1. Professional studies 25/11/15

2. evidenceintopractice.wordpress.com/coaching-topics/assessment-for-learning/

3. Inside the black box: Clarifying, sharing and understanding learning intentions. Eliciting evidence of pupil learning, through the use of tests and quizzes, for example. Using pupils as learning resources for one another, through methods such as peer assessment and peer tutoring. Encouraging pupils to be owners of their own learning, through self-assessment and other methods. Providing feedback that moves learning forward.

4. Learning involves social interaction with an expert. We develop schema quickest when operating just above what we can do on our own (the Zone of Proximal Development).

5. How could you find answers to these questions for the learning in your classroom? Where are they coming from? For a new topic, what do students already know? What misconceptions might they possess? How’s the learning going? How well are students getting to grips with the new terms, ideas or skills they are learning in the lesson? Where should the learning go next? What is the ‘next step’ for this student / this class? What has been successfully consolidated and what needs more practice or a different approach?

6. Where are they coming from? Before introducing a new topic, what strategies could you use to identify what students already know (or think they know) about that topic? What are the strengths and limitations of these? Pre-topic assessment (e.g. True / false quiz) Concept test (e.g. a concept cartoon) Visual map on the topic (i.e. what do you know about X) Key words quiz (e.g. how would you define the following terms?) Base-line assessment (e.g. sample exam questions prior to the topic)

7. How’s the learning going? While you are teaching the lesson, what strategies could you use to identify how well students are tackling the new terms, ideas and skills they are learning? What are the strengths and limitations of these? Random sampling (e.g. ‘Lollypop sticks’) Stratified sampling (e.g. ‘picking High / Middle / Lower attaining student’) Whole-class poll (e.g. ‘thumbs up / thumbs down’) Self-assessment (e.g. ‘traffic light cards’) Self-explanation (e.g. modelling common errors - ‘why is this wrong?’)

8. Where should the learning go next? After the lesson, how will you form a judgement about how well key terms, ideas or skills have been successfully understood and consolidated? What are the strengths and limitations of these? Post-lesson assessment (e.g. ‘Exit tickets’) Diagnostic homework (e.g. online multiple choice quiz) Application homework (e.g. asking students to apply rules or principles to new situations) Repeat base-line assessment (e.g. tackle the base- line exam question again at end of the lesson) Responsive marking (i.e. using results of marking or tests as basis of next lesson)

10. On average, feedback increases achievement, but … Effect sizes highly variable 38% (50 out of 131) of effect sizes were negative In over 1/3 rd of studies, feedback actually reduced pupil outcomes! This implies that the effectiveness of feedback depends greatly upon how that feedback is given.