Assessment for Learning Assessment for Learning (AfL)(AfL)

Learning Intentions & Success Criteria Learning Intentions & Success Criteria

Samaira NasimSamaira Nasim

Assessment for Learning Assessment for Learning (AfL)(AfL)

Learning Intentions & Success Criteria Learning Intentions & Success Criteria

Samaira NasimSamaira Nasim

AIMS OF SESSION:

• Understand what learning intentions and success criteria are.

• Be able to identify and frame learning intentions and success criteria

• Understand the difference between product criteria and process criteria.

• Have a go at writing process success criteria.

Task 1

Think about a time when you have succeeded at learning something.• What made it successful?• Were there are any barriers?

KEY ELEMENTS OF AfL • Shared learning intentions/objectives• Clear success criteria• Feedback and marking• Pupil self evaluation• Effective questioning• Target setting

Why Are Learning Intentions and Success Criteria Important?

‘If learners are to take more responsibility for their own learning, then they need to know what they are going to learn, how they will recognise when they have succeeded and why they should learn it in the first place.’

- (An Intro to AfL, Learning Unlimited, 2004)

Learning Learning IntentionsIntentions

‘‘What’ and ‘Why’What’ and ‘Why’Success Criteria

‘How to recognise success’

What Is a Learning Intention?

‘A learning intention describes what pupils should know, understand or be able to do by the end of the lesson or series of lessons.’ (Learning Unlimited, 2004)

Learning Intentions• Identify new learning• Focus on transferable skills

Sharing Learning Intentions

1. Identify what pupils will be learning (We are learning to…).

2. Explain the reason for the learning (This is because…).

3. Share (and sometimes negotiate) the learning and the reason with pupils at the beginning of the lesson or activity.

4. Present these in language that pupils can understand.5. Revisit the learning intention throughout the

activity/lesson.

Defining the Learning Intention

• We are learning to…

- work effectively in groups.

- use evidence to draw conclusions.

- identify odd and even numbers.

Defining the Learning Intention.

• Activity: What are we doing?- Write a description of your best friend.

• Learning Intention: What are we learning?

- To write an effective characterisation.

Activity 1

From Doing to Learning

Learning IntentionBe able to identify learning intentionsBe able to frame learning intentions

Getting the Learning Intentions Right!

Activity Learning Intention ContextGive a speech for or against smoking

To present a point of view in a persuasive way

Speech about smoking

Draw a bar chart to show how pupils in our class come to school

To present information graphically

Bar chart on types of transport used to get to school

Work effectively in a group to design a leaflet to promote healthy eating

To be able to work effectively in a group

Healthy eating leaflet

Activity 2

From Learning Intention to Success Criteria

Learning IntentionTo identify and frame success criteria

Success Criteria

What do you understand by the term Success Criteria?

What Are Success Criteria?

‘… success criteria summarise the key steps or ingredients the student needs in order to fulfil the learning intention – the main things to do, include or focus on.’

- Shirley Clarke

Success Criteria

• Success Criteria

• ‘How to recognise success’

Learning Learning IntentionsIntentions

‘‘What’ and ‘Why’What’ and ‘Why’

Different Types of Success Criteria

• The success criteria is a statement of what the child will be able to do if they meet the learning objective.

• It should also be linked to an age-related example which children can attempt to show whether they are successful.

• The process success criteria are the steps which could help the child achieve the learning objective.

• ‘Product’ success criteria are unhelpful e.g. ‘your answers will be correct’. They focus on end points or products. They are what the teacher wants and don’t indicate for the children how the learning objective will be fulfilled. ‘I’ll know it when I see it’ approach that leads to being reactive rather than proactive.

• ‘Process’ success criteria are helpful. They explain how the learning objective will be achieved. Children are actively engaged in the process of learning. They act as an aide-memoire of necessary ingredients.

Why Are Success Criteria Important?• Improve understanding• Empower pupils• Encourage independent learning• Enable accurate feedback

Effective Success Criteria…• are linked to the learning intention;• are specific to an activity;• are discussed and agreed with pupils prior to undertaking the

activity;• must be visible so children can look up and check during the lesson.• provide a scaffold and focus for pupils while engaged in the activity;

and• are used as the basis for feedback and peer-/self-assessment.

Learning Intention: We are learning to write a narrative.

Activity: Write a ghost story.I will be successful if:

• people enjoy reading my story; and• it frightens them.

I will be successful if:

• set the scene in the opening paragraph;• build up tension/suspense;• use spooky adjectives and powerful verbs; and• end with a cliffhanger.

Effective Success Criteria cont.

Additional Examples

We are learning to…present an argument.

We are learning to…calculate the passing of

time in 5-minute intervals.

Remember to…

• include opening and closing statements

• give reasons for and against• use evidence to support• use language to persuade

Remember to…

• count from the minute hand• stop where the minute hand

finishes• count in fives• go clockwise

Generating Process Success Criteria

• Essential for children to be included.

