

““Don’t know what would be a good Don’t know what would be a good bit of work, really”bit of work, really”

Low achieving studentsLow achieving students

6. Were very dependent of teacher-set standards when judging the quality of their work

7. Rarely reported having opportunities to develop self-assessment skills

8. Were often confused by effort and attainment grades

9. Sometimes felt that their effort was not recognised by teachers

10.Preferred feedback that was prompt and delivered orally

11.Were often unable to use feedback effectively (Most of my teachers say I could improve on my presentation. It’s not very helpful because they’ve said it so many times)

12.Felt that the feedback was constructively critical helped improve their performance

The two main principles behind The two main principles behind assessment for learning.assessment for learning.

Teaching and learning have to be Teaching and learning have to be interactiveinteractive

Teachers can find out about pupils Teachers can find out about pupils strengths and weakness in a variety of strengths and weakness in a variety of ways…from observation and discussion ways…from observation and discussion and from written work etcand from written work etc

Assessment for Learning in everyday Assessment for Learning in everyday lessons…the lessons…the PITFALLS!PITFALLS!

(i)(i) Teachers assess quantity rather than qualityTeachers assess quantity rather than quality

(ii)(ii) Marking/grading work and rarely (if ever) providing Marking/grading work and rarely (if ever) providing meaningful advice for improvementmeaningful advice for improvement

(iii)(iii)Comparing pupils with each otherComparing pupils with each other

(iv)(iv)Teachers not always thinking carefully enough Teachers not always thinking carefully enough about “next steps” (ie Progression)about “next steps” (ie Progression)

(v)(v) Asking closed questions that limit pupil responses Asking closed questions that limit pupil responses and we fail to register how far they have understoodand we fail to register how far they have understood

(vi)(vi)Teachers sometimes see assessment as something Teachers sometimes see assessment as something we do FOR pupils and TO THEM. Self-assessment we do FOR pupils and TO THEM. Self-assessment may be viewed as a way of saving time rather than may be viewed as a way of saving time rather than as a way of engaging pupils in their own learningas a way of engaging pupils in their own learning

Pupil often perceive assessment as Pupil often perceive assessment as

“The secret garden of knowledge”“The secret garden of knowledge”

The way the teacher arrives at their judgements often remains a The way the teacher arrives at their judgements often remains a mysterymystery

“Sometimes I think I’ve done really rubbish, but sometimes I’ve done better than I think.” Year 10

Sharing assessment criteria with Sharing assessment criteria with the pupilsthe pupils

A parent speaking to his daughter about getting a A parent speaking to his daughter about getting a grade B for a piece of Geography courseworkgrade B for a piece of Geography coursework

““What’s wrong?”What’s wrong?”““I got a B for my geography coursework.”I got a B for my geography coursework.”““Don’t worry, a B’s a good grade.”Don’t worry, a B’s a good grade.”““Oh, it’s not that. It’s the reason I only got a B that Oh, it’s not that. It’s the reason I only got a B that annoys me.”annoys me.”““What do you mean?”What do you mean?”““He (the geography teacher) told me that if I do this He (the geography teacher) told me that if I do this NEXT time I will get an A. I told him that if he had NEXT time I will get an A. I told him that if he had told me before we started that it was important, I told me before we started that it was important, I would have done it FIRST time!”would have done it FIRST time!”

Is there evidence that improving Is there evidence that improving “Assessment for Learning” raises “Assessment for Learning” raises

standards?standards?

In a word “Yes”. In a word “Yes”.

Research showed that effective Research showed that effective “formative assessment” can“formative assessment” can

(i)(i) Improve pupil performance at Improve pupil performance at GCSE by one to two gradesGCSE by one to two grades

(ii)(ii) Can raise “average” pupils into Can raise “average” pupils into the top 35% of achievementthe top 35% of achievement

Is there evidence that there is room Is there evidence that there is room for improvement?for improvement?

The problems with just relying on The problems with just relying on end of unit testsend of unit tests

Effective learning may not occur Effective learning may not occur because…because…

Negative impactNegative impact

Tests encourage rote and Tests encourage rote and superficial learningsuperficial learning

Giving marks and grades are over Giving marks and grades are over emphasisedemphasised

The questions and other methods The questions and other methods used are not discussed or shared used are not discussed or shared with or between teachers.with or between teachers.

Pupils tend to see it as a form of Pupils tend to see it as a form of competition rather than one of self competition rather than one of self improvementimprovement

There is a tendency to emphasise There is a tendency to emphasise quantity and presentation rather quantity and presentation rather than qualitythan quality

Is there evidence about how to Is there evidence about how to improve “assessment for learning”?improve “assessment for learning”?

The self-esteem of pupilsThe self-esteem of pupils

Teachers that focus on

(i) “gold stars,

(ii) grades

(iii) place-in-the-class ranking,

will often see their pupils look for ways to obtain the best scores rather than focus on improving their areas of weakness

• However “Assessment for Learning” encourages teachers to focus feedback on

(i) the particular qualities of his/her work,

(ii) with advice on what he or she can do to improve

(iii)avoid comparisons with other pupils

Is there evidence about how to Is there evidence about how to improve “assessment for learning”?improve “assessment for learning”?

