Am I learning in the best way for me?
What can I remember and
What are my strengths and weaknesses?
How am I doing? What is really making me think?
How will I know if my
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This booklet has been produced by a group of AAIA members who live and work in the north east of England. Their work has focussed on the multifaceted ways of encouraging and enabling teachers to use assessment to promote and monitor learning for the benefit of the pupils. The most recent focus for the group has been to work co-operatively to develop ideas on pupil self-assessment. self-assessment. Most of the contributors work with learners in primary schools. The case studies reflect this bias. However, all the ideas that are presented can be and are being used in secondary classrooms. It is the skill of the teacher to recognise the principles and convert the ideas into the actual setting.
In this document “ document “self-assessment” is self-assessment” is the term used to describe all the th e activities employed within and outside the c lassroom to enable the pupil to reflect on what has been learnt and judge it against a set of criteria. “Self-evaluation” is “Self-evaluation” is the term used to describe the process of a pupil gaining an understanding of how of how one one is learning as opposed to what to what one one is learning. It is the means of making real strides in understanding oneself as a learner.
Contributors – Durham :
Carol Gater Jennifer Jones
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Contents Section
Page
Assessment FOR Learning
4
Pupil self-assessment ·
Who says self-assessment is important?
5
·
Why bother with self-assessment?
6
·
What does one need to get started?
7
·
Building blocks to self-assessment
9
·
Key points to note
10
CASE STUDIES Strategies to engage pupils in self-assessment ·
1: Modelling using exemplars
12
·
2: Questioning skills
14
·
3: Self-assessment Self-assessment “tools” “tools” – graphic graphic organisers organisers
17
·
4: Reflection as a process for closing the learning gap
21
·
5: Response partners
25
·
6: Future Developments - Digital Portfolios
28
APPENDIX
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Assessment FOR Learning Following the publication of “Inside “Inside the Black Box” (1998) Box” (1998) and Beyond the Black Box: Assessment FOR Learning” (1999) Learning” (1999) teachers in schools have experimented with ways of encouraging pupil participation in the assessment process. Since then many publications, courses and research papers have helped teachers to explore ways of using assessment to raise attainment of pupils, including “Working inside the Black Box” (2002) Box” (2002) which illustrates ways of implementing the essential elements in the process in secondary school classrooms. At its heart Assessment heart Assessment FOR Learning is a way of informing of informing and involving the learners themselves in the process of assessment. Teachers have responded by questioning their long-held principles and practices in order to see how they could use assessment not ust to measure the amount of the learning that has happened, but to enable the pupils to learn more effectively through playing an active role.
These are the important elements. Some teachers use them all the time
– DO YOU? * w
w
w
w
share the learning objectives of the lesson with the pupils plan and encourage periods of reflection on what learning has taken place and how the learning has taken place encourage pupils to assess their own work strive to build a positive climate inside the classroom so that making errors is seen as a way of improvement, not a record of an individual’s failure incorporate curriculum targets into discussions with pupils
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Who says self-assessment is important? … pupils can only assess themselves when they have a sufficiently clear picture of the targets that their learning is meant to attain. Surprisingly, and sadly, many pupils do not have such a picture, and appear to have become accustomed to receiving classr oom teaching as an arbitrary sequence of exercises with no overarching rationale. … When pupils do acquire such an ov erview, they then become more committed and more effective as learners: their own assessments b ecome an object of discussion with their teachers and with one another, and this pr omotes even further that reflection on one’s own ideas that i s essential to good learning. “Inside the Black Box”, Black & Wiliam, 1998, page 9/10
The link with and feedback into planning shows how valuable pupil self-evaluation is as an assessment tool, with assessment information very clearly being used to inform future planning. … The enthusiasm of the children should be no surprise, considering the cl ear increase in their self esteem … With more time, children become more able to identify and solve their own learning needs.
