Assessment for / with / of learning

1. Assessment for / with / of learning marking and feedback to improve student outcomes Rachel Hawkes

2. Ofsted on Assessment • Planning is based on accurate assessment of prior learning so that teaching is appropriately challenging • Assessment and teaching are fully integrated in the lesson, leading to timely and successful interventions • Marking and constructive feedback (teacher and student) lead to high levels of engagement • Assessment and marking are in all 4 skills and conducted in TL (as far as possible)

3. Challenge and Achievement • assessment inconsistent at KS3 • serious errors uncorrected • interpretation of levels insecure and too narrow • target-setting too vague • little follow-up of targets • insufficient regular assessment of speaking at KS3 http://www.ofsted.gov.uk/resources/modern-languages-achievement-and-challenge-2007-2010

4. All teachers need to know…! • Their students’ individual strengths, areas for development • The nature of progress in each skill across and within each key stage Rachel Hawkes

5. Profile 1 David understands readily and is keen to communicate. A risk taker, he often launches in to speaking without having thought through how the sentence might end up. He is very spontaneous but because he is quite lazy with learning verb endings, he half knows a lot of words, but most sentences will have mistakes and many will end up ambiguous because of wrong verb endings. Rachel Hawkes

6. Profile 2 Emma has an excellent memory and is really keen to do well, and also prepared to put in serious time and commitment to memorising. She is quite anxious and under confident, but on top of this, she does not understand unexpected questions readily and is prone to answering the question she thinks you might be asking. In addition, her pronunciation is not secure and she has difficulty retaining the sounds of more complex words over time. Rachel Hawkes

7. Profile 3 Simon is extremely bright and adapts his extensive English vocabulary to his foreign language learning very well. He is secure with all tenses, using his own conditional perfect in his last oral assessment! Because he is ambitious and always wants to say exactly the right answer, he can sound stilted in oral examinations. He can get tongue-tied as he is considering the various different options! Rachel Hawkes

8. Profile 4 Vanessa is also very bright. She doesn’t seem at ease with Spanish and says that she prefers German. However, recently she has begun to be much more spontaneous in class, and her knowledge of grammar is sufficiently well developed for her to build sentences creatively and independently. In oral exams she doesn’t sound as confident as she should be, and there is a real danger she is underselling herself here, as her knowledge and application of grammar is sufficiently well developed for her to be able to make her own meaningful exchanges. Rachel Hawkes

9. Fitness for purpose: Which ‘next steps’ for which learners? Rachel Hawkes

10. Speaking • Organising teaching & learning • Whole class oral interaction • Speaking homework (and/or in lesson recording) • Speaking assessments (peer / teacher)

11. Organising teaching & learning • Annotated seating plans • Before and after • Carousel lessons (include individual feedback activities) • Pair/group work – watch, listen, gather information  feedback in mini-plenaries • Strategies for differentiation when finished • Record one table group (or several pairs) each lesson  whole class over time Rachel Hawkes

12. Giving feedback / targets Hablar T

13. Whole class oral interaction • Maximise use of open questions • Use images to open the context and allow for a variety of ‘right’ answers • Thinking time/Pupil talk in pairs first • ‘no hands up’ policy • Withhold corrective move – ask several pupils first • Longer exchanges with one pupil • Encourage pupils to respond to others’ answers • Respond to content more than form in spontaneous interaction Rachel Hawkes

14. Speaking homework / in class • Using apps (BYOD – mobiles, ipads etc.) • Using PC or laptop • Using EasiSpeakmics DropboxBoxEmail Audioboo site DropboxEmail How best to collect? • Email to Box • Save to shared folder on Dropbox Rachel Hawkes

15. Speaking assessments • Ongoing self-assessment • Peer assessment • Teacher assessment Rachel Hawkes

16. Speaking Activity Student Reflection Sheet Speaking Activity Student Reflection Sheet School Name: ______________________Year Group ____ Date: ______________ School Name: ______________________Year Group ____ Date: ______________ Put a tick on the line to evaluate the speaking task. Put a tick on the line to evaluate the speaking task. 1. Did you enjoy the activity? 1. Did you enjoy the activity? 2. How much did you say in whole class work? 2. How much did you say in whole class work? 3. How much did you say in pair/group work? 3. How much did you say in pair/group work? 4. Tick the language used in the task. 4. Tick the language used in the task. 5. In which topic could you use this language again? 5. In which topic could you use this language again? 6. Write here anything you wanted to say but couldn’t. 6. Write here anything you wanted to say but couldn’t.