• Write the success criteria in children’s words.

• If there are a lot of steps (e.g. in a calculation), write each one as that step is modelled.

• With the whole class, look at anonymous work.

• Get the children to have a go first, then generate the criteria.

Effective Process Success CriteriaEffective criteria will:• Be written to support understanding• Include examples• Be short• Be clearly laid out and visible• Relate to the learning and not the task

Effective use will be when pupils:• Know their purpose• Use as and when they need to, either to: - support learning - act as a reminder• Use as a check

Process Success Criteria – an Example

• Learning Objective: To use a multiplication grid to calculate TU x TU

• Success Criteria: I can calculate TU x TU by using a multiplication grid.

• Process Success criteria:– Partition the numbers into T and U on the grid.– Multiply the numbers for the first square and put the

answer in the box.– Do the same for the rest of the grid.– Total the four boxes. etc

TaskWrite suitable process success criteria for the following learning objectives.

Year 2 Objective:

•Round two-digit numbers to the nearest 10.

Process criteria:Find the number on the number lineIdentify the multiple of 10 at either side of the numberCount the jumps to the multiple of 10 beforeCount the jumps to the multiple of 10 afterRound the number to whichever is nearestIf the last digit is 5, round the number up to the next multiple of 10

Year 4 Objective:

• To be able to multiply and divide numbers to 1000 by 10.

Process Criteria:• Multiplying by 10• Move the digits one place to the

left• Use 0 as a placeholder• The number becomes 10 times

bigger

Year 6 Objective:

• To be able to locate and plot coordinates in the first quadrant.

Process criteria:• To plot a coordinate:• Start at the origin (0,0)• Read along the x axis to find the

first co-ordinate (x)• Read up the y axis to find the

second co-ordinate (y)• Mark the point on the gridline

where they meet

Recapping the Benefits

• How does the use of Learning Intentions and Success Criteria benefit pupils?

Benefits for Pupils

‘Children are more focused and interested, creating a positive learning culture. Their self-esteem is improving also.’

‘We have given children the vocabulary to discuss their own work.’

‘Success can now be achieved by all, even the weakest children!’

‘Pupils are beginning to talk more about how they are learning rather than what they are learning.’

Benefits for Teachers

‘Sharing learning intentions and success criteria at the beginning of the lessons has resulted in teacher and pupils working more in partnership towards a common goal.’

‘I’m more sensitive to individuals’ needs/achievements.’

‘Relationships between teacher and pupils are warmer and more positive.’

‘My planning is moreeffective/focused/thoughtful.’

Summary

To take more responsibility for their own learning, pupils need to know:

• what they are going to learn;• how they will recognise when they have

succeeded; and • why they should learn it in the first place.

Summary cont.

Using Learning Intentions and Success Criteria:•creates more self-motivated pupils;•empowers pupils to become independent learners;•improves understanding; and•can help focus feedback.

This isn’t all new but we need to be more systematic about using these approaches in our classrooms.

Feedback and Marking

AIMS OF SESSION:

• Review what we mean by ‘providing effective feedback’

• To look at some suggestions for responding to children’s work.

• To consider how pupils can participate in the marking process.

• Evaluate the feedback that is being currently provided to children.

Marking/Feedback• Links to the objective/success criteria.• Is specific.• A balance of oral and written.• Each pupil receives focused feedback on a regular

basis.• Involves the pupils.• Follows the schools marking policy.

“To be effective, feedback should cause thinking to take place.”

Shirley Clarke

Types of marking• Oral feedback• Distance marking• Acknowledgement marking• Closed exercise marking• Paired response• Quality marking• Self and paired marking

Successful oral feedback . . .

Foundation Stage/Year 1

• focuses on two or three places where the child’s work meets the learning intention;

• indicates where an improvement could be made;

• is followed by time to complete the improvement.

Distance MarkingDistance marking may be quality marking or a comment that takes the child’s learning forward.

Acknowledgement MarkingThis is a courtesy look at the work, and may include a tick or an initial. It implies that some dialogue took place during the lesson, which will have had impact on the child’s learning. The acknowledgement simply informs others that the work has been dealt with orally, in a group or whole-class setting.G for guided group work V for verbal feedback

Closed Exercise MarkingThis is where the work is marked together, and therefore fewer examples of the work have been given and normally requires a tick or cross. Wherever possible work will be marked as a class or in groups. Children may use a coloured pencil crayon to self-mark.

Self and paired markingQuality self-marking is very powerful, and the first stage of moving power from teacher to child is to get the children to mark their own work. This will lead on to response partner work. .Ground rules need to be put into place when paired marking occurs. These could include:

•The pupil needs time to reflect on, and check his or her writing before a response partner sees it.•The response partner should begin with a positive comment about the work•The response partner should ask for clarification rather than jump to conclusions.