Learners should be helped to develop the capacity and the habit of self-reflection so that they can increasingly become self-monitoring and self-regulating. “QCA Review of assessment arrangements : Assessment for Learning” , 2001
“Unlocking Formative Assessment”, Clarke , 2001, page 48-9
Teachers are very uncertain about the value of self-asses sment and how to go about using it effectively … There is a need to recognise the necessity for training pupils to evaluate their work. Pupils with these skills so that they are more able to persevere with tasks, achieve better standards of work and raise their self-esteem. “Classroom Assessment”, Suffolk Advisory Service , 2000, page 18
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Why bother with self-assessment? Self-assessment is an essential component of “Assessment FOR Learning”, not a luxury in classroom teaching. It is the means by which the pupils take responsibility for their own learning.
What’s in it for the pupils? The pupil becomes responsible for own learning · · is able to recognise next steps in learning · feels secure about not always being right r ight raises self-esteem and become more positive e.g. I can c an from I can’t · is actively involved in the learning process (partner not recipient) · becomes more independent and motivated · I am learning in the best way for me
I see what I can remember and understand
I know my strengths and weaknesses
I see how I am doing
This is really making me think I know why my work is good
I know what I need to do to
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What does one need to get started? The teacher needs to ensure that the classroom climate is conducive to effective learning.
The classroom climate ·
·
for pupils to learn, the fear of failure has to be taken away in order to encourage honesty and openness pupils need to be provided with support, by being able to try out techniques in a safe and secure place
In a ‘normal’ classroom, where success matters (“Ten (“Te n out of ten! Excellent!”), the high attaining pupils are are praised. High marks, being able to answer questions, getting things right merit merit attention and are celebrated. High attaining pupils develop a positive self-image, but do not necessarily learn as much as they are able to. “Where the classroom culture focuses foc uses on rewards, ‘gold stars’, grades or place-in- the-class ranking, then pupils look for the ways to obtain the best marks rather than at the needs of their learning which these marks ought to to reflect. One reported consequence is that where they have any choice, pupils avoid difficult tasks. They also spend time and energy looking for clues to the ‘right answer’.” answ er’.” (“Inside the Black Box” pp 8-9) Meanwhile, low attaining pupils have their low self-esteem reinforced by constant failure. “Many are reluctant to ask questions out of fear of failure. Pupils who encounter
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Low self-esteem failure
I can’t
High self-esteem success
B
A emotional flooding
I can
stress
learning
relaxed alertness
The question for the teacher is is how to turn A type pupils into B type. In some schools, streaming separates higher attaining from lower attaining pupils p upils and removes some of the competition. Questions are differentiated, so some of the the A pupils experience success. However, the classroom climate climate remains the same, so it becomes a mini version of the original where some pupils rise to the top and others remain at the bottom. bottom. The problem is still that success is what matters, rather than learning. Research in Gillingham (Gillingham Partnership Formative Assessment Project, Institute of Education, 2000-2001) has shown that teachers can change this culture and counteract the fear of failure by helping pupils to see difficulty as difficulty as part of the learning process. Getting all the answers right quickly and easily is no longer seen as praiseworthy – quite the opposite. It is a sign that little little has been learned. Making mistakes, struggling to understand and asking for help are all seen as signs of the learning process and pupils are praised for showing that they are learning.
Building blocks to pupil self-assessment
t n e m s s e s t s n e a m - s s s l e g s n a - i e f l n r a s e s l e e t l l r i b a o n p p e u o s u t s o t e P i e g t a r t S
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Pupil self-assessment
Modelling of self-assessment self-assessment by the teacher
a i r e t i r c s s e c c u S
s l l i k s g n i n o i t s e u Q
n o i t c e l f e R
g n i k r a m m o r f k c a b d e
s r e n t r a p r e e P
s o i l o f t r o P
l l u f m o o r t f t n n o e d m n p a , o i t l e v e e s d u o . a t e s d s i u e e p t r n e l e e h t h d s g n e i n e i g e p e e b d t , n a i t i r t s o t e s d e e c h t u f d o r o h t c n a i e g n n i I e b
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Key points to note Assessment for learning” involves pupils being active Pupils need to look for information about how well they are doing and search for what steps to take next in order to improve. Clarity of action depends on feedback from the teacher and also on what they discover themselves about their own learning. The encouragement of life-long learning requires pupils being skilled at applying what they know about their current learning to future events.
