Julia Crawford

1. Self assessment in Maths Julia Crawford

2. Self-assessment: Purpose Enables students to independently assess their own progress with confidence rather than always relying on teacher judgement Students are actively involved in the learning process Independence and motivation is improved Give students a sense of improvement as a result of effort Supports students to identify their next learning steps

3. Develop self-assessment capability • Teacher deliberately models and scaffolds skills and processes • Effective self-assessment requires: • Exemplars clearly demonstrating what is being learnt • Clear and specific success criteria on manageable chunks of learning • Opportunities for students to identify success and a place for improvement • Opportunities for students to make improvements independently • Self-assessment is done on drafts of work in progress in order to inform revision and improvement.

4. Introducing self-assessment • Define self-assessment in student friendly language • Discuss with students • Purpose and benefit • Take responsibility for learning process • About learning and improvement • Teach, model, & scaffold skills of self-assessment • Develop a process • Identify success • Identify tricky bits and improvement • Make improvement independently • Plan for self-assessment opportunities in lessons

5. Define self-assessment

7. Quick and easy Highlighting, circling, colour coding A continuum Thumbs up/ thumbs down Two stars and a wish

8. Quick and easy Traffic lights / smiley faces

9. Another traffic light

10. Growth mindset maths Helen Hindle (East London) Links to the Growth mind set (Carol Dweck) and Visible Learning (John Hattie) Teaching without labelling mixed attainment teaching The following slides are examples of self assessment/reflection tools that Helen has developed…

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

12. My Favourite MISTAKES Means I Start To Acquire Knowledge Experience Skills A mistake that moved my learning on……

14. Never Sometimes Always

15. Progress Pyramid One question I would like answered… Two things I am not sure about yet…. Three things I understand well enough to explain to someone else…

16. Learning Journey 'Meaningful learning tasks give students a clear sense of progress leading to mastery. This means that students can see themselves doing tasks they couldn't do before and understanding concepts they couldn't understand before. Work that gives students a sense of improvement as a result of effort gives teachers an opportunity to praise students for their process. That is, teachers can point out that the students' efforts were what led to the progress and improvement over time.'(Dweck 2010)  Giving students a sense of progress using a learning journey (flight pathway)

18. 317 people are going on a school coach trip. Each coach will hold 28 passengers. How many coaches are needed? You must show all your working out. Convince me that I have made a mistake calculating 348 x 27 300 x 20 = 6000 300 x 7 = 2100 40 x 20 = 800 8 x 7 = 56 6000 + 2100 + 800 + 56 = 8956

19. SOLO Taxonomy

20. Why use SOLO? Hierarchic taxonomy – increasing in quantity and quality of thought Powerful way to differentiate the curriculum and provide cogitative challenges to students Allows students and teachers to ask deeper questions without creating new ones Powerful metacognitive tool Underpins Achieved, Merit, Excellence of NCEA

21. SOLO examples: Trip to England

22. SOLO examples: student reflection

23. SOLO example: Volume

24. SOLO examples: Fractions

25. SOLO example: describing distributions

26. Next steps to use self- assessment? What will you try first? What will you do to make steps to using the SOLO taxonomy in (self)-assessment?

27. Accredited Professional Development Facilitator Julia Crawford jcrawford@cognitioneducation.com 021 210 3433