Self-assessment for Self-Improvement

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Self-Assessment for Self- Improvement Assessment for Learning

description

Guide on the Falcons School for Girls policy on using 'self-assessment for self-improvement' to tranform learning

Transcript of Self-assessment for Self-Improvement

Page 1: Self-assessment for Self-Improvement

Self-Assessment for Self-Improvement

Assessment for Learning

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“Example isn’t another way to teach, it is the only way to teach”

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Objectives

• To understand the importance of self and peer assessments;

• To learn new strategies for peer and self-assessment;

• To understand the significance of plenary sessions

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Continuum of Feedback

1. Pupil self-assessment against success criteria2. Peer assessment3. Teacher assesses Pupil orally4. Teacher marks against success criteria and

sets a target: ‘Next time…’5. Discussion of marking

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Key Questions for You

• How are you discerning what the students have learned from the lesson?

• How are they discerning what they have learned and established how to improve?

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Key Questions for Students

• What did you learn this lesson that you did not know before?

• Which part of the lesson did you most enjoy?• Which part of the lesson could you use a bit

more help with?• Which of your achievements are you most

proud of this lesson?

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“A teacher’s constant task is to take a room of live wires and see to it they’re grounded.” (E.C. McKenzie)

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Every Lesson

• Share W.A.L.T. (learning specific, not activity specific).

• Refer to it throughout the lesson• Share success criteria (ideally, kids have copy)• Exemplar work to assess or improve• Make a point of giving time to reflect on your

marking comments, esp. ‘Next time…’• Have pupils refer to their target for improvement

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Self and Peer Assessment

• Can’t expect the girls to make a fine distinction between a ‘level 3c’ and a ‘level 3b’, but we can expect them to evaluate their learning

• ‘Make it neater next time’ or ‘Make it sound more good’

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No Desserts Contain Brussels Sprouts

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Two Stars and a Wish (Peer Assessment)

• Two things they wish to compliment their peer on (the stars)…

• …and one thing they think could be improved (the wish)

Make sure they know the lesson objective and what they are looking for (the success criteria)

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Secret Admirer

Assign each member of class to someone else in secret. The admirer’s task is (without admitting to it) to pay their admire a sincere compliment about their contribution to the project/group task in secret – by writing anonymously on a scrap of paper and redistributing

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Guess Who?

• Assign an admirer as you did with ‘Secret Admirer’, but rather than secretly submit their positive observation, the pupils announce their statement, starting with the phrase ‘The person I was admiring did/made/said/showed…’ and the class is left to guess who the admire was.

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Role Reversal

• Teacher takes on the role of a student who is

not quite getting it right!• Students to grade your performance against

the success criteria• Link with ‘traffic light’ – red if you’re getting it

wrong; green if right, etc.

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Challenge Mum

Girls have to spend 5-10 minutes ‘teaching’ a parent about the concept covered in class.

The student and the parent then complete the homework, and evaluate each other against the success criteria.

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Success Sorting

You require a series of cards or statements which the girls need to exhibit in order to succeed on the assignment, as well as some cards detailing skills and features that would be distracting or erroneous. Girls then sort which card belongs in each class.

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Plenary Pals

• Choose a small group/pairs to run the plenary session

• Stop before rest of class to give them time to prepare

• Their job is to link back to the main objective – the W.A.L.T. of the session

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Colour-Coded Compliments

* Students highlight features of work that meetthe success criteria* Can extend by asking girls to use another

colour to highlight very good examples* And a third colour for areas that could be

stronger

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Recalling facts: Grandma’s Trunk

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Understanding: Flyswatter

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Pass the parcel

• Layer of the parcel alternate between a question/task & one containing a small prize, e.g. box of raisins

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Don’t Skimp or Skip the Plenary!

• Last five minutes of Dr. Who…• Often weakest• Often least active• Outstanding lessons: an active plenary

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Trash it

• Tick marking• Bog-standard teacher-led Q&A sessions• A selection of students reading out their work

(like other people’s holiday photos)• ...traffic lights (controversial!)

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AfL = Super Teacher!