Self-assessment is WHAT we learn It can take place at any time within a lesson. The pupils benefit from a clear understanding of the learning objective and from being trained in asking the right questions (especially those which interrogate actual learning against the intended). This training should be an important element of the plenary element in a lesson.
Self-evaluation is about learning HOW we learn Too often self-assessment is seen as the pupils reflecting on WHAT has been covered. They are encouraged to identify the activities in which they have recently taken part. In many cases they are simply repeating the learning objectives. Self-evaluation is more than this – it involves an analysis of HOW they have learned and it involves skills that need to be planned and developed over time.
We need to train pupils to self-evaluate – it does not just happen! w
e.g. Choose one of these questions and model the answers they might say to it: 1. Think about what has happened when the learning has taken place 2. What really made you think? What did you find difficult? 3. What do you need more help with? 4. What are you pleased about? 5. What have you learnt new about x?
Case Studies
Classroom strategies to support self-assessment
q
1: Modelling using exemplars
q
2: Questioning skills
q
3: Self-assessment Self-assessment “tools” – graphic organisers
q
4: Reflection as a process for closing the learning gap
q
5: Response partners
Case Study 1 Modelling using Exemplars Definition and Introduction Modelling work is a valuable technique to help develop pupils’ self-assessment skills. It involves using an example piece of work to work to help pupils self-assess. It can be used at different stages throughout the teaching and learning process: ·
At the beginning of a unit of work, by showing pupils an example of a piece of work and comparing this with written objectives - they should gain a clearer view of what they need to achieve to meet the expectations of a unit or lesson
·
As their work develops they can use the model as a guide in order to improve and modify their own work
·
Once they have completed their work, they can use the model as a comparison for their own work using it to help them identify the success criteria. They can use the model to help them see how they have matched it, how they have done better b etter and where they need to improve. These comparisons should be made in relation to learning objectives. CASE STUDY: An example of Year 2 poetry work – using exemplars to improve understanding and develop self-assessment in young pupils
Background Pupils had experience of using exemplar material as a stimulus for their own work, w ork, particularly in literacy. They had also had experience experience of writing acrostic poems in a previous previous literacy lesson. They had less experience of using us ing the exemplar material to assess their own work.
Case Cas e Study 1
he teacher made it clear that it would wou ld be against these factors that the pupils would w ould judge their own work. These factors were displayed and continually referred to by the teacher and radually by the pupils, throughout the lesson. At the end the lesson, pupils were w ere asked to discuss their poem with a partner and decide how well they had done against the 3 success criteria displayed. They were then asked to describe how they would improve their work, in terms of the 3 factors.
How does this process support self-assessment? For Pupils ·
it gave them information about the desired intentions in a visual and auditory way e.g. teacher and pupil referred to the factors displayed throughout the lesson
·
it allowed them to look at evidence about their present position by comparing c omparing with a standard e.g. they compared their poem and their t heir partner’s poem against the exemplar material, both during and at the end of the lesson
·
it helped them to develop some understanding und erstanding of a way to close the th e gap, by seeing and listening to an example of how that th at can be done e.g. pupils were able to make suggestions about how their work could be improved by using the factors as a measure
Using this strategy teachers should ensure that they: th ey:
Case Study 2 Questioning Skills Definition and Introduction Teachers use questioning skills as part of a process to encourage pupil thinking at all levels from basic knowledge to evaluative and analytical assessment. Since we use questioning skills to elicit information at all levels we need to extend this to consider cons ider how pupils can be taught to develop these skills themselves. There are two stages in this process: 1. Enable teachers to better better use their questioning skills. There is little doubt that the majority of questions used in classrooms are of the lower order, with the most frequently used being the closed variety. Pupils in many classes have become adept at fielding this type of question. Thus neither teacher nor pupils gain real understanding of learning. 2. Teachers need to to practice higher order order questioning skills. They need to understand why, when and how to use questioning techniques to their best advantage. It is an incorrect assumption that informing practitioners of different types of questions will miraculously mean that they will use them. Like much good teaching the way to improve performance is through teachers modelling the techniques of questioning well, then pupils will better understand how and when to use them themselves. When pupils begin to develop higher order questioning skills (and all learners are capable of this) then the level of thinking needed is also improved. Pupils begin to find different solutions to problems, they begin to create their own questions - they start to use metacognition.
