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Ofsted Preparation Session 1

Ofsted Preparation Session 1. Marking and Feedback Ben and Sarah. This session. Ben: why mark and feed back? Activities in CTs and outcomes. Sarah: Formative assessment and SRT Next steps: relevant reading on iTunes U course and Golden Nuggets; Back to Basics workshops in Term 6.

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Ofsted Preparation Session 1

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  1. Ofsted PreparationSession 1 Marking and Feedback Ben and Sarah

  2. This session • Ben: why mark and feed back? Activities in CTs and outcomes • Sarah: Formative assessment and SRT Next steps: relevant reading on iTunes U course and Golden Nuggets; Back to Basics workshops in Term 6

  3. What Ofsted are looking for • Q6 Make accurate and productive use of assessment • Q6 (A) Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements. • Q6 (B) Make use of formative and summative assessment to secure pupils progress. • Q6 (C) Use relevant data to monitor progress, set targets and plan subsequent lessons. • Q6 (D) Give pupils regular feedback, both orally and through accurate marking and encourage pupils to respond to the feedback. (Teachers’ Standards)

  4. Assessment OF Learning (Summative) The purpose is: • To measure student achievement at a point in time for reporting and accountability • To sort students in rank order • To maximize student learning through standardised tests, etc.

  5. Assessment FOR Learning (Formative) • The purpose is: • To promote further improvement of student learning during the learning process • To involve students in the ongoing assessment of their own achievement

  6. Typical Uses Assessment of Learning • Certify competence using a level or a grade • Sort students according to achievement for setting Assessment for Learning • Help students see and hit the target • Help teachers identify and respond to student needs.

  7. Our Role Assessment of Learning • Input six-weekly data • Write and update PUs • Help SDs and LG to assess whole-school progress and achievement in results Assessment for Learning • Inform students of personalisedtargets • Personaliseteaching • Involve students in their own assessment

  8. The SBL student’s role Assessment of Learning • Work hard to meet the criteria • Take the test/exam • Strive for the highest level/grade possible • Avoid failure Assessment for Learning • Work hard to understand the target • Act on teacher assessment to improve • Celebrate successes

  9. Common resources • Yellow feedback sticker with opportunity for SRT (student reflection time) • Common Written English annotation posters and sheets for exercise books • Marking and Feedback policy • Emailed: key elements of formative assessment document, marking and feedback policy, this presentation

  10. Yellow Feedback Sticker

  11. Action • Into CTs • Use the piece of marking that you have brought to complete the yellow sticker – share and discuss • Read the documentation (summary of research link and Marking and Feedback policy) • Outcome: CT marking and feedback examples to begin next Wednesday’s session with.

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