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Assessment for LearningSAA, FEBRUARY 2010
ASSESSMENT FOR LEARNING
• Learning Intentions
• Success Criteria
• Formative Feedback
• Effective Questioning
• Peer- and Self-Assessment and Self-Evaluation
Learning Intentions#1
LEARNING
INTENTIONS
•WALT board
•Learning intentions displayed
•SOMETHING OLD
•SOMETHING NEW
•SOMETHING FUN
•SOMETHING TO DO
•Learning intentions at front of booklet
STARTER ACTIVITIES
SETTING THE BASELINE
Model statements :I can name various items of food and drinkI am able to place the words into a sentence with a verbI know how to express opinions about foodI know what a connective isI know what an a high frequency word isI know how to build a sentence using a high frequency word with an opinionI can connect two simple sentences saying what I eat and drink without opinionsI know that by the end of the lesson I can understand how to build and connect morecomplex sentencesI know what working at levels 2,3,4 means
Success Criteria#2
SUCCESS
CRITERIA
•2 contrasting pieces of finished work
•YOO’s Post-its
•WAGOLL
Formative Feedback#3
•Grid from controlled assessment tasks
•Stickers from http://www.schoolstickers.co.uk/
•Stickers from TES
HIGHLIGHTING
•for accuracy
•for comprehension
•to improve
FORMATIVE FEEDBACK
HIGHLIGHTING
Effective Questioning#4
• Ask fewer questions and less closed questions
• Involve the whole class.
• Think, pair, share
• No hands up
•Talkers & Listeners
•Line dancing
Peer- and Self-Assessment and Self-Evaluation
#5
PEER ASSESSMENT
peer assessment.ppt
PEER ASSESSMENT /
FORMATIVE ASSESSMENT
www:You covered ________________ section from the success criteria well.You fully explained ______________ from the success criteria.You showed an excellent level of understanding of the Learning Objective.You work is very well presented.ebi:You need to look at ________________ section again, you did not answer this correctly.You forgot to have ___________ section in your piece of writing.Next time you should:Check your work against the success criteria before you hand it up.Spell check your work before you hand it up.Add colour and images to your work
Mi colegio – speaking assessment
PEER ASSESSMENT
2 STARS AND A WISH
PEER ASSESSMENT
A BUG’S LIFE
PEER ASSESSMENT
USING A FRAMEWORK
Speaking Assessment GridName of the person doing the talk: _________________________Name of the person listening: _______________________
PEER ASSESSMENT
•SPEED-DATING
SELF
ASSESSMENT
Nom _______________________ Date _______________Form 1 Mi familia –Self Assessment WritingWrite about your familyOrganisationI wrote sentencesI avoided listsI wrote paragraphsI wrote organised paragraphsQualityI could give opinions:I could give reasons:I could give examples in the future:I used short sentencesI used some connectivesI used a range of connectivesI could give extra details –places -people -timesI wrote sentences with “if”:
I checked:Capital letters and punctuationSpelling and accentsMasculine/feminine/singular/pluralVerb endings and infinitivesNext time I aim to
SELF
ASSESSMENT
TRAFFIC
LIGHTS –
Online
Self assessment
SELF
ASSESSMENT
SELF EVALUATION
•Scale 1-10 (eyes closed, hands up)
•Scale 1-10 Quizdom
SELF
EVALUATION
LEARNING LOG
PLENARIES •Random name generator from classtools.net
PLENARIES•Pupil as teacher
•3 things
•5 3 1
PLENARIES
PLENARY SQUARES
Plenary_Squares.ppt