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Assessment Overview: Difference between revisions
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SimonKnight (talk | contribs) (Created page with "{{OGL}} This resource is an adapted version of an Initial Teacher Education - English resource, the original of which is available at: [http://www.ite.org.uk/ite_topics/asses...") |
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'''Introduction''' | '''Introduction''' | ||
Assessment is one of the things that student teachers find hardest to grapple with. It comes well behind the fear of facing a bunch of rowdy kids and some way behind understanding how to plan a lesson. What they eventually come to understand is that knowing what the pupils can already do or are finding difficult is essential to planning and that a well planned scheme of work is half the battle in creating a well motivated class. This is because at the heart of good teaching lies knowing your pupils well and listening to what they have to tell us. There is no real substitute for the relationship that this creates but there are certain procedures that student teachers might adopt to help them on their way.To signal the importance we place on assessment, and to introduce them to some of the attendant procedures of assessment for learning, student teachers can be asked to create an assessment portfolio which is designed to reflect good practice in assessment and their own developing practice in this area. We suggest it might include the observations of lessons or lesson plans including | Assessment is one of the things that student teachers find hardest to grapple with. It comes well behind the fear of facing a bunch of rowdy kids and some way behind understanding how to plan a lesson. What they eventually come to understand is that knowing what the pupils can already do or are finding difficult is essential to planning and that a well planned scheme of work is half the battle in creating a well motivated class. This is because at the heart of good teaching lies knowing your pupils well and listening to what they have to tell us. There is no real substitute for the relationship that this creates but there are certain procedures that student teachers might adopt to help them on their way. To signal the importance we place on assessment, and to introduce them to some of the attendant procedures of assessment for learning, student teachers can be asked to create an assessment portfolio which is designed to reflect good practice in assessment and their own developing practice in this area. We suggest it might include the observations of lessons or lesson plans including | ||
* self assessment | * self assessment | ||
* peer marking | * peer marking | ||
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* oral feedback to pupils during the course of a lesson | * oral feedback to pupils during the course of a lesson | ||
We ask also that it include | We ask also that it include | ||
* photocopied samples of assessed work (anonymised) | * photocopied samples of assessed work (anonymised) | ||
* comment only marking that gives productive feedback on what pupils might do to improve, particularly at the drafting stage | * comment only marking that gives productive feedback on what pupils might do to improve, particularly at the drafting stage | ||
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* examples of the school's English department's assessment policy | * examples of the school's English department's assessment policy | ||
By the end of the course we hope that student teachers will be familiar with the following | By the end of the course we hope that student teachers will be familiar with the following | ||
* using success criteria to inform planning | * using success criteria to inform planning | ||
* using examination assessment objectives/criteria to inform planning | * using examination assessment objectives/criteria to inform planning | ||
* using prior attainment to inform planning | * using prior attainment to inform planning | ||
* using evidence of achievement against success criteria to inform planning | * using evidence of achievement against success criteria to inform planning | ||
* sharing the above with the pupils | * sharing the above with the pupils | ||
'''Planning for assessment''' | '''Planning for assessment''' | ||
Student teachers need explicit sessions on assessment but the principles also need to be embedded within the practices of the course itself and identified and applied in the school context. Planning for assessment can be modelled for student teachers in a number of ways during the ITE course including | Student teachers need explicit sessions on assessment but the principles also need to be embedded within the practices of the course itself and identified and applied in the school context. Planning for assessment can be modelled for student teachers in a number of ways during the ITE course including | ||
* at the beginning of the course, tutors can write detailed session outlines, share these with the students and discuss the extent to which the success criteria have been met | * at the beginning of the course, tutors can write detailed session outlines, share these with the students and discuss the extent to which the success criteria have been met | ||
* at the end of each week, collect in learning logs which can help tutors to gain insight into student teachers' learning and indicate the direction of future planning. Tutors can then make explicit in subsequent teaching where they have altered their planning to address student teachers' needs | * at the end of each week, collect in learning logs which can help tutors to gain insight into student teachers' learning and indicate the direction of future planning. Tutors can then make explicit in subsequent teaching where they have altered their planning to address student teachers' needs | ||
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As the year progresses, student teachers also benefit from opportunities to take part in standardising meetings and co-mark examination scripts or coursework. | As the year progresses, student teachers also benefit from opportunities to take part in standardising meetings and co-mark examination scripts or coursework. | ||
'''Formative and summative assessment''' | '''Formative and summative assessment''' | ||
One way of helping student teachers make sense of the role of assessment in learning and establish good practice, is to include it in the tasks that student teachers carry out in schools early on, and to use the evidence gained from these tasks in training sessions on assessment.'''Formative assessment'''For learning about formative assessment, such tasks might include some of the following | One way of helping student teachers make sense of the role of assessment in learning and establish good practice, is to include it in the tasks that student teachers carry out in schools early on, and to use the evidence gained from these tasks in training sessions on assessment.'''Formative assessment'''For learning about formative assessment, such tasks might include some of the following | ||
* take a pupil's exercise book and focus on one or two pieces of work. Consider what features of teaching led to the final product and how the work might have been scaffolded | * take a pupil's exercise book and focus on one or two pieces of work. Consider what features of teaching led to the final product and how the work might have been scaffolded | ||
* find and photocopy three examples of comments written on pupils' work that you feel are particularly effective | * find and photocopy three examples of comments written on pupils' work that you feel are particularly effective | ||
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* track and photocopy a piece of work from first draft to the final version, considering whether and how the teacher's comments, and possibly peer assessment, and the drafting process itself have aided progression | * track and photocopy a piece of work from first draft to the final version, considering whether and how the teacher's comments, and possibly peer assessment, and the drafting process itself have aided progression | ||
The tasks suggested above came from a steering group of English mentors. Sharing and using the good practice of mentors is one way it can be helpful to encourage consistency across ITE partnership schools. '''Summative assessment'''For learning about summative assessment, useful experiences might include | The tasks suggested above came from a steering group of English mentors. Sharing and using the good practice of mentors is one way it can be helpful to encourage consistency across ITE partnership schools. '''Summative assessment'''For learning about summative assessment, useful experiences might include | ||
* attendance at standardisation meetings | * attendance at standardisation meetings | ||
* double marking alongside experienced teachers | * double marking alongside experienced teachers | ||
