Northern Ireland Curriculum Assessment for Learning Nursery Teachers

AfL in the Northern Ireland Curriculum The Northern Ireland Curriculum Primary Section 1:9 Pages 11 and 12 Implementation box (PMB) –Assessment for Learning for Key stages 1 and 2 (Pages 8 -14) –Assessment for Learning DVD –CPD Units CD-Rom

Aims for Day 3 Assessment for Learning  To raise awareness of the Foundation Stage training for Assessment For Learning  To consider the implications for Nursery Settings

Workshop How do you currently assess? What is the purpose of assessment? How do you use this information?

Assessment for Learning... is a 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, 2001)

Assessment for Learning There is a high emphasis on transferable learning. Assessment becomes a much more transparent process, based on critical information which is shared with learners. Emphasis is on enabling learners to take responsibility for their own learning, and eventually, for their own assessment too.

Summative * after the learning * outcome focus * to prove the learning * to measure learning * done to learners * externally referenced * widens ability range Assessment of and for learning Formative Formative * during the learning * process focus * to improve the learning * to promote learning * done with learners * personally referenced * narrows ability range

Assessment is an integral part of the learning process Assessment for Learning involves the following key actions planning/sharing learning intentions sharing/identifying success criteria effective questioning giving feedback to pupils involvement in self-assessment (AfL Booklet p2)

PlanDo Review Shared success criteria Individual target settings Shared learning intentions Taking risks in learning Advice on how to improve Open learner/ teacher relationships Self and peer evaluation Celebrating success Self and peer assessment Assessment for Learning in the Foundation Stage

‘A night out’ Plan – clarify tasks, generate ideas, designing ways of approaching tasks and problems What do we know already? What do we want to learn? How will we find out ? Who could help us?

Activity 4b Draw the picture

NoDescriptionMarksMax 1 Give 1 mark for a thatched roof. 1 additional mark if the thatch is patterned 2 2 Give 2 marks for 3 chimneys in the middle of the roof. No marks are given if less than 3 chimneys or if they are in the wrong place. 2 3 Give 1 mark for a porch plus 1 extra if it is thatched2 4 Give 2 marks for 2 windows downstairs and 2 marks for two windows upstairs. 4 5 Give 2 marks for at least 6 small square panes in the windows2 6 Give 4 marks for creeper/plants growing round the window4 7 Give 2 marks for a knocker and letter box on the door2 8 Give 2 marks for a fence and gate2 9 Give 2 marks for a burglar alarm drawn on the front wall of the cottage/house 2 Total marks22 Marking criteria:cottage/house drawing

Learning, Teaching & Assessment Cycle Input Learning Activity Improvement Planning Learning Intentions Success Criteria Formative Feedback Reflecting about learning

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)

Defining the learning You can express the learning in terms of knowledge understanding skills (AfL booklet p9)

start small separate the learning from the task /activity tell them why they are learning something use appropriate language display the learning intention discuss the learning intention with pupils Putting learning intentions into practice

Learning Intentions Workshop

Feedback Telling a child he needs to work harder is as much use as telling a comedian he needs to be funnier. Dylan Wiliam

How to share success criteria The process takes time and needs to be developed You can help children along by Modelling the process Putting criteria into child friendly language Allowing time to discuss By using images to illustrate the process (AfL booklet p14)

Feedback Young children need a nurturing climate Verbal and non verbal language from the adult gives powerful messages to the child Focus feedback on individual progress Give feedback that focuses on success and improvement Give children time to make improvements Understanding the Foundation Stage, CCEA 2006, page 14

Lunch

Observation

Mr Bean DVD

Why Observe? ‘Well planned, regular and skilful observations help teachers gain a more accurate picture of the progress each child is making across the whole curriculum’ (Understanding the Foundation Stage p14)

Why Observe? ‘ Without the use of regular observations, and written records on each child’s development, the teacher is left with an incomplete picture of the child. This may lead to a loss of significant information that could help shape the planning and take more account of the child’s needs.’ (Understanding the Foundation Stage p14)

What to observe There are two aspects to consider during any observation; What the children say What the children choose to do

What might be included ? Use of language in a range of situations Ability to problem-solve and make decisions or demonstrate thinking skills Use of resources in an imaginative way Level of self- awareness and self- confidence Ability to work with others

What might be included ? Willingness to investigate and be creative Desire to plan his/her activities Ability to manage emotions and feelings (Understanding the Foundation Stage p15)

Observation - the process Significant difference between ‘being observant’ and ‘planned observation ’

Observations should be: Planned for by staffPlanned for by staff Recorded appropriately - may include photographs, children’s contributions/samples of work, etcRecorded appropriately - may include photographs, children’s contributions/samples of work, etc Carried out over timeCarried out over time Used to make an assessment which will inform future planningUsed to make an assessment which will inform future planning

Assessment and planning Observations provide the adult with the evidence about the child’s progress in learning

Observation Workshop

Purposes of Effective Questioning In AfL effective questioning serves two main purposes: to assist with assessment and to improve understanding. (AfL Booklet p22)

Strategies for Effective Questioning Asking better questions Asking questions better Dealing with answers productively Encouraging pupil questions (AfL Booklet p22)

Key Messages AfL supports TS&PC and PDMU AfL is focuses on the learning process rather than the end product The underpinning reason for AfL is to inform teaching and learning We need to gather evidence to assess children’s progress