WALT
(We Are
Learning To)
1
2
Language for
Learning
Develop expertise on
assessment based
on research
Explain changes to
assessment practice at
GGS
Talk about and
expand upon ideas
DO NOW
What if we didn’t set students targets?
WALT
(We Are
Learning To)
1
2
Language for
Learning
Develop expertise on
assessment based
on research
Explain changes to
assessment practice at
GGS
Talk about and
expand upon ideas
Summative assessment
Assessment of students’ progress at the end of a learning
sequence
A summative assessment strategy could include:
A test
An exam designed by the teacher
A past exam paper (although can be formative…)
An externally assessed exam (GCSE, IB, A level)
WALT
(We Are
Learning To)
1
2
Language for
Learning
Develop expertise on
assessment based
on research
Explain changes to
assessment practice at
GGS
Talk about and
expand upon ideas
Formative assessment
Assessment of students’ progress during the learning process
A formative assessment strategy could include:
Teacher questioning
A quiz
Multiple choice test
Mini-white boards
Learning objectives and success criteria
Feedback (teacher, peer, self)
WALT
(We Are
Learning To)
1
2
Language for
Learning
Develop expertise on
assessment based
on research
Explain changes to
assessment practice at
GGS
Talk about and
expand upon ideas
Dylan Wiliam argues…
• The most effective form of assessment is formative assessment, as this
underpins good teaching
• Schools often place undue emphasis on summative assessment at the
expense of formative assessment
• Summative assessment is often poorly designed and lacks validity
• Likewise, without careful design summative assessment can give highly
unreliable results
• Interpreting student progress from grades is very difficult and likely to be
inaccurate; recording what students know and what they don’t is better
• Setting targets based on prior attainment (KS2) caps progress and lowers
expectations
WALT
(We Are
Learning To)
1
2
Language for
Learning
Develop expertise on
assessment based
on research
Explain changes to
assessment practice at
GGS
Talk about and
expand upon ideas
Effective assessment design
• The emphasis of an effective assessment system should be on formative
assessment
• Formative assessment should be integrated into teaching in every lesson
• The best teachers use formative assessment routinely and habitually as
part of their pedagogy
• Formative assessment used properly provides rich data on student
progress: it captures precisely what students know and what they don’t; it
gives teachers the data they need to design effective lessons
WALT
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Daisy
Christodoulou
provides us with
these success
criteria for
effective
formative
assessment
1
2
Language for
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Develop expertise on
assessment based
on research
Explain changes to
assessment practice at
GGS
Talk about and
expand upon ideas
Specific:
Specific and
precise
questions allow
teachers to
easily identify
next steps
Repetitive:
Practice and
repetition
make
perfect
You could try:
Features of
successful
formative
assessments
Multiple choice
questions
Quizzes
Comprehension
activities
Hinge questions
Exit passes/exit
activities
Frequent:
- Frequent
retrieval
improves learning
and checks if
pupils have really
understood
something
Recorded as raw
marks:
Raw marks make
it easy to track
lesson-by-lesson
improvement
and identify next
steps
WALT
(We Are
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1
2
Language for
Learning
Develop expertise on
assessment based
on research
Explain changes to
assessment practice at
GGS
Talk about and
expand upon ideas
Ineffective assessment design
• Most assessment systems place an emphasis on summative assessment
• There are a number of issues with this:
×Summative assessments are hard to design so that they produce valid
results
×We tend to make sweeping and inaccurate judgements about students
based on summative assessment
×By awarding students grades we ignore the rich data about students
learning that makes up the grade
WALT
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1
2
Language for
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Develop expertise on
assessment based
on research
Explain changes to
assessment practice at
GGS
Talk about and
expand upon ideas
AM2
subjects
WALT
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2
Language for
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Develop expertise on
assessment based
on research
Evaluate changes to
assessment practice at
GGS
Talk about and
expand upon ideas
 An emphasis on low stakes formative
assessment:
 Specific
 Frequent
 Repetitive
 Recorded as raw marks
 High quality lessons, pitched at a ‘grade 7’
 Scaffolding as appropriate for groups and
individuals
 Underpinned by a ‘coherent curriculum’ (Tim
Oates) and progression model set out in
curriculum statements and Big Picture Outlines
 An equal weighting to ‘softer’ skills (behaviour,
effort and home learning)
 Summative assessments once a year
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Evaluate our use of
formative assessment
2
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Daisy Christodoulou “Making Good Progress”
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Evaluate our use of
formative assessment
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Why did Wiliam recommend the introduction of
levels?