Case Study 2 once she had finished reading a text from the Torah on the ‘Creation’. They were encouraged to decide which was their best question, though they were first challenged to describe what made a good question. The pupils were then regrouped and each group were asked to decide d ecide which was their best question (they were only allowed one per group). The 4 questions chosen by the pupils were: ¨ ¨ ¨
¨
How was God created? How did God decide all the names of the animals? How did God know how to make m ake the world, and if God asked something why did it always happen? How was God made?
The pupils then began a community of enquiry, the teacher having asked them to explain the rules for this type of discussion. The level of questioning used by the teacher helped to stimulate discussion, and unless the teacher was trying to clarify a statement made by a pupil all questions were open ended. Below is a list of the teacher’s questions used in this enquiry. 1. 2. 3. 4. 5. 6.
Can you explain that a little more? How do you think he chose it? What made you change your mind? Can you explain the big bang in space? What do you think about that answer? answer? Can you explain a little more more about the egg egg coming before the chicken?
Case Cas e Study 2
Question Whether they had enjoyed the morning?
What they liked best?
Response I think it was really good. It’s more fun than what we usually do. I thought it was all very good.
You get different ideas. It made my brain think a lot. You got to say what you yo u wanted without other people butting in. The best bit was the ‘inquiry’. I enjoyed looking at the artefacts. I enjoyed disagreeing with people. I like being able to say what you think. I liked it because you didn’t have to do much writing. I learned lots of things about how to behave towards others and what other people think. You get to hear other peoples thinking. What they liked least? I didn’t really like thinking up the questions from the story. What they found difficult? It was hard at first but then it got easier. What they found easy? Everyone can be a part of this; it’s quite straightforward and fun. Whether they would like to Yes but next time can we decide on the questions in do this type of activity again? pairs rather than on our own. I’m thinking I really want to do this again.
Case Study 3 Self-assessment ‘tools’: graphic organisers Definition and Introduction There are many ways in which teachers support pupils to become proficient at actively reflecting on the nature of their work. One method is to use “graphic organisers”, which are tools that enables pupils to self-assess. Usually in the shape of a graph, chart or drawing they are designed to encourage pupils to structure work in a way that assists their exploration of their knowledge and understanding. Graphic organisers are useful in developing self-assessment skills in learners of all ages and all abilities. Key skills such as sequencing, comparing, contrasting and classifying can be developed using graphic organisers, which help pupils demonstrate elements of knowledge and understanding. As such, they can be used as a key component in training pupils to reflect on recent learning. The graphic organisers support pupils by reducing the complexity of learning into a meaningful summary diagram. Such skills are not inherent – pupils have to be helped to see how the graphic organisers help illuminate the true nature of learning and of their learning gaps. Self-assessment doesn’t just happen. It needs to be learned. The following are ideas/tools that can be modelled in lessons. With practice learners use them independently. The examples that follow have been tried in both primary and secondary classrooms.
The School Trials: in primary schools One of the most popular graphic organiser is the KWL Grid, Grid, first developed by Donna Oggle. KWL grids can be used at the beginning of a ‘topic’ to enable e nable pupils to direct their own learning. Prior to research pupils ‘brainstorm’ what they already k now, now, what they want to learn and later record what they have learnt. An extra column can be added in which pupils record how they
Case Study 3
Thumbs up /thumbs down
Traffic Lights Red – doesn’t understand Amber – not quite there Green – got it! Uses: Uses: Individuals indicate their level of understanding or feelings by showing the appropriate coloured card. Useful at various stages in the lesson – but particularly in mini-plenaries and plenaries.
Similar to Traffic Lights in that it can be used at any point to ascertain understanding or feelings.
Teacher benefit: · Gives an immediate indication of pupils’ understanding and/or feelings · Teacher is able to tailor support and amend plans
Pupil benefit: benefit: · Allows pupils to give an immediate response in a secure environment · Avoids trials of writing selfassessments. More fun!
Talk Partners
Post –it’s
Case Study 3 The School Trials : in secondary schools Teachers in several comprehensive schools in County Durham have experimented with these graphic organisers in their classrooms (ranging from Maths, English, Humanities, Drama, Music, ICT and Modern Foreign Languages).
