Teacher’s Leading Learning Conference
To be able to access appropriate resources
To understand reasons why researched
evidence supports AfL
To understand various strategies that could be
used to implement AfL practice
Success Criteria
 To commit to 1 different assessment tool (or
start developing one) that you could use in your
classes in 2013
What do we KNOW?
What do we WANT to Know?
What did we LEARN?
Assessment for which the first priority is to serve the
purpose of promoting pupils’ learning.
It thus differs from assessment designed primarily to
serve the purposes of accountability (reporting).
An assessment activity can help learning if it provides
information to be used as feedback, by teachers, and by
their pupils, in assessing themselves and each other,
to modify the teaching and learning activities in which
they are engaged.
Black et al., 2002
John Hattie Effect Sizes – Researched Evidence
1. Self reported grades (self assess)
4. Formative assessment
10. Feedback
21. Self verbalising and questioning
Why would self assessment be so effective?
Why are some students successful in Drama,
Music and Sport, but not in school?
AfL v Formative Assessment
- Formative Assessment intends to inform the
teachers about student achievement
- AfL also wants to inform students and teachers
about their own learning.
- AfL focuses on day-to-day progress in learning
Making Classroom Assessment Work
Clarifying and understanding learning
intentions and criteria for success
Engineering effective classroom discussions
that elicit evidence of learning
Providing feedback that moves learners
Activating students as instructional resources
for each other
Activating students as the owners of their own
Use evidence about learning to adapt instruction
to meet student needs
2 Minute pause …
Weaker feedback only
 Knowledge of results (KoR)
Feedback only
 KoR + clear goals or knowledge of correct results
Weak formative assessment
 KCR+ explanation (KCR+e)
Moderate formative assessment
 (KCR+e) + specific actions for gap reduction
Strong formative assessment
 (KCR+e) + activity
How do we give feedback?
How can we involve students in the
assessment process?
How can we encourage students to take
responsibility for their own learning?
Not giving complete solutions
¾ of the way through a test
Only descriptive feedback … no letter grades (US Chemistry)
Only letter grade for students who reach the ‘A’ standard
Sharing learning intentions
 Annotated examples of different standards to ‘flesh out’
assessment rubrics
 Opportunities for students to design their own tests
Students as owners of their own learning
 Traffic Lighting
Students as instructional resources for one another
 Pre-flight checklist
Scenario –You are preparing students for verbal presentations (using IT) on successful
entrepreneurs. In your assigned number spend 3-4 minutes coming up with some task
specific things for your descriptor that you would look for in the A standard.
C3 * Communicate business information using appropriate formats
Rating A
effectively, accurately and
comprehensively describe and analyse
structure an organised, accurate and
complete response to a task
adapt and modify communication
methods and styles to suit various
purposes and types of information
design and execute presentations that are
appropriate and effective
Task Specific
Student designed standards
Legal Studies Foundation
How would you expect your students to
participate effectively in a group?
For group work in Business Studies
Reviewing the syllabus
Using an excel tool to allow students to track
their progress
1. Establish learning goal at the beginning
2. Ensure the students know what they have to
do to be successful – success criteria
3. Have a way of checking that students have
met this goal at the end of the lesson …
- 10 Point Quiz
- Exit Card
- Whiteboards
Working with a partner or independently
chose one of the ideas discussed that you
could aim to trial in 2013
If time try to start develop the assessment
Common themes amongst the research
1. Make sure the students know what they are
expected to learn (Learning Intentions)
2. Involve students in the assessment process to
ensure they know how they can meet the
standard (Success Criteria)
3. Teach them how to assess themselves (self
4. More Descriptive Feedback less Evaluative
5. Ensure that they can track their own progress
What did we Learn?
Use the whiteboards and markers to show 1 key
thing that resonated with you to consider for 2013
 Reading – Dylan Wiliam
Reading – Anne Davies

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