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formative assessment
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Why did Wiliam recommend the introduction of
levels?
b)To allow for age-independent levels of
achievement.
c)To summarise achievement across a key stage.
f)To ensure that all students experience progression.
WALT
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Evaluate our use of
formative assessment
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Wiliam outlines 5 principles for ALF. Which of the
statements below accurately express the principles?
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Answer a and d.
A.Clarifying, sharing, and understanding learning
intentions and success criteria
D.Activating students as instructional resources for
one another
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Evaluate our use of
formative assessment
What did William wish he had called AFL?
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WALT
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Evaluate our use of
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What did William wish he had called AFL?
b) Responsive teaching
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Evaluate our use of
formative assessment
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Why did Wiliam consider AFL a failure?
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formative assessment
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Why did Wiliam consider AFL a failure?
d) Assessment was taken to mean high stakes
monitoring rather than low stakes diagnostics.
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Evaluate our use of
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What are the most important factors when
giving feedback?
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What are the most important factors when
giving feedback?
The relationship between the student and
teacher.
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Why might this be “a profound fallacy?”
“the best way to monitor progress in learning is to judge
progress by how far the student falls short of the level of
performance that we expect at the end of learning.”
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of formative
assessment
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Argues that: “record keeping that details a student’s
progress towards test and examination results is unlikely
to help that success.”
WALT
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of formative
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Why has AFL not had the impact that it research suggest
that it should?
Daisy suggests two reasons:
(1) Government interference.
(2) A problem of curriculum and pedagogy, aims and
methods.
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of formative
assessment
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Daisy’s polemic is to argue that we may agree on the
aims of education - develop independent critical thinkers
– but we do not agree on the methods.
She suggests there are two contrasting approaches:
Teaching skills directly – “generic skills”
Teaching skills indirectly - “deliberate practice.”
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formative assessment
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She argues skill isn’t generic.
Chess example.
Complex skills depend on very specific mental models.
Structures of knowledge – schemas/mental models.
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formative assessment
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She suggests best way of developing mental models is
through “deliberate practice.”
Eg football, music chess.
WALT
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2
Evaluate our use
of formative
assessment
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A model of progression:
To be effective as a recipe for future action, the future
action must be designed so as to progress learning. In
other words, the feedback must embody a model of
progression, and, here, again, is where much coaching
in athletics programs is well designed. It is not enough to
clarify the current state and goal state. The coach has to
design a series of activities that will move athletes from
their current state to the goal state.
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formative assessment
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Detailed model of progression – the textbook.
WALT
(We Are
Learning To)
Daisy
Christodoulou
provides us with
these success
criteria for
effective
formative
assessment
1
2
Language for
Learning
Develop expertise on
assessment based
on research
Explain changes to
assessment practice at
GGS
Talk about and
expand upon ideas
Specific:
Specific and
precise
questions allow
teachers to
easily identify
next steps
Repetitive:
Practice and
repetition
make
perfect
You could try:
Features of
successful
formative
assessments
Multiple choice
questions
Quizzes
Comprehension
activities
Hinge questions
Exit passes/exit
activities
Frequent:
- Frequent
retrieval
improves learning
and checks if
pupils have really
understood
something
Recorded as raw
marks:
Raw marks make
it easy to track
lesson-by-lesson
improvement
and identify next
steps
WALT
(We Are
Learning To)
1
Evaluate our use of
formative assessment
2
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expand upon ideas
Task – examine a current SOL and discuss the use of
formative assessment and task marking.
Questions to consider:
Does the current use of formative assessment focus too much on
imitation of exam style questions?
Are you breaking down the end goal into the constituent parts?
Might some skills be broken down further? If so which and how?
WALT
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1
2
Evaluate our use of
formative assessment
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A model the WW1 example:
Aim is to write a critical essay.
The formative assessment “generic skills model” might
be a shorter version of the essay, or maybe a related
issue. Marked then feed back.
The “deliberate practice” approach might include:
•
•
•
•
•
Short answer questions on a key text.
Multi choice on the causes.
Tasks to place the key events in order
Spelling test of key words.
A narrative description of a key event.
WALT
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1
Evaluate our use of
formative assessment
2
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WILF (What I’m Looking For)
You are able to:
• Identify if you have used “generic skills” or “deliberate
practice” types of formative assessment.
