Effective assessment for learning

Sara GmitrowiczHarrison Primary School

George KnightsCourt Moor Secondary School

18th July 2011

Key principles

Aim: Improvement of Learning Embedded in teaching and learning Shared learning goals Active involvement – pupils informed Self and peer assessment Effective feedback Belief that all can improve Motivation and self esteem Involves both teacher and learner

Dialogue

Questioning Discussion Dialogue

Mindsets

Fixed or Growth?

Learning at your school…

Development of growth learning culture

Importance of language

What do teachers say?

What do they really mean?

How do children interpret what they say?

Shirley Clarke and AfL

Success Criteria and Models of Excellence

You have one minute to draw a house.

Talk Partners

What is successful about your partner’s drawing?

What could be done to improve your drawing?

Mark your partner’s work

Door ramp for wheelchair access 30 Disabled parking space by gate 20 All rooms on ground floor 10 Shrubs and flowers in garden 10 Intercom on door 20 Flat path leading to garden shed 10

Excellence model

How do we currently use success criteria?

The ingredients of learning objectives

‘Any learner needs to know what they are learning to do and what they will be judged on.’ Gilbert (2010)

Not ‘Guess what is inside the teacher’s head but informed learning.’

Tools for equipping learners to self- and peer-assess.

First Principles Linked with key skills for knowledge Known by teachers first Same for all – differentiation by

supported activity Generated by pupils Constantly referred to Used for peer and self assessment Broken down into further criteria

Pupil generated success criteria

Possible lesson pathway

‘‘It’s bright”It’s bright”‘The Christmas trees are nice’‘The Christmas trees are nice’

‘The letters are a bit funny sometimes’‘The letters are a bit funny sometimes’

‘‘The reindeer is nice.’The reindeer is nice.’‘Yellow drawings don’t stand out.’‘Yellow drawings don’t stand out.’

‘This is the easiest to read.’

Success Criteria generated Success Criteria generated by pupilsby pupils

make all your letters the same size use dark colours don’t use yellow put pictures round the edge, not in the middle check that you have copied all words & numbers

Year 2 Great Fire of London

Model of ExcellenceLondon, in the Year of 1666. It was the middle of the summer and not a single drop of rain had fallen from the warm sky. At Pudding Lane in a small baker’s factory, an exhausted baker called Thomas Farynor, totally forgot to put his oven out and little sparks began to jump out of the hearth. Nobody noticed, they just kept on snoozing in their cosy beds on the hottest, driest night of the year.

Flames started to grow, naughty sparks joined them and thehungry fire grew and grew and spread very quickly throughstreets, eating its way from house to house until it was out of control.

Generation of success criteria with pupils Interesting start to hook reader in Retell events in order Factual information Descriptive detail to engage reader Include specific names Past tense Time connectives Sentence starts Non negotiables

Seashore Collages – Year 2

Possible ways to develop pupil generated success criteria

Prove it/doing it wrong A finished product Comparison of two products Sloppy success criteria Teacher demonstration Retrospective generating Revisiting success criteria

Generating success criteria

Stop and display a randomly selected child’s work.

Apply S.C. to suggest improvements

Then all apply to own work so far.

For maximum impact, For maximum impact, success criteria need to success criteria need to be:be:

known by teachers firstthe same for all -- differentiation bysupported activitygenerated by pupilsconstantly referred toused for self and peer assessmentbroken down into further criteria

linked with key skills for knowledge

George KnightsCourt Moor Secondary School

Experimental Model Students experience genuine uncertainty Students need to do the task to find out the answer Choose a skill to develop, e.g:

e.g What makes a good........Evaluation? e.g What makes a good........Conclusion? e.g What makes a good........Football Pass? e.g What makes a good........Web blog? e.g What makes a good........Sentence? e.g What makes a good........Evaluation?

Students carry out a series of tasks Design a class set of success criteria

Examples of skill posters

Peer assess to create checklist

How do the students benefit? Students can achieve. Appreciation that learning requires

the applications of specific skills. An understanidn that there are

various skills that have progression and need practising.

Used as AfL to know how to improve Real time improvements to work

Evaluation Monitor

Success Criteria and Maths

A tool that is particularly useful forwritten methods of calculation

Remember to….. (skill/method)Choose/decide whether (strategy/sequence)

AT1 process/problem solving