Paired marking should not be introduced until KS2, unless teachers feel that younger children are ready. Children need to be trained to do this, through modelling with the whole class and watching the paired marking in action. It is also important to establish ground rules (e.g. listening, interruptions, confidentiality, etc.) and display these in class.

Paired ResponseA response partner helps you with your work, tells you the truth about your work, and helps you to make your work better.

Successful written feedback

‘Success and Improvement’ Marking (Quality marking)

• Highlights success and improvement• Asks for a small improvement

• Quality marking within a unit• Moves towards shared marking

– teacher and child– child and partner: paired marking– child marks own work

The marking process• Highlight 2 or 3 aspects of the writing which

meet the success criteria• Identify a difference between the success

criteria and the child’s work• What needs to happen to ‘close this gap’?• Ask for a small improvement - oral or

written• Allow time for children to respond

Key ElementsLearning Objectives:

“What are we going to learn?”

Activities:“How are we going to learn?”

Success Criteria: “How do we know if we have

succeeded?”

Sequence – marking writing.

• Share the learning objectives and the success criteria with the children

• Ensure feedback gives support, motivates and enables improvement.

• Encourage children to assess their own work.

• Provide time for improvements to be made

Ways to respond -‘Closing the gap’

• Reminder prompts• Scaffolded prompts• Example prompts

Quality marking not expected on a daily basis!

~ within the unit of work~ at the end of a unit of work

Use effective adjectives in a

description

‘He was a bad monster’Reminder prompt: Can you think of a better adjective than

‘bad’?Scaffolded prompt: What kind of a monster was he? Change

‘bad’ for a word that will make him more scary.

Example prompt: Try one of these words, or think of one of

your own – ferocious, terrifying, evil

Activity

• Read the example of Jason and the Golden Fleece

• Using the success criteria, highlight 2 examples of effective adjectives or adverbs

• Provide a reminder, scaffolded and example prompt in response to the child’s writing

• Feedback

Closing the gap tasks

Highlighted good examples against the

L.O.

PUPIL SELF PUPIL SELF EVALUATIONEVALUATIONPUPIL SELF PUPIL SELF

EVALUATIONEVALUATION

Pupil self-evaluation

“Learners must ultimately be responsible for their learning since no one else can do it for

them.”

“Self-evaluation is part of learning – it’s part of the

lesson, not an extra thing.”Shirley Clarke

• Literacy Ladders• Genre Checklists• Response partners

Strategies to support pupils’ self-assessment

W h e n y o u w r ite , r e m e m b e r…

F u lls to p s

D o e s i tm a k e

s e n s e ?

C a p ita lle t te rs

www.lancsngfl.ac.uk/nationalstrategy/literacy

Response partners can:

• Discuss the learning objective• Work together - reminding each other of

the learning intention• Comment to each other as they work• Mark each others’ work• Encourage self-evaluation

Marking PartnershipsOur agreement on marking partnerships –

We decided that there were some rules we all needed to keep.

When we become marking partners we all agree to:• Respect our partner’s work because they have done their best and so

their work should be valued• Try to see how they have tackled the learning objective and only try

to improve things that are to do with the learning objective• Tell our partner the good things we see in their work.• Listen to our partner’s advice because we are trying to help each

other do better in our work• Look for a way to help our partner achieve the learning objective

better by giving them an improvement suggestion• Try to make our suggestions positive and as clear as possible.• Get our partner to talk about what they tried to achieve in their work.• Be fair to our partner. We will not talk about their work behind their

backs because we wouldn’t like them to do it to us and it wouldn’t be fair.

• (Excellence and Enjoyment: Learning and teaching in the primary years. Planning and Assessment for learning p64)

The last word …‘It makes you feel like you’ve done it well’

Year 3 – average ability

‘I feel cheerful that I did something good, before I was always told to check my spellings….I’m a

better writer now’Year 6 – SEN

‘It makes me want to write more cos I know how to make my writing better’

Year 2- below average ability

Key Messages• Give feedback against the focused learning objectives of the task• Mark spelling, aspects of presentation etc only when this is the

learning intention • Avoid writing large pieces of prose at the end of the piece of work

(which might not be understood)• Highlight where success has occurred against those objectives.• When marking for improvement, give appropriate prompts or

strategies to enable pupils make those improvements (reminder, scaffold and example prompts). The aim is to enable the pupil to look for their own highlights and arrows after time – this is what self-assessment is really about

• Paired marking with this strategy is very constructive. (response partners)

• Wherever possible pupils should be encouraged to self-mark.• Distance marking should be accessible to pupils but manageable for

teachers. Use codes against the learning objectives whenever possible. (Follow the school’s marking policy.)

• Build in reading/’making improvements’ time- what do I need to do to improve this piece of work?

• If it is a closed task (right or wrong answers) then ticks and crosses will work, but one can still use the arrow and the prompt.

AFL SELF EVALUATION• Using the Afl self review grid

conduct a review of your own performance.

Questions and Close