• Critically examine the use of formative assessment.
• Break down an end goal into constituent parts.
• Suggest improvements and refinement to current
formative assessment.
WALT
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1
Explain what effective
feedback and marking is
in the context of an AFL
strategy
2
Language for
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Evaluate the current GGS
marking policy
Talk about and
expand upon ideas
Effective AFL is:
 Clarifying and understanding learning intentions and criteria for success
 Engineering effective classroom discussions, questions and tasks that elicit
evidence of learning
 Providing feedback that moves learners forward
 Activating students as teaching and learning resource for each other
 Activating students as owners of their own learning
(William and Black, 1998)
WALT
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1
Explain what effective
feedback and marking is
in the context of an AFL
strategy
2
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Evaluate the current GGS
marking policy
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‘Assessment for learning is concerned with the internalisation
by teacher and student of curriculum standards and their
transformation … as the student closes the gap between
present performance and the internalised standard’
(Hargreaves 2001)
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And from
Christodoulou…
1
Explain what effective
feedback and marking is
in the context of an AFL
strategy
2
Language for
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Evaluate the current GGS
marking policy
Talk about and
expand upon ideas
WALT
(We Are
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1
Explain what effective
feedback and marking is
in the context of an AFL
strategy
2
Language for
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Evaluate the current GGS
marking policy
Talk about and
expand upon ideas
Teacher Assessment – task marking
1. Success criteria (WILF), linked to assessment criteria, stuck into books; no
more than 4
2. Highlighter or ticking used to show where students have met success
criteria
3. Teacher comments link only to where assessment criteria have not been
achieved – they are closing the gap comments
4. Students respond using green pen during do now activity (10 mins)
5. Teacher checks responses and where necessary student makes further
improvement
WALT
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Explain what effective
feedback and marking is
in the context of an AFL
strategy
2
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marking policy
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3 types of closing the gap comment:
1. The reminder prompt (more able) – restates the success criteria (add
more contextual detail here…)
2. The scaffolded prompt (middle ability) – (say two more things about
German alliances… Who did they join forces with?)
3. The example prompt (lower ability) – (Germany joined forces with
Austria/Russia/Great Britain. They promised to…)
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Explain what effective
feedback and marking is
in the context of an AFL
strategy
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A note on redrafting: redrafting isn’t task marking
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Explain what effective
feedback and marking is
in the context of an AFL
strategy
2
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Evaluate the current GGS
marking policy
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Task marking is only one of a wide range of different
formative assessment strategies that should be included
in schemes of learning :
Quizzes
Multiple choice tests
Questioning
Comprehension tasks
Spelling tests
Hinge questions
WALT
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1
Explain what effective
feedback and marking is
in the context of an AFL
strategy
2
Language for
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Evaluate the current GGS
marking policy
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Self and peer assessment
• Students need to internalize standards to
understand what is expected and how to improve
• Self and peer assessment supports this process
• Good self and peer assessment promotes good
learning
• Teachers should mark less and use these
approaches more
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Explain what effective
feedback and marking is
in the context of an AFL
strategy
2
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• Teach students to use the task marking strategy
• Learning objectives (WALTs) must be clear
• WILF must be precise and broken down as required
• These should be informed by standards (steps to
success could also be used effectively in some cases)
• The strategy will need modelling by the teacher
• Use assessment tools such as grids with what to look for
WALT
(We Are
Learning To)
1
Explain what effective
feedback and marking is
in the context of an AFL
strategy
2
Language for
Learning
Evaluate the current GGS
marking policy
Talk about and
expand upon ideas
WALT
(We Are
Learning To)
1
Explain what effective
feedback and marking is
in the context of an AFL
strategy
2
Language for
Learning
Evaluate the current GGS
marking policy
Talk about and
expand upon ideas
The task:
We have looked deeply at the principles that underpin effective assessment,
particularly formative. We have focused in on marking and its role in
formative assessment.
Now we’d like to reflect on our policy.
Read the marking policy, taken from our assessment policy.
• Does it reflect current practice?
• Does it reflect our understanding of effective practice?
• What would you KISS?
WALT
(We Are
Learning To)
1
Explain what effective
feedback and marking is
in the context of an AFL
strategy
2
Language for
Learning
Evaluate the current GGS
marking policy
Talk about and
expand upon ideas