1. Assessment for Learning
Revised Curriculum
Year 5
Assessment for Learning
Day 3 focus is Assessment for Learning. This is about how we can use assessment to promote, enhance and deepen children’s learning. You will have an opportunity today to learn more about why AfL is so important within the revised curriculum (Use Big Picture to remind them); what theory and research underpins the development of AfL and how teachers have begun to interpret it in their classrooms to make it work for them. We have said on Days 1 & 2 that developing new approaches takes time and that it has to be seen as a process. This is especially so for AfL ~ we have had the advantage of teachers engaged in action research in this area for a number of years and they would say that they are still on the journey.
You’ll find a programme for the day in your handbook ~ page 2.

2. Links from Day 2 Thinking Skills and Personal Capabilities
Before starting today’s focus on AfL, we’ll take some time to discuss/share our experiences of day 2. As before, think about the 3 questions on this slide. Share in group. Whole group feedback as appropriate.
What did you try?
How did it go?
How did your pupils respond?

3. Learning Intentions You will:
* have a sense of ‘Why AfL?’
* have a knowledge of the typical range of AfL classroom strategies
* experience each of the AfL areas
So what do we hope you’ll gain from today?
Important to have an understanding about why AfL is considered to be an important of pedagogy in the revised curriculum. For further information please see ‘Assessment for Learning for Key Stages 1 & 2’ pages 2-5 (in the RCI Box) This mentions Dweck & Black & Wiliams.
We will provide explanation of the main strategies within AfL
There will be opportunity today to have 1st hand experience of these strategies as well as viewing some video clips of the reality in the classroom (using extracts from the PMB DVD ‘Assessment for Learning in Action’ in the RCI Box)
You may wish to invite teachers who have been involved in the project to share their experiences.

4. Key content for today AfL . . . why? Links . . . Experience the range
It’s based on a constructivist approach to learning . . .
We have to help children to construct their own learning. . .
We can’t learn it for them!
AfL why?
. . . to Personal Development / Mutual Understanding
. . . and Thinking Skills / Personal Capabilities
Links . . .
Sharing Learning Intentions
Feedback for improvement
Questioning to deepen learning
Scaffolding children’s reflection about their learning
Experience the range
The programme in more detail ~ this is what we’ll be doing.
(The slide provides script for presenter)
Time for you to consider next steps in developing your own practice
What’s next?
Providing contact details to enable and encourage you to link up with ‘cohort colleagues’ for mutual support
Networking . . .

5. Rationale structures skills information THE COMPONENTS supported by
Assessment for learning is based on a Constructivist view of learning.
Children successfully managing their own learning:
THE COMPONENTS
Page 2 of the ‘Assessment for Learning for Key Stages 1 & 2’ booklet explains constructivism.
Use the participants’ booklet page 5 for further explanation of Carol Dweck’s work before going on to next slides about Nature of intelligence from performance & from mastery perspectives.
During the ‘Stage 1’ professional development stage, mention was made of the fact that ‘Assessment for Learning’ is based on a constructivist view of learning. This focuses on the simple point that children have to construct learning inside their heads, we can’t do it for them despite how comprehensively we plan or how brilliantly we teach! It therefore follows that the more we can do to help them to construct learning for themselves, the better they will do the job.
In practical terms, there are three essential classroom elements to enabling children to actively construct learning:
1 Structures. It is the case that active learning contexts have far more structure than traditional ‘stand and teach’ ones, not less. Structures like classroom expectations, rules for accessing and using resources, groupwork etc scaffold children’s decision-making and help to preclude ‘I don’t know what to do’ holes in activity.
2 Skills. Children need to be taught some skills explicitly to enable them to engage actively. These include discussion, negotiation, sharing and planning skills, and are taught to children from their first days in playgroups and nursery settings.
3 Information. If children are to be able to make decisions, structures and skills will almost certainly be valuable in facilitating their self-directing activity, but they will often need to access information to help them operate in learning contexts. This information must be provided in clear, child-accessible form and usually in visual displays to avoid placing demands on memory which may not be realistic.
The Learning, or ‘WALT’ Board is an example of structure, skills and information being activated to enable independent operation by children in the classroom. Children need to understand the structure of the board. They need to have the skills of interpreting what learning intentions and success criteria mean, and how to use these to manage their learning activity. They also need to have the information, especially the success criteria, visually accessible during activity to enable them to self-regulate and direct their learning activity.
structures
skills
information
supported by
Positive attitudes to learning
Children have to construct their own learning we can’t do it for them.

