Assessment FOR Learning

- actively involved in their own learning;

- able to judge the success of their work and set and understand targets for improvement;

- able to take responsibility for their own progress

When assessment for learning is well established in a classroom pupils are:

Key elements of AfL we need to develop

• Sharing clear learning objectives and expected learning outcomes

• Helping students to know and recognise the standards they are aiming for (including sharing the assessment criteria

• Peer and self assessment• Feedback• Developing confident learners (learning to

learn)• Reflection and reviewing progress

Example of alignment: Technology (Developing webpage for NGO)Core assessment: An environmental group want to publicise the issue of shark fishing – how will you do this? Why?

MYP objective A

Consider the importance of the problem for life, society and/or the environment

Outline a simple design brief.

B…

C…

MYP criterion A: investigation0The student does not reach a standard described by any of the descriptorsgiven below.1–2The student states the problem. The student investigates the problem,collecting information from sources. The student lists some specifications.3–4The student describes the problem, mentioning its relevance. The studentinvestigates the problem, selecting and analysing information from someacknowledged sources. The student describes a test to evaluate theproduct/solution against the design specification.5–6The student explains the problem, discussing its relevance. The studentcritically investigates the problem, evaluating information from a broadrange of appropriate, acknowledged sources. The student describesdetailed methods for appropriate testing to evaluate the product/solutionagainst the design specification.

Modified Criteria and interim objectives

• Check through• Use for assessment tasks, reporting and

ensuring PROGRESS

Tying it all together: Teaching, learning and assessment

• Look back through one unit plan you have:• What is the key question and focus of the

unit?• Are the objectives related to this? Modify if

necessary• Is the assessment criteria related to this

and the objectives? Modify as/if necessary

Developing a core assessment

• This is needed for each course unit

• Be clear about the assessment criteria. Be specific and keep it focused (you CANNOT cover all criteria and you do not have to!)

• Try and be task specific!

• Over the MYP curriculum, ensure that learners have a variety of assessment tasks through MYP. Why?

• To allow all types of learners to demonstrate knowledge, understanding, skills, values and develop weaker areas

• To allow all learners the opportunity to cover all strands of the assessment criteria

• (use handbook, unit plan, AfL support area emailed, P to P)

Recording and reporting• Core assessment record sheet (this will go in

the front/back of every subject book)• Portfolio (selected work, photos, reflections

on learning)• Reports (see schedule)• All recording and reporting must be formative

– use the assessment criterion and related strands to sign post the next steps for learning and set targets)

The INTERIM and FULL REPORT

• Interim report: criteria mark – this must be a best fit not based on one assessment but on ALL evidence (I do not want yo-yo students)

• Full report: As above but will also receive a best fit grade based on all evidence against AfL criteria

Two examples of task-specific clarifications

Application of concepts is appropriate but superficial. The student demonstrates conceptual awareness and understanding by describing connections to the subject matter. The student attempts to apply concepts to other situations but is not always successful.

•Your application of the concept of ‘Change’ was appropriate but superficial.

•You demonstrated conceptual awareness and understanding by describing connections to the issue of slavery in the American Civil War.

•You also attempted to apply the concept of ‘Change’ to social, economic and political factors contributing to the War but were not always successful.

Humanities: How was slavery related to the American civil war?

Core assessment: A narrative story/diary extract of a slave during the American civil war

Criterion B: concepts (5-6)

The student explains how science is applied to addressing a specific local or global issue. The student explains some of the benefits and limitations of science in solving the issue. The student discusses how science and its applications interact with some of the following factors: social, economic, political, environmental, cultural and ethical.

•You explained how genetically modified organisms are used to addressing the problem of global food shortages.

•You explained some of the benefits and limitations of GM organisms in solving food shortages.

•You discussed how GM organisms and their use interact with some of the following factors: social, economic, political, environmental, cultural and ethical.

Sciences: Are GM organisms a danger to people?

Core assessment: Role play and debate on GM with a follow up report of the environment minister of India

Criterion A: one world (5-6)

Department task: Long term overview• Go through your long term SoW showing the

unit plans for the year groups

• Draft some ideas for core assessments for each unit plan (write this in red below your course unit in your long term plan)

• Through and at the end of the year reflect and review your core assessments. Do they cover all assessment criteria over the course?

• To be drafted by the end of term

Geography long term example

My next step: Identify key criteria covered in each. Is there a good balance and range?