Modern Foreign Languages PGDipEd, UB Assessment Modern Foreign Languages PGDipEd, UB

Assessment – general considerations Jargon buster What is it? Why assess? What? Who? When? How? Why/what for? Learning Opportunity Assessment Feedback / Reflection Planning

Nine stages of the assessment process Decide on what learning objectives are to be assessed Decide on the type of assessment Define the criteria to be used in relation to the planned learning outcomes/objectives Select tasks from the teaching material suitable for assessment purposes and/or design tasks reflecting the types of teaching materials used Collect evidence Pass judgement Record the data Report the data Review and evaluate the assessment process and outcomes Pachler N. and Field K. (2001) Learning to teach Modern Foreign Languages in Secondary Schools RoutledgeFalmer

Assessment of Learning (Summative) Q&As Tasks with a (recorded) mark Tests End of Unit tests National tests Exams

What do you know? Name as many national tests and qualifications as you know that children aged 11-19 can/have to take in England? Curriculum and qualifications – considerations Topics Grades

Qualifications GCSE NVQs A level BTEC AS level Diploma IB FCSE IGCSE ... and tests: SATs and CATs FCSE IGCSE Apprenticeship Vocational GCSE Vocational A-level Range of content, assessment, grades, etc. National Qualifications Framework, NQF BTEC may refer to: Business And Technology Education Council CAT cognitive ability test (verbal, non-verbal, numerical) SAT standard assessment test (maths, english, science)

Language Qualifications GCSE FCSE IGCSE AS/A level IB NVQs CBLC, etc. Asset Languages European Language Portfolio Certificate in Business Language Competence See: 14-19 languages qualifications (CILT)

New NC What information is there in the new NC on assessment?

Assessment for Learning (Formative) Based on research, primarily from King’s College, London: ‘AfL is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there’. Assessment Reform Group (2002) See also: Black, P and Wiliam, D Inside the Black Box: Raising Standards through Classroom Assessment (1998)

Assessment for learning should: be part of effective planning of teaching and learning; focus on how students learn; be recognised as central to classroom practice; be regarded as a key professional skill for teachers; be sensitive and constructive because any assessment has an emotional impact; take account of the importance of learner motivation; promote commitment to learning goals and a shared understanding of the criteria by which they are assessed; receive constructive guidance about how to improve; develop learners' capacity for self-assessment so that they can become reflective and self-managing; recognise the full range of achievements of all learners. Qualifications and Curriculum Development Agency

Principles of AfL Clear objectives Clear reasons for learning Clear criteria for success Objectives and criteria shared Modelling good performance and supporting progress Thoughtful, useful, constructive feedback Mistakes are used to provide insight into the pupil’s thinking, and take the learning forward Target setting and monitoring Pupil engagement in the assessment process

Assessment in MFL Some considerations for MFL teachers: Purpose - what are we assessing? Mixed skill assessment? Assessing speaking skills Error correction * Assessment in the TL? Homework: setting it and marking it Keeping records

Marking and feedback challenge Am Samstag spielet Mein Bruder Markus vier Uhren Fußbal. J’ai allé au picine, et après je mangé dans le caféteria. Ayer fuí a playa a con mi amigos, y era bien.

AfL – key general techniques Pupil involvement Questioning Sharing criteria Self-assessment Peer-assessment Formative use of summative tests Feedback - what does good feedback look like? *

Questions, questions, questions! What and how to assess? What criteria to use? How to design assessment task / identify opportunity? What to mark, what to leave out? What constitutes good performance? To give feedback? Will it be in the TL or in English? How to involve pupils? What to record? How to record it? How to monitor progress? How to report on progress? Evaluate assessment process and outcomes