Dr. Jason Skeet skeetjag@gmail

1. Dr. Jason Skeet skeetjag@gmail.com CLIL(Content and Language Integrated Learning)Assessment & feedback in CLIL Part One15 February 2018

2. Learning outcomes • Analyse key concepts of formative assessment in teaching and learning. • Explain how to plan assessment for learning in CLIL, including using quick scans and effective questioning techniques. • Know a theoretical framework for insight into role of formative assessment in CLIL.

3. Defining ‘formative’ and ‘assessment’ • What do you understand by the words ‘formative’ and ‘assessment’? • Discuss in your group what you think each of these words mean. • Everyone needs to be ready to give a response.

4. What do we mean by ‘formative’? • Something that helps form or shape something else. • The formative in formative assessment refers to the function of assessment: how it is carried out to help form — andinform— the learning.

5. What do we mean by ‘assessment’? • Making a judgement about what pupils know or are able to do. • These judgments are based on the evidence of learning produced by pupils.

6. What is formative assessment? Assessment becomes formative assessment when evidence about pupils’ learning is used by teachers and pupils to make decisions about the next steps in learning. These decisions are likely to be better than decisions that would have made without using that evidence. (adapted from Wiliam, 2018)

7. D1.S1.13

8. Summative vs. formative assessment ‘Hinge’ or big question to check your understanding! Can you explain a key difference between summative and formative assessment?

9. Key concepts for formative assessment Where are we going? Where is each pupil now? How do we get there?

10. Key concepts for formative assessment Task • Discuss in pairs the different teaching approaches on the handout. • Which key question for formative assessment is most relevant to each teaching approach? Match each teaching approach to the relevant key question. • Be ready to give reasons for your matches.

11. Key concepts: Where are we going? • Sharing learning objectives & success criteria Learning objectives describe the new knowledge, understanding and skills, as well as changes in attitudes, which pupils will be walking out with at the end of a lesson. Identifying success criteria for assessing the learning will then help the teacher to give specific feedback. • Exemplars Providing examples of language use to help pupils understand where exactly they are going with their learning.

12. Key concepts: Where is each learner now? • Starters and plenaries (dessert activities) • Deliberate practice Learning needs to be broken down into small steps. • Questioning • Discussions • Quick Scans All-pupil-response techniques that enable the teacher to quickly check understanding across a whole class. • Self-assessment and peer-assessment

13. Key concepts: How do we get there? • Feedback (as part of a formative process) • Feed-up ensures that learners understand the purpose of the assignment, task, or lesson (objectives), including how they will be assessed (success criteria) • Feedback provides learners with information about their successes and needs • Feed-forward identifies the next step in the learning and how to get there All three are required if learners are to learn at high levels

14. Principles for formative assessment • Sharing and understanding learning objectives and success criteria • Helping pupils to produce evidence of learning (e.g. classroom discussions) • Giving feedback that moves learning forward • Helping pupils to help and support each other with their learning • Helping pupils to be owners of their learning (Adapted from Wiliam, 2018)

15. Quick scans Quick Scans All-pupil-response techniques that enable the teacher to quickly check understanding across a whole class. • Traffic lights • Thumbs up, thumbs down, thumbs sideways • Hinge question (a big question to check pupils’ understanding)

16. Quick scans Do you know how to use a quick scan in a lesson? • Thumbs down: I don’t understand • Thumbs sideways:I almost get it, but I lack confidence • Thumbs up: I understand it, and I can support others

17. Assessment for learning in CLIL

18. Task: Planning assessment for learning in CLIL In pairs • Share ideas with each other about the assessment for learning you use in your lessons. • Look through the cards. Each card has an assessment for learning strategy on it. • Arrange the cards according to whether the assessment for learning strategy is low, medium or high linguistic risk for learners. • Identify how you might use some strategies in your own lessons. Be ready to share your thoughts.

19. Effective questioning • On average teachers ask 300 + questions a day • Most questions involve the IRF (IRE) cycle: initiation, response, feedback (evaluation) • Average wait time is less than 1 second • 80% of talk in the classroom is done by the teacher • Pupils ask surprisingly few questions given that they are doing the learning

20. Effective questioning Open (fat) and closed (skinny) questions Closed questions = ‘yes’ / ‘no’ / one-word answers Open questions = several possible answers / encourage thinking Follow-up questions = extend thinking and learning

21. Teaching strategies for effective questioning for CLIL • ‘No hands up’ and nominated questioning (the teacher selects a pupil to answer) • Wait time and pose/pause/pounce/bounce (basketball not ping pong!) • Distributing questions using lolly pop sticks • Mini whiteboards

22. Pyramid discussionWhat are the benefits of formative assessment?assessment? • Think On your own, identify the benefits of formative assessment and write these down on a mini-whiteboard. • Pair Combine your ideas with a partner and put these ideas onto one mini-whiteboard. • Share Hold your mini-whiteboard up. Show your ideas to everyone.

23. What are the benefits of formative assessment? Benefits for teachers: • Planning, teaching, responding and intervention become more contingent on student learning. • Teaching and learning are focused on ‘the zone of proximal development’ (Vygotsky). • There is more emphasis on learning than performance.

24. What are the benefits of formative assessment? Benefits for pupils: • Meta-cognitive skills and self-regulation are developed: pupils are encouraged to think more explicitly about learning. • Pupils become owners of their own learning: target setting, monitoring and evaluating own learning, becoming aware of own strengths and areas for development as a learner. • Motivation raised through active engagement in learning. • Helps develop a ‘growth mindset’: pupils develop strategies to help themselves when they find things difficult.