What do these have in common?

?1 minute to share your

ideas in pairs

They are all different ways of helping you learn

?Modelling –

seeing & working on examples Peer

Assessment - Fellow pupils marking

your work against criteria

Self – Assessment -

Marking the work yourself against criteria

Questioning

Learning Objectives & Outcomes

ASSESSMENTASSESSMENTFOR FOR

LEARNINGLEARNING

What is it all about? What is it all about?

Assess: Why?

• Why do teachers assess your learning? – .– .– .– .– .– .– .– .

Why do we do it?

• Motivate you• Recognise achievement/ Maximise

potential• Evaluate effectiveness of our teaching.• To meet learning objectives• Provide info. to aid planning/ records/

communication with home etc.

Assess: How?

• How do we assess your learning? – .– .– .– .– .– .– .

Starter

Draw a goldfish

In ‘GCSE Goldfish drawing’ what grades would you give these goldfish? (grade either A, B or C – you can give reasons for your choice )

I gave them these grades!

B C A

Goldfish mark scheme – Use this to mark your goldfish – give them a grade

• Fish shaped 5 marks• Eye (s) 2 marks per eye• Fins 2 marks per fin, up to a maximum of 5 fins• Mouth 1 mark, 2 marks if open• Bubbles 2 (marks in total)• Water 5 marks• Bowl 5 marks• Stand 2 marks

• Total = 35

Grade Boundaries:

• A = 28 – 35

• B = 22 – 27

• C = 18 – 22

• D = 14 – 17

• E = 10 – 13

• U = under 10

Really important that you become ENGAGED in how to improve!

We will

Help you to understand how you can improve by….

Help you to know how well you’re working by…

Help you to know how to improve by….

•Displaying what you need to do to get great marks•Providing regular assessment taskswith feedback•Modelling answers•Teaching explicitly what makes a good learner•Making guidance electronically available to you and your parents through the College VLE and website

•Planning & delivering effective lessons•Asking a range of questions to get you thinking about your learning and progress•Providing a range of assessment tasks, including, quizzes, tests, pieces of writing etc•Setting pieces of work in class and regularly at home

•Setting clear learning objectives and ensuring that you understand them•Making sure you know how well you are doing•Giving verbal and written feedback•Making sure you know what you need to do to improve, using ‘even better if’•Having a focussed plenary that lets us both know how well you’ve done•Recording your progress and keeping your tutor, Head of House and your parents informed

You must

Understand how you can improve by…..

Know how well you’re working by…

Know how to improve by….

•Understanding that your role in assessment is vital•Thinking about what criteria you are being assessed against (this is called success criteria)•Aiming to meet or exceed your target grade•Asking and Answering questions•Listening actively•Planning your work•Doing your best

•Knowing how well you are performing, against criteria by:•Marking your own work•Marking other peoples work•Comparing modelled answers•Giving specific feedback•Receiving specific feedback

•Asking if you are unclear about the objectives of a lesson or the tasks set•Looking at your previous answers and targets before attempting a similar question•Setting your own targets for improvement•Having targets set for you•Using specific criteria for improvement•Using ‘even better if’•Knowing what the next level looks like•Contributing honestly in the plenary

Assessing Learning at Swanmore College of Technology