1. Welcome! Assessment for learning in day to day learning and teaching
Day’s Plan
Morning session:
What is Afl?
L.Os and S.Cs
Talk Partners
Reading Buddies
Afternoon session:
Peer/Self assessment
Feedback
Effective Plenaries

2. Assessment for learning in day to day learning and teaching
7th October 2016
L.Sage

3. Learning Objectives:
To understand how to frame and share clear learning objective
To know how / when to draw up success criteria to support learning
To develop understanding of a range of questions and questioning techniques
To explore strategies for developing dialogue as a key learning tool in your setting
To reflect on current self and peer assessment practice
To explore a variety of self and peer assessment strategies
To consider oral and written feedback strategies
To explore the key features of effective plenary sessions

4. 2014 Curriculum Change in Assessment No more Levels!
Judging against Age expectations (Bands)
Pass/Fail
Need to still show progress

5. What is Assessment for Learning?
How do we assess our children’s learning?
(Assessment reform group principles of AfL)

6. Key points from the video Share learning intentions with pupils.
Key points from the video
Share learning intentions with pupils.
Share and negotiate success criteria with pupils.
Creating opportunities for effective questioning.
Creating opportunities for feedback from pupils.
Creating opportunities for peer and self assessment.
AFL help children focus on their learning.
AFL helps the teacher to understand pupil's progress in learning.
AFL encourages those pupils who are less confident to contribute to the class.

7. Formative vs Summative
SUMMATIVE ASSESSMENT
measures what has been learnt
FORMATIVE ASSESSMENT
finds out what needs to happen
helps make it happen by
- deepening & furthering the learning
- active involvement of pupils

8. Formative Assessment Sharing Learning Goals Effective Questioning
The active involvement of pupils in their own learning.
Sharing Learning Goals
Effective Questioning
Effective Feedback
Pupil self and Peer Evaluation

9. Key Features of AfL Is the LO clear and shared with children?
Are children sure of success criteria? (what is expected of them)
Does the teacher use effective questioning?
Do the children know what ‘good’ learning looks like?
Does the feedback (written and verbal) focus on LO?
Is there evidence that children act upon feedback to improve learning?
Are pupils involved in self/peer assessment?
Does the teacher reflect on how well the LO has been met and adapt planning?

10. Assessment in School TASK 1-
So, what assessment have you seen in practise?

11. Why Are Learning Intentions and Success Criteria Important?
‘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)
Learning Intentions
‘What’ and ‘Why’
Success Criteria
‘How to recognise success’

12. Learning Goal
The learning goal is like the target.
It defines, for students, what learning is intended.
Success Criteria
These are the arrows that help the learner achieve the target and demonstrate mastery.

13. What Is a Learning Intention?
‘A learning intention describes what pupils should know, understand or be able to do by the end of the lesson or series of lessons.’
(Learning Unlimited, 2004)
Sharing Learning Intentions
Identify what pupils will be learning
(We are learning to…).
Explain the reason for the learning
(This is because…).
Share (and sometimes negotiate) the learning and the reason with pupils at the beginning of the lesson or activity.
Present these in language that pupils can understand.
Revisit the learning intention throughout the activity/lesson.
Learning Intentions
Identify new learning
Focus on transferable skills

14. Getting the Learning Intentions Right!
Activity
Learning Intention
Context
Give a speech for or against smoking
To present a point of view in a persuasive way
Speech about smoking
Draw a bar chart to show how pupils in our class come to school
To present information graphically
Bar chart on types of transport used to get to school
Work effectively in a group to design a leaflet to promote healthy eating
To be able to work effectively in a group
Healthy eating leaflet

15. Learning Objective muddled with context.
TASK-Separate the learning objective from the context.
Learning Objective muddled with context.
Learning Objective
Context
To present an argument for and against vegetarianism.
To create an effective sea painting.