Self-assessment Self-assessment by pupilsby pupils•Trouble here is not the issue of reliability or trustworthiness but rather pupils can be too hard on themselves!

•Pupils can only assess themselves when they are clear what the targets of their learning are

• So if formative assessment is to be productive, pupils should be

(i) trained in self-assessment so that they start to see the main purposes of their learning and so grasp what they need to do to achieve

(ii) This assumes our lesson objectives are clear! (See additional handout)

Is there evidence about how to Is there evidence about how to improve “assessment for learning”?improve “assessment for learning”?

•Therefore opportunities to express their understanding should be built into the teaching

•Quality of questions to get pupils to think about their work

The evolution of effective teachingThe evolution of effective teaching

Teachers who try to bolt this on to a scheme of work will find themselves “overloaded” with things to get through!

““We may marginally reduce the quantity We may marginally reduce the quantity of teaching in the interests of learning.” of teaching in the interests of learning.”

Ruth SuttonRuth Sutton

““Teach less but teach it better” Teach less but teach it better”

Phil SmithPhil Smith

Assessment for learning –Assessment for learning – 4 key characteristics 4 key characteristics

1. It is an 1. It is an essentialessential part of teaching and part of teaching and learning and is not an added optionlearning and is not an added option

2. It involves 2. It involves sharing learning goalssharing learning goals with with the pupils so pupils can see the standards the pupils so pupils can see the standards they are aiming forthey are aiming for

3. Involves pupils in 3. Involves pupils in peer and self-peer and self-assessmentassessment

4. Provides 4. Provides “next-steps” feedback“next-steps” feedback

Measuring the extent to which Measuring the extent to which “Assessment for Learning” takes place “Assessment for Learning” takes place

in your departmentin your department

Using Using Handout 1.1Handout 1.1 work in work in pairs.pairs.

List in the “Teaching strategies” List in the “Teaching strategies” column some of the strategies column some of the strategies that are routine and part of the that are routine and part of the normal practice in your normal practice in your department.department.

Lesson videoLesson video

The school is called Langley SchoolThe school is called Langley SchoolIt is an 11-16 mixed comprehensive school It is an 11-16 mixed comprehensive school in Solihullin SolihullIt has just under 1000 pupilsIt has just under 1000 pupilsServes a diverse communityServes a diverse communityYear 7 Music lesson with a mixed ability Year 7 Music lesson with a mixed ability groupgroupFilmed in mid-October so these pupils Filmed in mid-October so these pupils were fairly new to the schoolwere fairly new to the school

Lesson videoLesson video

Try and list some examples of the Try and list some examples of the strategies being used in the video and strategies being used in the video and their impact on learning (columns 3 and 4)their impact on learning (columns 3 and 4)

You don’t have to start writing You don’t have to start writing straightaway, there will be a “pause” after straightaway, there will be a “pause” after a short while.a short while.

Discussion of videoDiscussion of video

What positive strategies did the teacher What positive strategies did the teacher use?use?

What impact might this have had on the What impact might this have had on the pupils’ learning?pupils’ learning?

Handout 1.2Handout 1.2 also provides other “possible” also provides other “possible” points that could be mentionedpoints that could be mentioned

What can I implement in my What can I implement in my department?department?Handout 1.3Handout 1.3

Try and select two or three “key characteristics” Try and select two or three “key characteristics” in the list, which could be most usefully focussed in the list, which could be most usefully focussed on to enhance teaching and learning in your on to enhance teaching and learning in your department.department.

Complete the “Context” column by giving an Complete the “Context” column by giving an example of how each of the strategies may be example of how each of the strategies may be applied in specific lessons with particular applied in specific lessons with particular classes.classes.

SummarySummary

Sharing learning objectives in a content-Sharing learning objectives in a content-specific context with the pupils is crucial.specific context with the pupils is crucial.

Requires good planning (build it in don’t Requires good planning (build it in don’t bolt it on!)bolt it on!)

Make it part of an on-going routineMake it part of an on-going routine

Ready for Ready for more?more?Next half-term ‘have a go’.Next half-term ‘have a go’.

Step 1Step 1

Focus on one or two strategies you have identified on handout 1.3 and Focus on one or two strategies you have identified on handout 1.3 and use them in a series of lessons with a classuse them in a series of lessons with a class

Step 2Step 2

Decide how and when to assess at the SAME TIME as you plan their Decide how and when to assess at the SAME TIME as you plan their workwork

Step 3Step 3

Aim to try and use a wider variety of assessment techniquesAim to try and use a wider variety of assessment techniques

Step 4Step 4

Prepare and MAKE USE of MANAGEABLE systems for recording the Prepare and MAKE USE of MANAGEABLE systems for recording the progress of individual pupilsprogress of individual pupils