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Assessment for Learning Introduction: Difference between revisions
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Assessment for Learning Introduction (view source)
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| style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"| Sharing learning objectives with pupils | | style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"| Sharing learning objectives with pupils | ||
| style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"| *share learning objectives at the beginning of the lesson and, where appropriate, during the lesson, in language that pupils can understand | | style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"| | ||
*share learning objectives at the beginning of the lesson and, where appropriate, during the lesson, in language that pupils can understand | |||
*use these objectives as the basis for questioning and feedback during plenaries | *use these objectives as the basis for questioning and feedback during plenaries | ||
*evaluate this feedback in relation to achievement of the learning objectives to inform the next stages of planning | *evaluate this feedback in relation to achievement of the learning objectives to inform the next stages of planning | ||
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| style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"| Helping pupils to know and recognise the standards they are aiming for | | style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"| Helping pupils to know and recognise the standards they are aiming for | ||
| style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"| *show pupils work that has met criteria with explanations of why | | style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"| | ||
*show pupils work that has met criteria with explanations of why | |||
*give pupils clear success criteria and then relate them to the learning objectives | *give pupils clear success criteria and then relate them to the learning objectives | ||
*model what it should look like, for example exemplify good writing on the board | *model what it should look like, for example exemplify good writing on the board | ||
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| style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.035cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"| Involving pupils in peer and self-assessment | | style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.035cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"| Involving pupils in peer and self-assessment | ||
| style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.035cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"| *give pupils clear opportunities to talk about what they have learned and what they have found difficult, using the learning objectives as a focus | | style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.035cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"| | ||
*give pupils clear opportunities to talk about what they have learned and what they have found difficult, using the learning objectives as a focus | |||
*encourage pupils to work/discuss together, focusing on how to improve | *encourage pupils to work/discuss together, focusing on how to improve | ||
*ask pupils to explain their thinking: ‘How did you get that answer?’ | *ask pupils to explain their thinking: ‘How did you get that answer?’ | ||
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| style="background-color:#fdfdfd;border-top:0.035cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"| Providing feedback that leads pupils to recognising their next steps and how to take them | | style="background-color:#fdfdfd;border-top:0.035cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"| Providing feedback that leads pupils to recognising their next steps and how to take them | ||
| style="background-color:#fdfdfd;border-top:0.035cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"| * value oral as well as written feedback | | style="background-color:#fdfdfd;border-top:0.035cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"| | ||
* value oral as well as written feedback | |||
*ensure feedback is constructive as well as positive, identifying what the pupil has done well, what needs to be done to improve and how to do it | *ensure feedback is constructive as well as positive, identifying what the pupil has done well, what needs to be done to improve and how to do it | ||
*identify the next steps for groups and individuals as appropriate | *identify the next steps for groups and individuals as appropriate | ||
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| style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"| Promoting confidence that every pupil can improve | | style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"| Promoting confidence that every pupil can improve | ||
| style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"| *identify small steps to enable pupils to see their progress, thus building confidence and self-esteem | | style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.018cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"| | ||
*identify small steps to enable pupils to see their progress, thus building confidence and self-esteem | |||
*encourage pupils to explain their thinking and reasoning within a secure classroom ethos | *encourage pupils to explain their thinking and reasoning within a secure classroom ethos | ||
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| style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.035cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"| Involving both teacher and pupil in reviewing and reflecting on assessment information | | style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.035cm solid #ffff00;border-left:0.035cm solid #ffff00;border-right:none;padding:0cm;"| Involving both teacher and pupil in reviewing and reflecting on assessment information | ||
| style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.035cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"| *reflect with pupils on their work, for example through a storyboard of steps taken during an investigation | | style="background-color:#fdfdfd;border-top:0.018cm solid #ffff00;border-bottom:0.035cm solid #ffff00;border-left:0.018cm solid #ffff00;border-right:0.035cm solid #ffff00;padding:0cm;"| | ||
*reflect with pupils on their work, for example through a storyboard of steps taken during an investigation | |||
*choose appropriate tasks to provide quality information (with emphasis on process, not just the correct answer) | *choose appropriate tasks to provide quality information (with emphasis on process, not just the correct answer) | ||
*provide time for pupils to reflect on what they have learned and understood, and to identify where they still have difficulties | *provide time for pupils to reflect on what they have learned and understood, and to identify where they still have difficulties | ||