Webs
Triangles What I have
?
seen
what I have heard
· · ·
Useful in organising ideas Place the major topic in centre Similar to “mind map” or “concept map”
It can map the learning at beginning or end of module. The pupils see the key areas which they have identified or missed. It support the development development of linking ideas and elements.
Ladder
·
·
What I would ask now
what I have done
pupils place knowledge and feelings in different areas e.g. what I have seen, heard and done which has helped me learn inter-connecting senses and emotions
The organiser is used to breakdown certain types of learning. There are 4 sections to be used creatively. It can support the VAK ideas; pupils can add questions they would like to ask; it can help the pupil to think ahead to what else they would like to learn or remember to do next time
Venn diagram different - same - different
Case Cas e Study 3
How graphic organisers supported self-assessment in secondary schools?
organiser
benefits to pupils w w
w
Web
w
w
w w
Triangles
w
w
Ladder
w w
useful as summary after a module encourages recognition of links between different factors able to illustrate growth in knowledge and understanding computer generated webs can be developed (ICT skills) helps to develop the “big picture” of topic or learning pupils enjoy using organiser creates active discussion helps differentiate categories e.g. “blow” “pluck” “hit” division in musical instruments when learning objectives placed on ladder it is more likely that a review about learning takes place encourages identification of key learning helps pupils come to decision on priorities very useful for comparing and
benefit to teacher w
w
w
w
w
w
helps recognise what linkages the different pupils make between different parts of their learning helps identify areas with little pupil understanding, identifies misconceptions and necessary changes in shortterm planning can be used as individual or class- based strategy helps build up a picture of what helps helps pupils pupils learn identifies imbalance of learning opportunities helps teacher prioritise learning objectives useful mechanism for sharing learning objectives with pupils gains an understanding of
Case Study 4 Reflection as a process for closing the learning gap Definition and Introduction Closing the learning gap is the skill of moving learning forward. In order to develop this, pupils need to have a clear understanding of: · ·
The objectives of their learning The criteria against which their work will be assessed (success criteria)
Only when these are shared with the pupils are they better equipped to: · · ·
identify their own achievements against the learning objectives and success criteria recognise areas for improvements direct their own improvement
The achievement of these skills is a developmental process highly dependent upon the classroom ethos established by the class teacher. Integral to the achievement of these skills is: ·
· ·
The provision of a learning climate in which trust and respect are valued by both pupil and teacher alike The direct teaching and practising of the skills The provision of opportunities for reflection and questioning related to the learning objectives
Improving pupils’ ability occurs through a series of skills. National Curriculum suggests that the process is
Case Study 4
CASE STUDY: An example of Year 6 work using reflection time to close the learning gap as – a process of self-assessment Background All pupils had been introduced to the learning objectives and were beginning to determine their own success criteria. The teacher had already modelled a marking strategy that gave feedback against the learning objectives. The pupils had limited experience of using reflection time within the lesson, and similarly limited experience of using the success criteria against which to give feedback to peers or for their own use.
The Lesson itself Lesson itself The learning objective was shared with the pupils (Literacy (Literacy Strategy; Year 6, Term 1 – Writing Composition: “to write own poems experimenting with active verbs and personification; produce revised poem for reading aloud individually” ). ). The task was to write a poem in the first person using the witches poem from Macbeth Macbeth as inspiration. Having shared the poem the teacher teacher asked the pupils to explain explain some of the sounds the water water in the pot would be making. After exploring these ideas she informed the pupils p upils that they were now the water, and asked how they would respond as different objects were were thrown into the pot. The pupils were now discussing the ideas in the first person. Their actions, thoughts and feelings were shared collectively and recorded on the flip chart. The pupils were asked what they thought the success criteria could be and they determined as a class that their poem should include: ·
thoughts and feelings
Case Study 4
Most of the resulting feedback was general or hinged on the amount or neatness of writing. The pupils, however, were motivated with their oral comments comm ents and continued with the task. At the beginning of the next reflection period the pupils were asked to look for some way of improving their partner’s work. They were reminded of the learning learning objectives and asked to read their partner’s success criteria. This time all comments for improvement had to “link to” their success criteria and the following questions were given to help their thoughts: 1. 2. 3. 4.