17. Peerassessment Student 3 Student 1 • Triangles • 2 stars and a wish • Wiki/blog comments • Group writing • End of project • Instead of teacher assessment? Student 2 Rachel Hawkes

18. Peerassessment Pienso que... fue Rachel Hawkes

19. Peerassessment Y7 Speaking: Peer Assessment Sheet You are going to assess the speaking of others in your class today. You are going to assess at least 3 different students in your class in a speaking line. Ask your partner all of the 7 questions listed below and then s/he will ask you 3 questions. For each answer or question give him/her either 2,1 or 0. At least 3 students will also assess your speaking. Rachel Hawkes

20. Rachel Hawkes

21. Speaking Assessment Grid Name of the person doing the talk: _________________________ Name of the person listening: _______________________ Peerassessment Rachel Hawkes

22. Writing • Organising teaching & learning – same applies • Using the tick grid • Targets – specific, measurable, between-level next steps • Build in an automatic re-visit via draft 2

23. Modelling The tick grid • Develop self-assessment • Question-relevant • Involvement in task setting • Comment only marking on draft 1 • Target setting from draft 1 • Re-drafting  level Rachel Hawkes

24. Modelling Johnny Depp est né le 9 juin 1963 à Owensboro dans le Kentucky, aux États-Unis. Il est acteur américain, qui est déjà très célèbre. Il est en couple avec la chanteuse et actrice française Vanessa Paradis et ils vivent en France. Ils ont deux enfants ensemble. En 2010, il a refusé le titre de l'homme le plus sexy de l'année pour servir d'exemple à ses deux enfants. Rachel Hawkes

25. 10 steps: C B • Try to give longer answers (i.e. stay with one idea longer and give more information/detail) • Use different persons of the verb (at least I, we, s/he) • Use some imperfects (iba, estaba, era, había, tenía) • use ‘para + verb’ to extend a sentence • start your past activity descriptions with ‘Hicemuchascosas’ and join the different ideas: primero…luego…y después… y finalmente… • Use ‘antes de….’ and ‘después de…’ • Use ‘quería + infin ….pero al final no pude, entoncesfuimos…’ (I wanted to do ….but in the end I couldn’t so we went… • Use ‘un díadecidimosir a…’ – one day we decided to ir to… and describe one day in more detail • Use a subjunctive ‘When I am older’ – Cuando sea mayor’ • Use a future e.g. ‘Iré a’ – I will go to

26. Normalmente durante las vacaciones voy de vacaciones con mi familia. Vamos siempre a sitios diferentes; a Francia o España o Escocia. Lo más importante para mí es el sol y el mar porque me gusta ir a la playa cada día cuando estoy de vacaciones. Prefiero el verano al invierno porque no me gusta el frío. Prefiero los hoteles porque son más cómodos pero me gusta ir de camping también. A mi madre le encanta el camping. El añopasadofui a Españacon mi familia. Fuimos en avión. El viaje era un pocoaburridopero vi unapelícula en mi iPod. Llegamos al hotel y habíaunapiscina. ¡Quéguay! El primer díahicemuchascosasdiferentes. Primero, nadamos en la piscina, luegotomamos el sol y despuésjugamos al voleibol. Finalmente, después de jugar, salimos al restaurante. Comí paella y mi hermanocomiópescado - ¡quéasco! El hotel era estupendo. Era un hotel de lujo. Estaba en la costa muycerca de la playa. Mihabitaciónteníabalcón,televisión y un mini-bar. Cadadíaíbamos a la playa paratomar el sol, jugar y nadar. Un díadecidimosir de excursión en el campo. Fuimos a un lagoque era precioso. Hizo mucho sol y calor. Antes de volvera casa en Inglaterra, fui de compras en la ciudad y compréunacamisetapara mi amiga Jo. El añoqueviene, después de terminarmisexámenes de GCSE, iré a Cornwall con mis amigos. Quisierahacer surf, nadar en el mar y tomar el sol paradescansar un poco. Después mi familia y yovamos a ir de vacaciones a Italia. Me gusta Italia porque me encanta la comida allí. En el futuro, cuando sea mayor, esperoir a Florida porquesiempre me hangustadolas playas y los parques de atracciones.