6. Intelligence ‘Mindsets’
“Intelligence can grow”
These slides describe the differences between performance mindset and mastery mindset
Carol Dweck is Professor of Psychology at Columbia University in the USA. She has spent over 20 years on themed research in the area of children’s beliefs about the nature of intelligence, how these are influenced by the nature of the feedback they receive from others, and the impact of such beliefs on their activity and decision-making during learning activities, especially those parts where they experience difficulty or challenge.
Her findings seem to indicate the existence of 2 ‘mindsets’ in children (though some 15% of children appear to be ‘undecided’). One set of children (Performance Mindset) appear to think that intelligence…cleverness…ability is something that they are born with, and is fixed in nature for each individual. Another set (Mastery Mindset) appear to think that their intelligence and ability is something that can grow, and that it grows most when they are faced with challenge.
For this reason, Performance Mindset children seem to avoid challenge, as it potentially shows up the fact that they are less able, whereas Mastery Mindset children enjoy challenge…seeing it as an opportunity to become more able.
The sequence of slides attempts to illuminate her findings more, related through the voices of a ‘Performance Mindset’ and a corresponding ‘Mastery Mindset’ for each issue.
NB. Relate this set of slides to teachers and children’s learning behaviour in classrooms (especially during times of difficulty or challenge).
“Intelligence is fixed”
(After Carol Dweck)

7. Intelligence ‘Mindsets’
“Effort leads to success”
So I can improve with effort not give up because I’m just not ‘clever’ enough!
Mastery Mindset children develop a high level of belief in the importance of effort, as it is this which they require more than anything else during challenging contexts to get them through it.
Performance Mindset children have a low belief in the importance of effort, as challenge is simply the context telling them that they don’t have enough ability to get through it, and effort makes no real difference.
“Ability leads to success”
(After Carol Dweck)

8. Intelligence ‘Mindsets’
“When the going gets tough … I get smarter”
Mastery mindset chn see challenges as an opportunity to learn more/improve. They feel secure and are not fearful that a difficult task will show them up as not being clever enough.
Performance mindset chn all seem to have a fear of being found out They believe that teachers tend to overestimate their ability and are waiting for this to be discovered.
“When the going gets tough … I get found out”
(After Carol Dweck)

9. Intelligence ‘Mindsets’
“When the going gets tough … dig in and persist”
Mastery mindset: I’ll stick with it and have a go ~ there’s a chance I’ll get it .
Performance mindset: What’s the point? it looks as if it’s too difficult & there’s no point in exposing my lack of ability. When children meet with challenges or have difficulties they perceive this as the situation telling them they are not good enough to deal with it. There’s an overwhelming sense of hopelessness!!
If intelligence is fixed and you haven’t got enough there’s little to be had from persistence.
“When the going gets tough … give up, it’s hopeless”
(After Carol Dweck)

10. Intelligence ‘Mindsets’
“I only need to believe in myself”
I’m confident in my own ability to learn and to improve. I’m not concerned with being seen as ‘clever’ by others. Not cautious about embracing new challenges because I always want to make a good impression and to be seen as ‘clever’.
Mastery mindset children tend to coach themselves especially at times of difficulty ~ telling themselves that they’ll come through … they’ve succeeded before.
Performance mindset children develop a high degree of reliance on the teacher ~ to keep delivering messages that they still have it!
“I need to be viewed as able”
(After Carol Dweck)

11. Intelligence ‘Mindsets’
“Success is making the targets”
“Success is finding things easy”
Mastery mindset children work towards personal targets ~ seeing them as a means to improve their learning ~ not concerned with being better than others.
Not being fragile in their learning, constantly fearing the task that will show them up/find them wanting. A challenge may be a threat to them.
Performance mindset children tend to be intensely competitive ~ defining their success with reference to others’ performance. OR
“Success is doing better than others”
(After Carol Dweck)

12. Children’s ‘Mindsets’ about learning:
Participants need the Mindsets sheet with performance mindset filled in. Using the cards provided, they match the ‘mastery mindset’ that corresponds with the ‘performance mindset’ comment. Working in groups ~ with whole group plenary & debrief as appropriate.
Refer to Presenter’s Guidance Notes for this activity.
NB There are 12 statements to complete from 20 answer slips available.
The statements in the mastery mindsets column correspond to those in the performance mindsets.
Dweck
card sorting
activity