Which part is not very clear? Are there there words/phrases which could be improved? Did they understand the simile? Were the thoughts/feelings convincing to to the reader?
Pupils were invited to contribute other aspects which they might look for. This was an assessment opportunity to determine whether they fully ful ly understood how their feedback was to focus upon the quality of learning. Afterwards they were given a further opportunity to read their partner’s work in order order to improve the quality. During this reflection time the teacher teacher listened in to some of this oral feedback and chose specific pupils to relay their comments as models for others. Pupils were able to make some improvement comments which used the learning objectives and success criteria. Examples of these were: “There are good good thoughts in your poem. What about saying more more about your feelings?”
Case Study 4 How does this process support self-assessment? How pupils benefited Pupils · understand what they’re learning. · more motivated. understand what is agreed as a successful outcome. · develop self esteem · develop team work. · · develop greater team work independence in their learning · accept more readily that work can be improved. · develop a skill that can be used in most subjects and areas of learning. are encouraged to remain more focused throughout the lesson (this may also impact upon · improved behaviour). the quality of their work improves and the pupil attainment is improved. · · focus upon their learning for longer periods of time.
It is necessary for teachers to: ·
·
believe that the time spent upon allowing the pupils to reflect and to improve their work is more valuable than learning facts and being content driven be committed long-term to the focus of closing the learning gap so that pupils become more aware of developing their own learning, and ultimately become independent learners, thinking and acting upon their own initiatives.
Case Study 5
Response partners Definition and Introduction It is paired or partnership oral marking. Pupils choose a partner to discuss their work or invite pupils within a group to comment on their work. In secondary schools there is good practice in PE, Art and other departmental areas. For it to succeed, succ eed, and have an impact on learning, it is essential that pupils are clear about the learning objective and success criteria and that they understand the role of a response partner.
CASE STUDY 1 STUDY 1 Background The class teacher had successfully used response partners with a previous Y6 class but had only recently introduced the strategy to Y3 pupils.
The lesson itself Clearly displayed in the classroom was the role of a response partner.
A response partner is someone who: Helps me with my work Tells the truth about my work
Case Study 5
During the plenary the pupils were asked ask ed to tell their partner what they had learned and the teacher encouraged self- evaluation by asking ‘What did you find difficult?’ ‘How did your partner help you?’ The pupils were able to identify how ho w their partner had helped them and how their learning had moved forward.
CASE STUDY 2 Background The school is a newly amalgamated primary school. The pupils have had no previous experience of learning to self-assess using response r esponse partners. The teacher is a leading maths teacher.
The lesson itself The context is a Year 2 numeracy lesson. The pupils have a ‘magic spot’ on the carpet and always work with the same partner of similar ability. The learning objective for the mental starter was specific – to be able to put numbers to 100 in order. The teacher placed arrows on a blank number line and asked the pupils to tell their partner what they thought the arrowed number was. On a 1-10 number line the teacher marked an arrow where 4 should be. Child A decided the number was 6 but his partner explained why this was incorrect. ‘It can’t be 6 because 6 is more than 5 and it’s pointing before 5’ On a blank 1-100 line the teacher marked where 60 should be. One child told her partner that the number was 50. Her partner replied r eplied ‘that’s not right because 50 is in the middle’.
Case Study 5
To the pupil: Working with a response partner is less inhibiting for pupils to express difficulties and all pupils are able to respond. Pupils talk openly about the learning. Pupils talk analytically about their work with each other. It overcomes the fear of failure and they are no longer afraid of making mistakes. Pupils learn from their partner’s responses. Pupils are able to co-operate with a partner and are able to accept suggestions about where their work can be improved.