16. Learning Objective muddled with context.
To present an argument for and against vegetarianism.
To present a reasoned argument using for and against positions.
Vegetarianism.
To create an effective sea painting.
To mix different shades of one colour.
The Sea

17. Success Criteria Learning Intentions ‘What’ and ‘Why’
‘… success criteria summarise the key steps or ingredients the student needs in order to fulfil the learning intention – the main things to do, include or focus on.’ - Shirley Clarke
Learning Intentions
‘What’ and ‘Why’
Success Criteria
‘How to recognise success’
Why Are Success Criteria Important?
Improve understanding
Empower pupils
Encourage independent learning
Enable accurate feedback

18. Effective Success Criteria…
are linked to the learning intention;
are specific to an activity;
are discussed and agreed with pupils prior to undertaking the activity;
provide a scaffold and focus for pupils while engaged in the activity; and
are used as the basis for feedback and peer-/self-assessment.

19. Examples of Success CriteriaLO
Context
Success Criteria
To be able to use direct speech.
An interview with Queen Victoria.
Put speech marks before and after the first and last words spoken.
Use a capital letter for the first word spoken each time.
Start each persons speech on a new line.
Use a comma before “said” etc.

20. TASK 3-Success Criteria Have a go at this calculation without SC then discuss what the SC could be. Have another go. Did the SC make it easier?
If 3 dogs had 12 bones each every week, how many bones do they have altogether?

21. Benefits for Pupils (Findings from N.I. Teacher Researchers)
‘Children are more focused and interested, creating a positive learning culture. Their self-esteem is improving also.’
‘We have given children the vocabulary to discuss their own work.’
‘Pupils are beginning to talk more about how they are learning rather than what they are learning.’
‘Success can now be achieved by all, even the weakest children!’

22. Benefits for Teachers (Findings from N.I. Teacher Researchers)
‘Sharing learning intentions and success criteria at the beginning of the lessons has resulted in teacher and pupils working more in partnership towards a common goal.’
‘I’m more sensitive to individuals’ needs/achievements.’
‘My planning is more
effective/focused/
thoughtful.’
‘Relationships between teacher and pupils are warmer and more positive.’

23. Quality talk and worthwhile questions
“If you talk you have to think. I get to learn things from people I didn’t know.”
5 year old, East Lothian learning team
_____________
“I think that answering questions is good, because it
helps us to think more and we are able
to argue against one another.”

24. What is important about Talk in the classroom?
thinking time is needed
random talk partners are best, changing
weekly or fortnightly, with flexible use
avoid ‘hands up’
avoid recall questions
resist the impulse to leap in
don’t summarise in a way that
ends the discussion
respond with sensitivity

25. Impact of talk partners
Cognitive
all inclusive
thinking + talking = more writing
learning & teaching
extended vocabulary
teachers have more time to listen
more contributions from girls

26. Impact of talk partners
Social
increased tolerance & respect
excited by new partners
improved behaviour
Autistism benefits
increased self-esteem
vital life skill
leads to cognitive process

27. TASK 4-Talk Partner Rules
Draw up some rules on being effective TALK PARTNERS

29. Strategies for Framing Questions
Questionning
Strategies for Framing Questions
A range of answers
A statement
Right or Wrong
Starting from the end
An opposing standpoint
To make the best use of talking partners it is essential that questions are framed in a way that a discussion can take place.

30. Using a range of answers
1.What is 3764 – 1989?
2. Discuss these answers using estimation to decide which is right and which are wrong:
5753, 1775, 1795, 2775

31. Some answers are definite Yes’s, some definite No’s and some Maybe’s.
The secret is to create a range of answers which create debate and discussion within the classroom.
Some answers are definite Yes’s, some definite No’s and some Maybe’s.

32. STATEMENTS Henry VIII should not have divorced Catherine of Aragon.
Do you agree or disagree? Give reasons.
Goldilocks was a burglar.

33. RIGHT OR WRONG Why is this meal healthy and this one not?
Why is 11 a prime number and 10 not?

34. STARTING FROM THE END Paper is a good material for tissues. Why?
The wolf could not blow down the brick house. Why?

35. OPPOSING STANDPOINT
What would a mother whose children were starving think of shoplifting?
Should smoking be a matter of choice?

36. TASK 5-Questionning
Using these strategies, work with your talking partner to reframe these questions:
How do you do this calculation?
Can you give me a complex sentence?
Give me the names of 3 Aerobic activities.

