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Valerie Drew Linlithgow Academy May 2007

This powerpoint provides a very brief summary of the key points of the presentation I delivered at the conference. The information within the presentation was based on the research which underpins the Assessment is for Learning programme. The AifL website provides detailed research, information, explanations, examples and an extensive glossary to inform practice. www.ltscotland.org.uk/assess The conference presentation was presented in 3 sections:current policy context of AifLexemplif33208

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Valerie Drew Linlithgow Academy May 2007

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    1. Valerie Drew Linlithgow Academy May 2007 Assessment is for Learning in Health, Food & Technology 8th Annual Conference Contemporary Issues in Home Economics

    2.

    3. Make connections between AifL and ACfE

    4. Assessment is for Learning in HMIe context

    5. Principles of Assessment and focus of Assessment is for Learning project

    6. The Assessment is for Learning Triangle

    7. Assessment for learning a definition Activities undertaken by teachers, and by their students in assessing themselves, which provide information to be used as feedback to modify teaching and learning activities in which they are engaged. Black & Wiliam (1998)

    8. Our pupils staff & parents are clear about what is to be learned and what success would be like Developing learning intentions By the end of the lesson pupils will: know that (knowledge) develop / be able to (skills) understand how/why (understanding e.g. of concepts, reasons) develop / be aware of (attitudes and values: empathy, sensitivity) intentions may also focus on how pupils learn Developing success criteria Emphasise process I can explainresearchdebate I have I know whatwhy how I understand Link to learning intention and use language pupils understand

    9. Sharing learning intentions and success criteria Providing learning intentions and success criteria Modelling through practical demonstrations Displays / examples of pupils work

    10. Our pupils and staff are given timely feedback about the quality of their work and how to make it better

    11. Using feedback & feedforward in marking Comment only marking The teacher start by providing (modelling) feedback / feedforward comments Pupils are taught the skills of peer and self assessment Pupils later devise own feedback/feedforward comments Highlight and prompt Highlight error and provide a prompt to close the gap

    12. Our pupils are fully involved in deciding next steps in their learning and identifying who can help Formative use of summative assessments to identify next steps for learning Using feedback and feedforward in interim reporting to inform future learning

    13. The dialogue between pupils and a teacher should be thoughtful, reflective, focused to evoke and explore understanding, and conducted so that all pupils have an opportunity to express their ideas. Black & Wiliam (1998)

    14. Blooms Taxonomy

    15. Questioning techniques/strategies

    16. Our pupils and staff practise self- and peer-assessment Peer- and self-assessment improves communication between pupils, and between teachers and pupils and supports collaborative working

    17. Peer- & self-assessment techniques/tools Self-assessment of understanding using traffic light icons

    18. Peer- and self assessment techniques/tools Use interactive whiteboard to peer mark pupil answers Peer-assessment- pupils develop questions & mark schemes Self assessment against learning intentions Self-assessment in exam revision

    19. Peer- & self-assessment in Hospitality

    20. Our pupils help to set their own learning goals

    21. Our pupils identify and reflect on their own evidence of learning Reflecting on learning in revision Pupils use peer assessment in games to help them to reflect on their progress Pupils jigsaw a task by working in cooperative groups to present part of a topic to peers.

    22. sharing the standard. It is not only about individual teachers and groups of teachers sharing the standards they apply when assessing the work of individual children, but also about departments, schools and groups of schools sharing their standards to encourage all to aspire to the best. (HMIe 2006, p.18)

    23. How good is our practice in Assessment is for Learning ? How good can we be?

    25. www.ltscotland.org.uk/assess The Assessment is for Learning project website www.ltscotland.org.uk/assessThe Assessment is for Learning project website www.ltscotland.org.uk/assess

    26. Sharing practice The Assessment is for Learning project website www.ltscotland.org.uk/assess http://www.ltscotland.org.uk/assess/sharingpractice/for/highqualityinteractions/aberdeenshirehecsg.asp The Assessment is for Learning project website www.ltscotland.org.uk/assess http://www.ltscotland.org.uk/assess/sharingpractice/for/highqualityinteractions/aberdeenshirehecsg.asp

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