Key texts or resource: 1. “Targeting assessment in the primary classroom” Shirley Clarke, Hodder
and Stoughton , 1998
Case Study 6
Future Developments: Digital Portfolios Definition and Introduction A digital portfolio is a system of storing, recording and encouraging pupils to compare their work with that of others within within their class, cohort, school, Lea or the rest of the country. It also has implications for all teachers in i n all settings. How Portfolios Aid Pupil Self Assessment/Evaluation It aids pupil self-assessment through: ·
· ·
· ·
Practical approaches to formative assessment that provides support through digital technology Pupils will be able to record their th eir evaluations and compare them with others Pupils will be able to look at examples of the current level of work of themselves and and others They will be able to see what the next level is like and what w hat they need to do to improve improv e It will store all aspects of the work and be a true record of all al l achievements
It will celebrate improvement as the pupils work progresses, and show areas for development. It is a highly flexible system that can also match summative and formative information together to give a view of the whole child.
The project on Pupil Self Evaluation / Assessment
Case Study 6
The focus of the study is to use ICT: · · · ·
as as as as
an assessment tool – to promote pupil self-assessment a catalyst – catalyst – to focus pupils’ thinking a microscope – to focus on a specific aspect of learning an archive - to store pupils work efficiently and effectively
The initial findings reveal that teachers are able to assess group activities more successfully succ essfully and that speaking and listening can be assessed excluding adult intervention. The intention is to create pupil/school portfolios that focus on the process of learning and enables pupils and partners in the pupil’s learning to assess and as a consequence promote effective learning. Pupils will be involved in the review and assessment of their work supported by digital technology to enable them to use a variety of self-assessment/learning tools as mentioned in other parts of the document. The T he intention is to be able to collect digital evidence about learning that in the past has been almost impossible to record due to its intangible nature. Speaking and listening and early years development will be the focus for some of the work. Methods and systems that will be set up will be simple, fast and manageable and child/teacher friendly. They will form a clear record of achievement achievement for every pupil in a format that will be easily accessible by all a ll partners in the pupils’ learning. l earning. Pupils and teachers will also be able to use the QCA ncaction website webs ite to compare their work with that of others in terms of standards and as a result work can be viewed prior to and after a learning experience. Teachers will also be able to model self-evaluation techniques and promote digital tools to
Case Study 6 How does this process support self-assessment?
What are the benefits to the teacher? Teachers are able to: ·
see progress over time
·
assess pupils’ ability to self-evaluate
·
see pupils’ ability to improve
·
see pupils work quickly
·
see easily how pupils compare with national standards
What are the benefits to the pupils? Pupils are able to benefit from the process through ·
easy access to their work
·
ability to be able to compare their work with others
·
ability instantly to see their improvement
·
easy access to a self evaluation process pr ocess and tools to help them
·
ability to assess their performance in areas not easily assessed (eg: P.E., music etc)
Appendix 1
Audit of Self-Assessment Importance attached Low
1
2
How well this reflects your your school
High
3
4
Low
5
1 We create a positive learning environment where differing learning styles are valued. We share learning objectives with pupils. Learning objectives are written in pupil friendly terms. We plan/encourage a time for reflection on what we have learnt. We encourage pupils to assess their own work. We see making mistakes as a way of improving. Teachers incorporate targets in their discussions with pupils. We support pupils in recognising their next steps. We share standards of achievement and attainment
2
High
3
4
5
Appendix 2
Glossary of terms achievement attainment assessment FOR learning assessment OF learning
classroom climate curriculum targets digital portfolio feedback graphic organisers learning objectives modelling next steps