37. Feedback
‘Feedback or knowledge of results is the lifeblood of learning.’  Derek Rowntree
Evidence from inspections over the years shows that many teachers are not effective at providing children with the feedback they require to help them evaluate their work and identify what or how to improve. In general, most feedback is too little, too late, too vague and too impersonal.
Effective feedback should relate to the learning objective, pointing out success and improvement needs. It should offer clear guidance on how work can be improved, the next steps in learning and how pupils can take them.

38. Marking
The King’s College research indicates a number of ways that teachers can make marking an integral part of formative assessment.
In work that has only one correct answer, for example, in number work and spelling, children can find their own mistakes and make their own corrections, providing that they are given appropriate guidance.
Self-assessment can help pupils practice using learning intentions, success criteria and ground rules when marking their own work.
Providing individuals or groups with immediate verbal feedback or brief written comments as they are working, can help to promote more effective learning.

39. Reminder: 'Say more about ….' Question: 'Can you describe how …?'
Learners should be encouraged to leave white space in their jotters where the teacher writes a prompt to help improve their work. These prompts can take different forms:
Reminder: 'Say more about ….'
Question: 'Can you describe how …?'
Example: 'Can you think of an example to show what you are saying?'
Comment-only marking should be used as often as possible. Comments should be designed to put responsibility back to the pupil for taking their learning forward.
More able children can be challenged by awarding a plus, a minus or an equals, depending on how it compares with their last piece of work.
'Inside the Black Box: Raising Standards Through Classroom Assessment' (Paul Black and Dylan Wiliam, Kings College, London, 1998)

40. Peer and Self Assessment
Important aspects of AfL
The practice of assessing their own work or that of others can help pupils develop their understanding of learning objectives and success criteria.
Research has shown that pupils make more progress when they are actively involved in their own learning and assessment.
The development of effective self and peer assessment takes considerable time and effort. However, once fully embedded into teaching and learning, they can be particularly effective in motivating pupils to move forward in their learning, thereby facilitating teaching.

41. The starting point is to model the process (i. e
The starting point is to model the process (i.e. acting as a role model, and explaining and demonstrating how it should be done). For example, showing how to give constructive feedback (detailed comments, objective focus, etc.) both verbally and through marking.
A good way of doing this is to:
use examples of work from anonymous pupils (e.g. from a previous year or another school),
modelling the type of constructive feedback that might be given
providing a list of questions that pupils might ask.
This allows pupils to become accustomed to the process before they are asked to evaluate and comment on the work of their classmates.
Pupils need to be supported in giving effective feedback, helping them to understand the different types of feedback that can be given and how each type can help others to improve their work.
Whole-class marking can also be useful as it allows for discussion and sharing of ideas in a secure environment.

42. Peer assessment rules
Make the rules for giving feedback explicit and ensure that pupils understand and follow these rules when working in groups or with response partners.
• Respect the work of others.
• Identify successful features.
• Think about the learning objective and the success criteria when suggesting improvements.
• Word suggestions positively.

43. Moving from peer assessment to self assessment
Having assessed the work of others, pupils will find it easier to identify weaknesses in their own work and to see how they can make improvements.
They should be encouraged to reflect on their own development and progress, comparing their current work with that produced previously and with their own personal targets.
Showing examples of work that do and do not meet the success criteria can help pupils to understand more fully what is required and to reflect on the things they need to do in order to improve.
Looking at the work of others can also help pupils to understand the different approaches they could have taken and to appreciate that there are different ways of achieving success.
(The National Foundation for Educational Research)

44. Strategies (David Dunn -TeachPrimary.com)
Three stars and a wish
Asking children to make judgements on others’ work can be a little daunting for all involved. By using this technique you focus more on the positive. In a nutshell, the children give three things they think their partner has done well with (the stars), and one suggestion for improvement (the wish). Remember to keep those focuses specific!
The feedback sandwich
Here is one way to provide a feedback ‘sandwich’:
• positive comment • constructive criticism with an explanation of how to improve • positive comment
And here’s a similar, but slightly different, way: contextual statement: ‘I liked because . . .’
• ‘Now/next time . . .’ • interactive statement (question): • ‘Why did you use . . .’
The first way is suitable for both KS1 and KS2, the second more for KS2.

