Approaches to AssessmentStarter Activity

On the post it notes provided write down as many different types of assessment as possible, one per post it note. Put you initials next to each one.

Helen Hindle - AST Longhill High School & Author of www.growthmindsetmaths.comEmail: hhindle@longhill.org.uk @helenhindle1

Position each post it note on a continuum

Use often

Use rarely

Time to Magpie each others ideas

If you see an assessment idea and you’re not sure what it is, pick up the post it note.

Teacher Time

Impa

ct o

n pu

pil p

rogr

ess

High Impact – Low teacher time High Impact – High Teacher Time

Low impact – Low teacher time Low impact – High Teacher Time

Teacher Time

Impa

ct o

n pu

pil p

rogr

ess

High Impact – Low teacher time High Impact – High Teacher Time

Low impact – Low teacher time Low impact – High Teacher Time

Types of Assessment

Formal Informal

Formative Summative

Formative assessment …….this process may be may be defined as:

‘all those activities undertaken by teachers, and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged.

(Black & Wiliam, 1998.)’

Inside the black box Black and Wiliam (1998)

Formative Assessment / Assessment for Learning –

key characteristics

Assessment for learning:• involves sharing learning goals with pupils• aims to help pupils to know and recognise the standards they

are aiming for• involves pupils in [peer and] self assessment• provides feedback, which leads to pupils recognising their

next steps and how to take them• involves both teacher and pupils reviewing and reflecting on

assessment data [information]

Assessment for learning: beyond the black boxAssessment Reform Group (1999)

Assessment for Learning

• Questionning

• Peer and Self Assessment

• Feedback

Formative Questioning

Promotes quality of answers

Promotes Peer discussion

Promotes Active involvement of all pupils

Type Description

Closed A closed question has one correct answer

Open An open question has many possible answers.

Probing A probing question has many possible answers and provides information about a pupil’s understanding.

10cm

6cm

ClosedFind the area of this triangle

?cm

?cm

OpenThe area of this triangle is 80cm2.

What could the dimensions be?

?cm

?cm

ProbingThe area of this triangle is 80cm2.

What could the dimensions be? How do you know?

What is wrong with this question

What is the first number in the sequence 3n + 1

Feedback

Formative Summative Useless

Good work Level 5 piece

Target: bring a ruler

Bar charts is a level 4

topic

Always write your title and

date

Target: try to do the Pythagoras work (at level 7)

Write a question for your partner.

Very neat, well done

To get to level 8,

you need to do

reverse percentag

e questions

6/10© grade

What is wrong

with this piece of work?

How could you

improve it?

48%

Next time, try the amber

questions.

What if it were

 2x + 8 =

22 ?

This is common mistake,

come and see me about it.

Formative Teacher’s comments

• Relate to the lesson objectives

• Relate to differentiated learning outcomes linked to progression

• Provide specific advice for moving forward

• Challenge the pupil to think for himself / herself

• Provide a framework to discuss work with the teacher

• Expect a response

Dialogue Marking – Making Marking Effective

Explain what is wrong and correct the mistake?

Our example questions:-

Explain why….

Convince me that ……

Give me an example of ……

What is the same and what is different about…..

How do you know that …..

What clues do you look for when …..

Is it possible to ……..

How do you go about …….

What if the minimum information to be able to …….

Formative Peer and Self Assessment

• Provides opportunities for on going assessment in lessons

• Provides opportunities to use summative assessment formatively.

Peer Assessment

When do your pupils do this?How do they do this?How is it recorded?

Self Assessment

When do your pupils do this?How do they do this?How is it recorded?

The researchers suggest that the ability to monitor one's own learning may be one of the most importantbenefits of assessment for learning - that learning how to learn is more important for raising achievement inthe long run than how to improve scores on particular tests.

Research for TeachersAssessment for learning: Putting it into practicepublished: Wed Sep 01 10:37:24 GMT 2004

'students felt safe to give wrong answers and to express, freely, their lack of understanding ... the classroomceased to be a habitat where only the brightest survived and flourished, but one where, with careful groupingand good questioning, every student could feel themselves making progress through a lesson'.

Evidence suggested, that across the classrooms, an increased number of students:

took a greater part in their own learning than previously - they became aware of their learning goals and how theycould meet them

participated in shared learning - with all students involved in discussing solutions with their peers - as a commonpractice in their lessons

became more confident and effective communicators

learnt to work in, and helped to create, an ethos in which expressed misunderstandings were received empatheticallyby the whole class.

Colour in the person that represents your mindset in today’s lesson.

One question I would like answered…

Two things I am not sure about yet….

Three things I have mastered…

Progress Pyramid

I’m so confident - I could explain this to someone else!

I can get to the right answer but I don’t understand well enough to explain it yet.

I understand some of this but I don’t understand all of it yet.

I tried hard and I listened but I am finding this challenging. I will make sure that I get help with this next lesson.

I do not understand any of this yet. There are things I could do to be a better learner next lesson.

Colour in the arrow, up to the statement which best describes your current understanding.

My Favourite MISTAKES MeansI Start To AcquireKnowledgeExperienceSkills

A mistake that moved my learning on……

UnderstandingSelf Assessment………….

Understanding Teacher Assessment

I’m confident enough to explain this to someone else.

You made excellent progress in today’s lesson.

I understand most of this but not well enough to explain it to someone else yet.

You made good progress in today’s lesson.

I’ve really struggled with this, I need help to move my understanding on.

You did not make enough progress in today’s lesson.

EffortSelf Assessment……….

Understanding Teacher Assessment………….

1. I have put a lot of effort into my learning today.

1. You demonstrated excellent determination and resilience. You made an effort to show your working out.

2. I have put some effort into my learning today but I know I could have pushed myself further.

2. You demonstrated good determination and resilience. You made some effort to show your working out.

3. I was not a good learner in today’s lesson. I can do better.

3. You gave up too quickly.

Tips I would give a friend to solve this problem are .........

I have made a link between this topic and …

To help me move forward, when I got stuck today, I ….

Today I interacted with the teacher by ……

Today I am still unsure about ………………

To fill in this gap I intend to …………

A barrier to my learning today was………..

I will try to overcome by …..

Today I explained to ……….

how to …………..

Something I have learnt today about the way I learn is ………

At home, I need to look at ………………

The 5 minute Mock Paper AnalysisMy

TargetA*

A

B

C

D

E

F

A*

A

B

C

D

E

F

Strong topics

What I am improving on

Next steps Things I know

but need to

make stick

Dec Mock

Things I need to

learn

A*

A

B

C

D

E

F

Nov Mock

How my teacher can help me improve even more

Revision resources used

Revision resources I plan to use

Implementing and Continuing to learn

Tomorrow – what changes will you implement to your own assessment techniques straight away.

Next Term - what changes would you like / would you like the department to implement from next term.

Next Year - what changes would you like / would you like the department to implement from next term.