accomplishment of pupils in relation to what one would expect of those particular learners; it relates to progress and success valued by the individual accomplishment of pupils in relation to a clear benchmark; it relates to progress and success that is externally valued everyday classroom practices which support the process of learning; often referred to as formative assessment school processes which place a value on the amount of learning, enabling teachers and pupils to monitor progress towards expected ends; often referred to as summative assessment the social, emotional, psychological environment in which the learning takes place short term elements of work that the pupil focuses upon in the learning and demonstrates personal improvement the use of ICT to store, record and encourage pupils to compare their work with that of others, in order to identify a pathway to improvement information the learner receives about current work that may improve standards in the future simple drawings which enable pupils to explore and graphically represent their learning – they are also known as visual tools or thinking organisers the learning planned to be developed within the lesson – sometimes also named the “learning intention” or the “teaching objective” (QCA schemes of work) using exemplars to illustrate assessment practices so that pupils are able to judge the standard of their work a series of improvements in the work that will lead the pupil eventually to a higher standard; it is the learner who needs
Appendix 3
References on Assessment FOR Learning 1. “Inside the Black Box” Paul Black & Dylan Wiliam, King’s College London, tele 020-7836 5454 ext 3189. The online article at www.pdkintl.org/kappan/kbla9810.htm at www.pdkintl.org/kappan/kbla9810.htm is is very easy to read
2. “Beyond the Black Box” the Assessment Reform Group, University of Cambridge School of Education, Shaftesbury Shaftesbury Road, Cambridge CB2 2BX, 1999 1999 ( free download from www.assessment- from www.assessment- reform-group.org.uk )
3. “Working inside the Black Box” Paul Black, Christine Harrison, Clare Lee, Bethan Marshall & Dylan Wiliam, King’s College College London, London, tele 020-7836 5454 ext 3189
4. “Assessment for Learning: 10 principles” a leaflet from the Assessment Reform Group, (free download from www.assessment-reform-group.org.uk from www.assessment-reform-group.org.uk )
5. " Assessment and Classroom Learning " Black & Wiliam, Wiliam, in Assessment in Education, Education, vol 5, no 1, March 1998 for for a full account of the the initial research
6. “Teacher Assessment in Action” AAIA AAIA 7. “Assessment for learning in practice: criteria for observation” Oxfordshire CC, 2002
8. “Primary Assessment Practice: Evaluation and Development Materials” AAIA, 2001
17. “Targeting assessment in the primary classroom” Shirley Clarke, Hodder and Stoughton , 1998
18. “Unlocking formative assessment” Shirley Clarke, Hodder and Stoughton , 2001 19. “Classroom Assessment – a survey of current practice in Suffolk schools” Suffolk LEA , 2000 , 2000 www.slamnet.org.uk/assessment www.slamnet.org.uk/assessment
20. “How am I doing? Assessment and feedback to learners” Suffolk LEA , 2001 , 2001 www.slamnet.org.uk/assessment
21. “How do they walk on hot sand? Using questions to develop learning” Suffolk LEA , 2002 , 2002 www.slamnet.org.uk/assessment www.slamnet.org.uk/assessment
22. “Gillingham Partnership Formative Assessment Project 2000-2001 – parts 1,2,3” Shirley Clarke et al, Institute of Education, University of London, 2000-2, (available on AAIA website)
23. "Investigating Formative Assessment, Teaching, Learning and Assessment in the classroom " Torrance & Pryor, Open University Press, 1998 24. " Assessment for Learning " Ruth Sutton, RS Publications, 1995 25. “ 25. “ Assessment – a teacher’s guide to the issues ” ” Stobart & Gipps, Gipps, Hodder & Stoughton, 1997
26. “Assessment - making a difference” - a video produced by Birmingham by Birmingham City Council Education Service £50 .
27. www.qca.org.uk
The Assessment Archipelago - a land of self-assessment where everyone learns and develops Where teachers make short term planning changes based on assessment
Assessment is fun isle (try ( try & visit) Next Steps Lagoon (shallow water)
Exemplars modelled
Closing the
Quality Questions Bay
Activities match objectives
Support from peers
Clear tasks
Positive Feedback Bay
Exemplars seen
(must be seen)
Success Peak
Self assessment Peer assessment
Metacognition Metacognition Hills Cape Review
look like Bay?
Revision Plain
Assessment FOR Learning Sharing intentions Sea forest How will I know when I get there Point
of Discovery
Improvement City
Assessment Reform Group to the rescue!
Graphic Organisers Headland
Targets Plain
Reflection Island
High self-esteem Tests to show what you don’t know Lighthouse (Disused Lighthouse)
We are all learners together plain
Motivation Mountain! You can do it spur!
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Climate Island
Island often lost in mist!!! (and missed through lack of time to explore)
Learn from Errors Mount
No Grades Bay
We’re here to help Point
What we learn How we learn
What will work
Revisit village
Star Island
Main Learning Isle
Clear Viewpoint
Learning Objectives Isle
See next steps from here Point
Portfolio Port
Assessment – central point
Clear standards
Gap Bay
Risk taking tribe
© Ron Ron Roo Roone ney y
