1. Teaching and Learning

2. www.juniorscience.ie The word “assess” Comes from the Latin verb ‘assidere’ meaning ‘to sit with’. In assessment one is supposed to sit with the learner. This implies it is something we do with and for students and not to students (Green, 1998)

3. www.juniorscience.ie References  Paul Black, Christine Harrison, Dylan Williams- Kings College London  Rosalind Driver – Leeds University  Ruth Butler – USA.  Harris Cooper – NC, USA.  Berliner & Cassanova - USA.

4. www.juniorscience.ie Assessment Summative Formative Summative Formative

5. www.juniorscience.ie What are summative and formative assessment? The garden analogy Think of the pupils as plants

6. www.juniorscience.ie Summative assessment of the plants is the process of simply measuring them. It might be interesting to compare and analyse measurements but, in themselves, these do not affect the growth of the plants.

7. www.juniorscience.ie Formative assessment, on other hand, is the garden equivalent of feeding and watering the plants - directly affecting their growth.

8. www.juniorscience.ie Comparison FormativeSummative  learner driven  constant feedback  teacher, peer and self assessment  helps with pupil learning…  content driven  end point test  exam paper assessment  checks what has/not been learned… …assessment FOR learning …assessment OF learning

9. www.juniorscience.ie  Questioning  Homework

10. www.juniorscience.ie Questioning

11. Questioning Increasing the ‘wait time’  Answers are longer  Failure to respond decreases  Responses are more confident  Students improve and challenge answers  More alternative answers are offered

12. www.juniorscience.ie Questions are not for……  Controlling misbehaviour  Helping ‘needy’ students  Putting down students  Saying “yes, but…..”  Showing students what they don’t know

13. www.juniorscience.ie Improving Classroom Questioning  Ask fewer questions  Ask ‘higher order’/ ‘open’ questions  Question for depth  Question to promote thinking  Use ‘wait time’  Acknowledge and give feedback.  Look for the positive in the response.

14. www.juniorscience.ie Lower Order / Closed Questions  What?  Who?  State  When?  How many? One word answers

15. www.juniorscience.ie Higher Order / Open Questions  How can you be sure that…….?  What is the same/different about……?  Is it always/ever true/false that…….?  What would happen if…….?  How would you explain…….?  What does that tell you about…….?  What is wrong with saying…….?  You could argue that…...

16. www.juniorscience.ie Concept Cartoons  Glaxo Smith Kline Glaxo Smith Kline Glaxo Smith Kline

17. Homework

18. www.juniorscience.ie Old Adage  You don’t make the pig heavier by weighing it

19. www.juniorscience.ie What should homework do?  Review material taught in class, not introduce new material  Should be an extension of what students learned in class  Give students opportunities to practice skills  Lead to better retention of factual knowledge  Lead to better critical thinking and concept formation  Help students relate new information to their prior knowledge and experiences

20. www.juniorscience.ie Homework  Requires feedback  Should not be used as or perceived as punishment  Should not be used to learn new concepts

21. www.juniorscience.ie Type of homework  Memory/ recall/practice Students correct their own or other student’s copies Students correct their own or other student’s copies Do not grade Do not grade Do not require a comment/feedback Do not require a comment/feedback

22. www.juniorscience.ie  Comprehension, application, analysis, synthesis or evaluation Need oral discussion if corrected in class Need oral discussion if corrected in class Require students to think - allow time Require students to think - allow time Encourage other students to delete or add to their answers Encourage other students to delete or add to their answers Comment/feedback very important Comment/feedback very important

23. www.juniorscience.ie Feedback  Marks  Comments  Marks and Comments

24. www.juniorscience.ie Feedback (Butler,1988) Type of Feedback Given Achievement Gain Marks only None Comments only Scores increased by one- third Marks and comments None

25. www.juniorscience.ie AB

26. Comments  Identify what has been done well what has been done well what needs improvement what needs improvement how improvement might be made how improvement might be made  Praise the work, not the pupil, when appropriate

27. www.juniorscience.ie “If a school sends out students with a desire for knowledge and some idea of how to acquire and use it, it will have done its work. Too many students leave school with the appetite killed and the mind loaded with undigested lumps of information.” (Abbott, 1999)

28. www.juniorscience.ie Snoopy