13. Exploring the Links in the Revised Curriculum
Assessment
for
Learning
Refer to participants’ handbook pages 3 & 4 for further explanation. These links were explored on day 1. It’s important that links/connections between the 3 areas are made so that they are not regarded as separate areas to be developed.
Presenter should remind teachers of the key elements of AfL. Make the link that AfL strategies in any Learning area contributes to pupils PD. Throughout the activities you will be aware of the links with the key messages from the Stage 3 day, PDMU and TSPC days. The emphasis is very much on the social context of learning
Recall the activity on Stage 3 Day which focussed on the key elements of an effective learning environment and the slide “Rationale” on page 2 of today’s PowerPoint which highlighted the components of AFL- creating the classroom where pupils respect each other and take responsibility for their own learning
The elements of PDMU- respect, co-operation, dealing with conflict, communication, responsibilities, attitudes to learning, feelings and emotions, self esteem and self confidence ~ these are key elements of the constructivist classroom which is key in AFL.
TSPC- has links with many of the skills and information component of AFL. It is possible to link:
AFL component of “sharing the learning” with “learning is visible and explicit, managing my own learning, using information to help me learn and self regulation” AFL component of “questioning” and TSPC “asking questions to deepen my learning, and “time to think.” AFL component of “feedback” and TSPC “working with response partners” and “assessing other’s work.”
Refer to page 18 in the course handbook ~ “CCEA Briefing sheet for AFL” from CCEA Booklet which accompanies the DVD “Planning for Implementation.” Key outcomes of research indicate enhanced self esteem and self confidence, resilience and a community of learners – elements which are reflective of PDMU and TSPC.
Recall the Carol Dweck “Mindsets” activity and make connections with these outcomes.
Thinking Skills and Personal Capabilities
Personal Development and Mutual Understanding

14. P5 Assessment for Learning ‘AfL in the Revised Curriculum’
Learning Log
Name:
Find this at back of course handbook ~ page 20
The script in blue is the title of the session.
The bullet points in green provide hints for what they might refer to in their log.
Break for refreshments after completion of the log.
Please complete your Learning Log for the first session:
‘AfL in the Revised Curriculum’
Children’s ‘mindsets’ regarding the nature of learning
Links with TS & PC and PDMU

15. Coffee
break

16. What’s involved? and how? and the tricky bits?
Telling children what they’re about to learn and why
Scaffolding successful activity towards learning by telling them what to pay attention to ~ explicitly
This is the first part of three slides that explain AfL in terms of:
Slide 14: What’s involved ~ the strategies
Then later on, explaining how these are ‘happening’ in classrooms ~ slide 17
And finally ~ the tricky bits after participants have had experience of the strategies through activity today & watching video clips of classroom practice ~ slide 20
Giving feedback which is focussed on improvement
Ensuring that students reflect on the ‘what’ and the ‘how’ of their learning
Using questioning strategies that extend participation and deepen learning

17. Reflecting about Learning Assessment for Learning
Sharing the Learning
3 of the strategies have hyperlink:
1. Sharing the learning ~ the activity ~ LI & SC for effective adjectives. Participants are invited to become actively involved in this activity!! Refer to handbook page 7 for range of possible adjectives.
2. Formative feedback ~ the 2 stars and wish structure using the ‘blue peter’ version of the poster. Participants could have a go at this approach with the posters they have created in the activity.
NB Many teachers find it very difficult to adhere to the Success Criteria when identifying the successes and improvement area, but when they do they usually find that pupils have greater focus and purpose in their learning activities.
It is for teachers/departments/schools to determine how much of this kind of feedback can be provided to pupils, as it is obviously more time-consuming and would not necessarily be used to replace current marking systems, but rather to us as a significant additional strategy for marking. There is a pragmatic balance to achieve.
The same feedback system can be used orally for younger pupils, with good levels of success and practicality.
3. Questioning ~ this links to ‘Who wants to be a millionaire’ quiz ~ there are presenter’s notes to run this activity. The focus is adjectives. Debrief on this activity: Thinking time; Justifying answers; Collaborative responses; Deepening understanding.
There are notes on questioning strategies in participants’ handbook pages 9 & 10.
NB Reflecting about learning ~ reference page 13 Big Questions
Reflecting about Learning
Assessment for Learning
Formative Feedback
Questioning

18. What’s involved? and how? and the tricky bits?
Telling children what they’re about to learn and why
Publish Learning Intentions
~ perhaps using ‘WALT’
Scaffolding successful activity towards learning by telling them what to pay attention to ~ explicitly
Agree and publish Success Criteria
~ perhaps using ‘WALT’
Giving feedback which is focussed on improvement
Structured, comment only feedback
Ensuring that students reflect on the ‘what’ and the ‘how’ of their learning
Peer/Self Assessment
Structured plenaries
eg 2 Stage MindMaps
Using questioning strategies that extend participation and deepen learning
Closed/ open questions
‘No Hands Up’
Wait time
Response Partners

19. Learning Log Please complete your Learning Log for the second session:
P5 Assessment for Learning
Learning Log
Name:
Find this at back of course handbook page 21
The script in blue is the title of the session.
The bullet points in green provide hints for what they might refer to in their log.
Break for lunch after completion of the log.
Please complete your Learning Log for the second session:
‘Practical experience of some AfL Strategies’
Sharing Learning Intentions and Success Criteria
Giving feedback that is focussed on making improvements
Questioning to enhance participation and learning
Encouraging and scaffolding children’s reflection about their learning

