On the yellow card write examples of AfL(formative) and on the white write examples of summative assessment.

Which of these is something that takes place regularly in lessons?

Idea 1 – Boarding pass and Departure card. Allows to recap learning, link today’s learning to past and future learning. Quickly focus

on learning objectives. Allows for a clear continuation through the lesson.

Assessment for Learning – showing progress

1. Progress during lessons2. Progress over timeSuccess Criteria• To know the importance of both• To leave with a few ideas of how to show/see progress during

lessons and over time.

What is AfL?• Need to assess progress (beg, mid and end of lesson is the

usual structure). • Must ACT on the progress, so if some falling behind or not

progressing as should, need to do something about it (differentiation/access). Also someone meeting all criteria, need to stretch them.

Clear L.O and success criteria, that thread

through the lesson, are crucial.

I know what AfL is and loads of ideas that I use. I use AfL in every lesson.

3

Certain Uncertain

Possibly, probably, not sure, maybe,

perhaps, sure, certain…

Idea 2 – line of confidence during lesson, different colour post it notes for different points in lesson (shows progress)

Idea 3 – Three Tiers of Progress. This is a visual way for the students to see the progress that they are making in the lesson. It can be a display board in the classroom or simply a template displayed on a power point slide. The board is divided into three horizontal columns, each column containing the title “Novice, Apprentice and Expert”. Students either have small pictures of themselves or just their name and move themselves into the category that best suits them at that particular time in the lesson. Students should be using the success criteria in the lesson to move themselves higher up the tiers – the aim is to become an expert in the topic by the end of the lesson.

Idea 4 – Track Racing. Display the image of a track and use the structure of a race as a way of students demonstrating progress.Stage 1 is the start line: what do they know already? Annotate their track or make a statement in their book.Stage 2: First bend/hurdle. After having taught a little content, what can they add to their initial thoughts/knowledge?Stage 3: Halfway round the track. What else can be added? Can they formulate a question?Stage 4: Final bend. How can they start to piece the information together?Stage 5: Finish line. Answer to key question or lesson objective.

Idea 5 – progress clocks, pies and pizzas. Students are issued  with a template of a blank clock/pizza/pie. The clock face is

divided into four, each quarter represents a section of the lesson. The first part is to find out what the students know about a topic. This

could be a completely new topic or one that you taught last lesson and are going to expand upon. The clock is revisited throughout the lesson

and used a mini plenary check. Students use this alongside success criteria so they can see themselves how much progress they are

making and what they need to do to achieve the next level.

However, it is NOT AfL if you don’t do something based on what you find.

• If you find some students are struggling/falling behind then you need to intervene (make it more accessible/differentiate)

E.g – whiteboards (can respond on the spot to what they need but not make it easier for everyone), planned writing frames/sentence so students can access the challenge of the lesson.• Make sure you have designed the lesson to be

challenging overall, better for it to be a bit tricky and you have to provide two levels of access, than an easy lesson where challenge and learning is curtailed. Therefore challenge is built in not added on at end, they shouldn’t have to do more work.

I know what AfL is and loads of ideas that I use. I use AfL in every lesson.

7

Certain Uncertain

Possibly, probably, not sure, maybe,

perhaps, sure, certain…

Idea 6 – Medal Circles. See next slide.

Has anyone got any ideas that they would like to share?

Showing Progress over TimeTrackers – See examples at back (KS3/4 and KS5) of room and Teaching Backwards (in pack).

Idea 7

Showing Progress over TimeMarking – Using targets from marking to ensure focussed improvement (easier to see/show progress). In responses – students highlighting where they have done the improvement comment, also easy to quickly check if you want to.

Idea 8

Showing Progress over TimeAcknowledgement Marking• Mark a sample of students work – 20% , range of

abilities• Note general subject related issues as well as literacy

and presentation. • Use the Five Minute Marking Plan to record

findings• Give Verbal Feedback. All students write in their

books. Students respond –Marked by the teacher and shows improvement.

• This may impact on future planning.• Allows for immediate feedback

Idea 9

The 5 Minute Marking PlanThe big picture?(The purpose of marking for this piece of work / project?)

Key marking points to share

with students?

Common Errors?!

Formative marking:

Re-teach?

Ross McGill 2013 - @TeacherToolkit & Stephen Tierney @LeadingLearner

Summative marking:

….print and scribble your way to focus on student assessment!

What? When?

How?Why?

Comment system:

Grading system:

What should/should not be marked?

Student response to feedback required?

Peer/Self assessment

opportunities?

to improve student learning

to measure (progress) student learning

What should be changed in activity /

SoW?

Completed 5 minute marking plan

Acknowledgement Marking

Showing Progress over TimeGlossary tracking

Idea 10

Showing Progress over TimeTracking boards

Idea 11

trl

Showing Progress over Time

Idea 12

Has anyone got any ideas that they would like to share?

Thank you

Please complete the evaluation form

Thank you to…• http://www.pedagoo.org/ten-easy-wa

ys-to-demonstrate-progress-in-a-lesson/

• https://www.linkedin.com/pulse/top-5-tips-show-progress-lessons-amy-sargent

• http://www.teachertoolkit.me/2013/04/30/rapidprogress-in-my-classroom-how-it-is-made-and-how-do-i-know-it-blogsync/

• http://www.teachertoolkit.me/2013/12/10/progress-over-time-potteaching-by-teachertoolkit/