Document

Report
Effective Use of Assessment and
Data
Winterhill School – October 2014
Introduction
• Richard Pearson (Senior Mentor Co-ordinator/SLE)
• Andrew Reeder (Assistant Headteacher/SLE)
Using Data
• The focus of attention on rigorous recording,
analysis and effective use of school data to inform
pupil and school progress has never been greater,
and is a topic that needs to be foremost in the minds
of all teachers and school leaders. Ofsted is taking an
increasingly forensic approach to its examination of
progress figures – in particular the relative progress
of individual groups of children such as those who
have special educational needs or are eligible for
free school meals.
Accountability
Schools will, from 1 September 2013, be able
to link teachers’ pay to performance allowing
them to pay good teachers more.
This includes a teacher’s:
•impact on pupil progress
•impact on wider outcomes for pupils
•contribution to improvements in other
areas (eg pupils’ behaviour or lesson
planning)
•professional and career development
•wider contribution to the work of the
school, for instance their involvement
in school business outside the
classroom
Whole School Data
• What is measured?
RAISE Online
• What does this
tell you about
the school?
RAISE Online
• Which subjects have shown
best performance?
• Which subjects have
Performed less well?
Class Data Task
In groups examine the class of data you have. Try to
identify:
• Levels of progress
• Underperforming cohorts/individuals
• Reasons for this underperformance
• Strategies you could employ to address this
Class Data Task
Closing the gap...
Wave 3
Highly personalised
interventions
Wave 2
Additional interventions to
enable students to work at age
related expectations or higher
Wave 1
Quality first teaching -effective
differentiation
Assessment for Learning
(AfL)
•
AfL helps a learner close the gap between their
present understanding and their learning goal.
• Our job is to:
1. Help students understand their learning goals
2. Help students to close the gap between present
performance and their goal
The key AfL strategies
Key Strategies
Sharing Learning
Expectations
Description
Clarifying and sharing learning intentions and
criteria for success
Feedback
Providing feedback that moves learners forward
Questioning
Engineering effective discussions, questions and
learning tasks that elicit evidence of learning
Self Assessment
Activating students as owners of their own
learning
Peer Assessment
Activating students as instructional resources for
one another
Paired Task
Articulate your
understanding of ….
On your whiteboard write any 5 numbers
between 1-20. You may only write 5.
• The numbers 16, 17, 18, 19, 20 are worth 10 points
each
• All other numbers are only worth one point
What’s your score and what’s the
problem?
Golden Rules for effective student-led
assessment:
1. Train students as assessors
2. Assess mid-task so students can act on
advice
1. Generate success
criteria
2. Model feedback and
calibrate levels
3. Students give
feedback
4. Students continue
and react
• Specific
• Constructive
• Timely
Rank the examples of teacher feedback on your desks
What are the characteristics of:
• Effective feedback?
• Ineffective feedback?
Specific
Constructive
Timely
Student-led
1. Focus on the success criteria (Specific)
2. Provide clear targets for improvement (Constructive)
3. Ensure students immediately act on feedback (Timely)
4.Provide opportunities for peer/self assessment (Studentled)
Timely – Making sure students do act on our
feedback in order to improve
Wish Response Time
= Giving students 4 minutes on returning
homework to complete their wish
Our role:
Wish Response Checking =
Checking wish was completed by looking back or making
response to wish part of next success criteria
Students’ roles:
Peer coaching each other to
help answer wishes
Peer checking wishes have
been completed
Peer marking improved work
at the end of lesson
Let’s share some different review
activities
Explain how to boil an egg
Large words = C gradeMedium words = B grade
Small words = A grade
Catch the bus!
1) Run and collect a question
2) Write your answer on the card
3) Check your answer with the teacher
4) Collect another question
5) First team to finish catches the bus!
•
To be able to effectively
create success criteria to
facilitate effective review
• To be able to engage
students through effective
teacher and student-led
feedback
• To effectively review
learning during lessons and
respond to the feedback it
provides
Progress ladders to measure progress from the start relative
to the end of lessons
What are the common characteristics of a successful review?
•
Demonstrates progress directly against learning objectives/success
criteria
• All students are involved
• Teacher takes action taken in response to improve learning
• Done early enough in the lesson to adapt plans
Mid-Lesson Reviews of Learning
“You’ve got it, so
push yourself on to
.........”
“You’re getting there
so practise a little
more by .........”
“You need a little
more help so to
support you let’s......”
... the extension task
... the 5 point
question
... completing the C
grade questions
... come round this
table and look at the
question again..
...pair you up with..
Resources which build in different levels of difficulty make this easier
Post Event Challenge
Design an effective review of learning
Success Criteria:
• Demonstrates progress directly against learning
objectives/success criteria
• All students are involved
• Teacher takes action taken in response to improve learning
• Done early enough in the lesson to adapt plans
Evaluation
THANK YOU FOR YOUR PARTICIPATION THIS EVENING
Next Steps
• What 3 things are you going to use in your next
lesson?
• Can you reflect on something you have done/or
seen a colleague do and suggest some changes?

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