20. Lunch

21. Assessment for Learning Reflecting about Learning
Sharing the Learning 1
These are hyperlinked to specific extracts from the CCEA DVD ‘Assessment for Learning in Action’ ~ in the CCEA Box!
Keeping to the order indicated by numbers on slide will ensure that what participants see keeps to the ‘flow’ of the lesson.
In between clips allow time for discussion. Teachers complete the structured observation sheet in their handbook ~ page 15. Allow time for brief feedback after each clip.
Formative
Feedback
Assessment for Learning
Reflecting about Learning 3 4
Questioning 2

22. What’s involved? and how? and the tricky bits?
Telling children what they’re about to learn and why
Publish Learning Intentions
~ perhaps using ‘WALT’
Framing good LI s for learning, rather than activity
Scaffolding successful activity towards learning by telling them what to pay attention to ~ explicitly
Agree and publish Success Criteria
~ perhaps using ‘WALT’
Coming up with SC
Keeping SC succinct
Keeping them few
Ensuring range
This is the final slide of 3 as explained earlier. So potential challenges to current practice may include:
Staying focused on the learning within the activity ~ not describing the activity itself (eg we are learning to make a poster to advertise for a new friend!) ~ need to get to the learning they will be taking away ~ in this case the LI was using effective adjectives ~ the poster etc was the context/the activity. See eg below
NB. Show range of examples provided and these can be modified ~ see page ? of handbook.
Success criteria need to be closely linked to the LI and should help the children know what to do to achieve the LI. Not too many and a range to ensure that children with different abilities can achieve success. Children can be involved in generating the SC as seen in the video clip.
It can be a challenge to give feedback with reference to the SC only. Spelling/punctuation/neatness care difficult to ignore at the beginning. Some teachers have got round this by asking children to self-check their work with reference to posters in classroom outlining agreed guidelines for written work.
We don’t all naturally reflect on our learning so it’s important to model this and to give the children strategies for doing this. Children need to pay more attention to the success criteria rather than the person so objectivity is essential. Teachers can begin to model this through their own strategies for success criteria-based assessment and by introducing children to shared anonymous peer assessment.
This is on page 12 of handbook. Teachers can be asked to complete the last 2 LI
Activity Intentions Learning Intentions
Sorting 3D shapes in a Venn diagram Sort by 2 criteria relating to properties of shapes
Writing familiar words in hieroglyphs Know that hieroglyphs are a form of written communication
Make a plan of your bedroom Make a plan
Investigate repeating patterns in Understand the uses of patterns in design
a variety of objects, pictures and textiles
Giving feedback which is focussed on improvement
Structured, comment only feedback
Keeping within the SC!!!
Breaking old habits
Ensuring that students reflect on the ‘what’ and the ‘how’ of their learning
Peer/Self Assessment
Structured plenaries
eg 2 Stage MindMaps
It probably won’t happen unless you make it happen
Training for objectivity
Using questioning strategies that extend participation and deepen learning
Closed/ open questions
‘No Hands Up’
Wait time
Response Partners
Initially ~ no hands up!!!
Scaffolding the wait time
Breaking old habits

23. P5 Assessment for Learning ‘Impact of AfL in the classroom’
Learning Log
Name:
Find this at back of course handbook ~ page 22
The script in blue is the title of the session.
The bullet points in green provide hints for what they might refer to in their log.
Reflection/evaluation after completion of the log.
Please complete your Learning Log for the third session:
‘Impact of AfL in the classroom’
Sharing Learning Intentions and Success Criteria
Class discussion ~ Questioning and pupil responses
Peer Assessment
Class reflection/Plenary session

24. Next Steps In the next 2-4 weeks……. By the end of this school year….
By the end of next year……
This slide can be used to help teachers prioritise practical issues and to begin to plan for their next steps.

25. Networking Opportunities
‘Phone a Friend’. . .
In booklet page 23 ~ contact details ~ all schools involved in the AfL Action Research Project with CCEA.

26. Learning Intentions You will:
* have a sense of ‘Why AfL?’
* have a knowledge of the typical range of AfL classroom strategies
* experience each of the AfL areas
So what do we hope you’ll gain from today?
Important to have an understanding about why AfL is considered to be an important of pedagogy in the revised curriculum. For further information please see ‘Assessment for Learning for Key Stages 1 & 2’ pages 2-5 (in the RCI Box) This mentions Dweck & Black & Wiliams.
We will provide explanation of the main strategies within AfL
There will be opportunity today to have 1st hand experience of these strategies as well as viewing some video clips of the reality in the classroom (using extracts from the PMB DVD ‘Assessment for Learning in Action’ in the RCI Box)
You may wish to invite teachers who have been involved in the project to share their experiences.