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Assessment for learning is a development that has already spread rapidly in the wake of the pioneering work of Paul Black and Dylan Wiliam.
It is a sophisticated version of formative assessment in an age that has been dominated by summative assessment. At its core is a new way of understanding the relationship between the way teachers teach and students learn, so that assessment feeds not back to what has been done in a learning task but rather feeds forward to help the student learn more effectively and the teacher to contribute to the process of student learning by adjusting the teaching. It is becoming clear that assessment for learning not only helps student to master the content of their learning but also to improve their meta-cognitive skills, including the ability to learn how to learn. "If children don't learn the way we teach.......... Perhaps we should teach the way they learn" - (Eppig, 1981)
David Hargreaves/SSAT
Assessment today allows the 21st learner to have greater control over his/her own learning. It is an integral part of Deep Learning and those first nine gateways that a school needs to address.
Student Voice and Assessment for Learning and Learning to Learn are critical
These six themes can be seen as outcomes of personalisation when approached through the gateways of student voice and assessment for learning. All six help teachers and students to develop a shared, richer vocabulary for talking about learning. This is probably a critical ingredient in personalising learning. In the exploration of student voice and assessment for learning you will also find links to other gateways, and in particular to learning how to learn, mentoring and coaching, and advice and guidance.
Engagement both increase the students engagement in learning, in the activities of the
classroom and the life of the school
Responsibility both increase the students responsibility for self, for learning and
behaviour, in part by giving the student more control over them
Meta-cognitive skills both increase the students control over thinking and learning
Relationships with staff both give these relationships greater maturity, since they
become more open, more honest, and more collaborative: the relationships are characterised by mutual respect, grounded in self-esteem
Social skills in both, the students capacity to communicate a point of view, to construct a
coherent argument, to make a presentation and to assume a leadership role are all enhanced by new interpersonal skills; and of particular importance is the capacity and confidence to talk about work and learning
Details here
http://www.lancsngfl.ac.uk/curriculum/assessment/index.php?category_id=7&s=!B121cf29d70ec8a3d54a33343010cc2
A shift in focus
(Audit available)
http://www.ltscotland.org.uk/assess/toolkit/ey/interactivetriangle.asp
Our teachers are really good at helping us to learn and a lot of them are using Assessment for Learning to guide us. We understand that Formative Assessment is used by our teachers to give us oral and written feedback on our progress. They use summative assessment at the end to actually grade our work.
Genre/ Learning Area ICT Movie making, Includes Design, Narrative format Storyboarding Use of Graphics / Claymation Sound Group participation (self and peer assessment) Organisation of group KCs of: Relating to others Participating and Contributing
Rubric rating
Next Steps
My Thoughts
Teacher Comment
Harts ladder
Consider these questions. Is shared decision making most beneficial to both pupils and staff in your school? Are pupils in your school empowered when they make decisions with staff in a supportive role? Can you determine which form of decision making best fits with your school's needs? Use Hart's ladder as an auditing tool to tackle a controversial issue and consider which level of participation is most meaningful in your school. Hart's ladder suggests that increased participation results in greater levels of confidence and competence among pupils and an improvement in the structure and function of the school.
Hart's ladder of participation is a model for thinking about pupil involvement in school life.
http://www.teachandlearn.net/teachglobal/ca /u3/a3/int/
Feedback
Based on your teaching of the last month or so, make some brief notes on the following questions: How do you provide feedback to your students? (List some of the ways.) Roughly what percentage of your feedback is provided through the marking of written work? How often are marks or grades part of that feedback? How often do you provide feedback to students? To what extent do you use praise or a system of rewards to motivate students? Do you vary the feedback given according to the nature of the work being undertaken? (Explain.) Are you aware of colleagues who approach feedback differently? (Give details.) Curriculum Corporation