45. Plenary buddies
This technique requires you to choose a pair (or small group) of children to take responsibility for the plenary at the end of your lesson.
You will need to give them a few minutes before the plenary in order to get their thoughts together.
If they feel confident enough, they can discuss their work with the class and check it against the learning objective and success criteria.
You could use a visualiser or have a piece of their work photocopied and handed round, or photocopied onto an overhead transparency and projected.
Ensure children relate their learning back to the learning objective and success criteria.

46. The language of peer assessment
It’s not just what you say but the way that you say it…
Give the children - through posters on the wall, if necessary - the correct language to use when peer assessing. Some examples of this include:
• ‘I like this part, but have you thought of…’ • ‘What made you use this word/phrase/ connective/simile/metaphor and not another one?’ • ‘The best part is when you…’ • ‘I think that next time you ought to think about…’ • ‘I think you’ve achieved these two success criteria, but I’m not sure about the third. What do you think?’
And so on. Obviously, the kind of language used will be dependent on the age of the children

47. to write powerful descriptive sentences
Learning objective:
to write powerful descriptive sentences
TASK-6a
Write a paragraph describing this scene without SC.

48. Task 6b-What would our SC be?
Appropriate and effective choices
Adjectival phrases
Sentence openers-ISPACE
Now have a go and
write another descriptive
paragraph focusing
on the SC.

49. Assessing how well they met the SC:
Peer Assessment- children will highlight any effective words/phrases/sentences and explain why they like them.

50. Then they identify an area where they can improve-adding in words or extending sentences.

51. Peer Assessment TASK Tickled Pink Green for Growth
Look at your partner’s writing.
Use pink highlighter to identify SC evidence (good bits!)
Feedback back to partner.I like…because…
Use green highlighter to identify one area to improve: choice of words, sentence openers, complex sentences
Feedback to partner. It would be better if…

52. to write poetry, using similes, personification & alliteration
Learning objective:
to write poetry, using similes, personification & alliteration

53. TASK 7-Feedback
As Talk Partners, look at the 2 examples of work in front of you.
Which would you say is the better piece of work? Why?
What can be improved in this piece of work?
How do you think that an activity like this would help the children to produce work of a higher quality?

54. Effective Plenaries
Plenaries are a fantastic opportunity to reflect, recap on and consolidate the learning that has happened in today’s lesson.  They can also be used to introduce ideas that will be visited in the next lesson.  Forming a bridge for continuous learning.
Plenaries, whether they happen during the lesson or at the end, should:
occur at a strategic moment in the teaching sequence;
draw together the learning of the whole group and the individual;
summarise and take stock of learning so far;
consolidate and extend learning;
direct pupils to the next phase of learning;
highlight not only what has been learned but also how it has been learned;
help determine the next steps in learning.

55. As with starters, plenaries can be used for a range of different purposes. They can enable you to:
review the lesson’s objectives – taking stock of what the class has covered in a task or a sequence;
be diagnostic – assessing both individual and collective learning as well as progress, in order to plan accordingly;
recognise and value the achievements of individuals and the class;
stimulate interest, curiosity and anticipation about the next phase of learning.

56. They can enable your pupils to:
remember what has been learned;
crystallise their thoughts about what has been learned;
deepen and extend their learning;
see the ‘big picture’, putting what has been learned in the context of past and future learning;
articulate and communicate their learning;
gain a sense of achievement in the successful completion of a task(s);
understand the progress made and revise or set new personal targets;
consider how they have learned and the learning strategies they used – in terms of both individual and group thinking processes;
develop a language for discussing thinking and learning and form a habit of reflection about learning;
consider how thinking and learning can be ‘transferred’ to other contexts;
perceive themselves as learners.
( )

57. Mini-Plenaries
Plenaries don’t have to happen only at the end of the lesson. They can fit in at point at which you want to check that learning has taken place (‘mini plenaries’), and to share understanding.
These can create ‘learning episodes’ within lessons. The teacher is able to clarify key teaching points or knowledge pupils have discovered at the point of discovery.

58. Back in School Observe AfL in different subjects-
Do certain formative assessment strategies work better in certain subjects?
If involved in planning, what different plenary activities are included?
Observe mini-plenaries across the age ranges. Are they used in the same way?