27. 2 Normalmente durante las vacaciones voy de vacaciones con mi familia. Vamos siempre a sitios diferentes; a Francia o España o Escocia. Lo más importante para mí es el sol y el mar porque me gusta ir a la playa cada día cuando estoy de vacaciones. Prefiero el verano al invierno porque no me gusta el frío. Prefiero los hoteles porque son más cómodos pero me gusta ir de camping también. A mi madre le encanta el camping. 2 2 3 3 El añopasadofui a Españacon mi familia. Fuimos en avión. El viaje era un pocoaburridopero vi unapelícula en mi iPod. Llegamos al hotel y habíaunapiscina. ¡Quéguay! El primer díahicemuchascosasdiferentes. Primero, nadamos en la piscina, luegotomamos el sol y despuésjugamos al voleibol. Finalmente, después de jugar, salimos al restaurante. Comí paella y mi hermanocomiópescado - ¡quéasco! El hotel era estupendo. Era un hotel de lujo. Estaba en la costa muycerca de la playa. Mihabitaciónteníabalcón,televisión y un mini-bar. Cadadíaíbamos a la playa paratomar el sol, jugar y nadar. Un díadecidimosir de excursión en el campo. Fuimos a un lagoque era precioso. Hizo mucho sol y calor. 3 3 2 3 3 2 3 4 8 2 3 2 2 2 6 6 Antes de volvera casa en Inglaterra, fui de compras en la ciudad y compréunacamisetapara mi amiga Jo. 2 2 10 6 El añoqueviene, después de terminarmisexámenes de GCSE, iré a Cornwall con mis amigos. Quisierahacer surf, nadar en el mar y tomar el sol paradescansar un poco. Después mi familia y yovamos a ir de vacaciones a Italia. Me gusta Italia porque me encanta la comida allí. En el futuro, cuando sea mayor, esperoir a Florida porquesiempre me hangustadolas playas y los parques de atracciones. 4 2 9

28. Giving feedback / targets Escribir T

29. Periodic Assessment • QCDA material (now on my website) • French (levels 3-8), Spanish (levels 4-7), German (levels 4-7) • Range of evidence across 4 skills and 3-4 topic areas • Teacher assessment commentary • Learner targets for development Rachel Hawkes

30. Rachel Hawkes

31. Les pays francophones: listening activity Pupil C listened to a recording of native French speakers talking about different countries and noted details in French. Listening and speaking: In the listening activity, Pupil C noted all the main points required from familiar spoken language in accurate French. He spoke with his partner, answering prepared questions about his chosen country. Although mainly in the present tense, he has varied his language and used a range of vocabulary. He then went on to ask the questions himself. Rachel Hawkes

32. Rachel Hawkes

33. Métier idéal: listening transcript The recording was quite fast and pupils heard it twice. Listening: In the listening activity, Pupil D was able to understand some familiar language in this new context as well as some less familiar topic-related vocabulary. She has noted the details for each job in mostly accurate French. Rachel Hawkes

34. Assessment in the classroom Lesson Observation Form PromptsEvidence of AssessmentLearning: [Do learners know what they have learnt? Do they play a part in assessing themselves, each other? Are they involved in setting future learning objectives?]Teaching: [How does teaching check understanding? Does teaching respond to assessment of previous class work, homework, or contributions during the lesson? Is marking focused, diagnostic and aids progress? Does teaching allow learners to assess their own and each others’ learning?] NB Evidence for these judgements may come from exercise books and mark books (or equivalent) Rachel Hawkes

35. Challenge and Achievement • assessment inconsistent at KS3 • serious errors uncorrected • interpretation of levels insecure and too narrow • target-setting too vague • little follow-up of targets • insufficient regular assessment of speaking at KS3 http://www.ofsted.gov.uk/resources/modern-languages-achievement-and-challenge-2007-2010

36. Conclusions • ‘Meaningful’ vs ‘manageable’ • Balance between summative and formative • Integrating teaching and assessment • Improving speaking and writing through modelling and feedback • Improving listening and reading through strategy development Rachel Hawkes

37. “Those who do not move do not notice their chains.”Rosa LuxemburgMarxist theorist, philosopher, economist and revolutionary socialist Website: www.rachelhawkes.comEmail: rhawkes@comberton.cambs.sch.k Rachel Hawkes Assistant Principal / SLE / AST / SSAT MFL Senior Lead Practitioner Comberton Village College, Cambridgeshire