Here is a printable list of interesting articles and websites on the topics that we have looked at. One way to help increase ‘wait time’, and to ensure the whole class is actively engaged, is to ask your learners to write down the answer to a closed question on a piece of paper, mini whiteboard or tablet, and hold it up. Feedback to the learner that focuses on various aspects of their work. Questions are a quick and important way of finding out what your learner understands about a subject. Week 5: Planning next steps to integrate Assessment for Learning in teaching practice. Week 2: Exploring what effective Assessment for Learning looks like Research shows that effective formative assessment is one of the most important contributors to success in summative assessment. Case study research A research approach to investigating an issue, event or situation in depth in a particular context. Consult an Expert Meet online, by phone, or in person with a genealogist to get guidance on your research. Watch the video of learners taking part in a peer feedback session. Another way of doing this with several topics or concepts would be to give your learners a handout with a grid on which they can identify their understanding level with a smiley, sad or neutral face. 1. For example, after reading a chapter of a book, the teacher asks all learners to reflect quietly on a question about it for one or two minutes. "…using feedback to modify instruction and help learners to better understand assessment objectives will improve exam results.". 4.8 (96 reviews) Learn how to deliver primary science in an engaging and practical way in this course for teachers of 5-11 year old pupils. Effective feedback depends on task-focused comments, rather than ego-focused comments. This includes formal testing. If you discuss ideas with your learners, you can get a clearer view of what understanding your learners have about a topic, and put right any misunderstandings. Self-assessment will be most successful if you encourage your learners to practise regularly, e.g. It is a good idea to start a peer feedback session with an in-depth discussion of success criteria. Self-efficacy You can find out more about different types of feedback in this article from the American Psychological Association Founded in 1965, ECIS is a non-profit global membership organisation that supports schools. The assessment team is usually the school nurse, special education teacher, school psychologist, speech and language therapist (if needed) along with the general education teacher. After the exam or test, find out which questions were answered less well by most learners. We will examine the theory behind AFL and some of the misconceptions that people often have. It usually involves looking at a particular piece of work done by the learner. Students become more involved in the learning process and from this gain confidence in what they are expected to learn and to what standard. This will give you important information about what subjects, ideas and skills your learners need to work on. *Weeks 3 and 4 will involve putting what you have learned in to practice and reflecting upon the outcome. At the start of the next lesson, give back the work with the comments. Feedback from the learner: Traffic lights How much do I use self-assessment in my practice? Next, the teacher instructs them to turn to their neighbour, or a small group of neighbours, and discuss the question for several minutes. What is it? The amount of time a teacher waits after asking a question and before selecting a learner to answer it. You will learn the key principles of assessment for learning, before exploring two approaches in more detail. What might you have done differently? Educational/academic goal, set by a learner or teacher on behalf of a learner. Here is an example of ego-focused feedback: ‘Great work Melanie, the best in the class.’ This kind of feedback can make strong learners complacent, thinking that they do not have anything to do to improve. Open question What happens? Traditionally, AFL has been closely associated with formative assessment because practices such as questioning and providing feedback help ‘form’ or ‘shape’ student learning. Being in control in this way will boost the learner’s confidence and achievement. Week 3: Preparing Assessment for Learning techniques to try in the classroom You could show your learners examples of successful work from previous years. This time they record their pair or group’s thoughts. Assessment as learning: learners participate in developing assessment criteria and monitoring learning. It takes time and practice to develop these skills, and the role of the teacher is crucial in encouraging this. Marking scheme If possible, always return marked tests or exams to your learners so they can learn from their mistakes. When you introduce self-assessment to your learners, carefully guide the process. Want to know more? The content and skills contained within a syllabus applied across sequential stages of student learning. ‘What did I do well and what could I have improved?’. The most effective feedback is a dialogue. Success criteria summarise the key steps or elements the student needs in order to meet a learning intention. Do you use any of these techniques in your own classroom? Subject curriculum Would this be effective for your learners? This ‘Getting started’ guide has focused mainly on formative assessment strategies and checking learning in the classroom. Ready to Get Started? Peer feedback, or peer assessment, is the process by which learners assess each other’s work and give each other feedback. 'Think Pair Share' involves posing a question to learners and giving them a few minutes to consider their response on their own. The formative use of school tests and exams Free Research Assessment Quote An expert will assess your research and create a research assessment plan that will be delivered to you in print and in digital form. Throughout the unit, you will be encouraged to reflect upon AFL and to think about how you can integrate it into your own classroom practice. This was particularly true if the strategies involved feedback about the learner’s own work. AFL enables learners to become less passive in the classroom, especially when combined with other methods that promote this type of approach, such as active learning techniques. Teams licenses need to be enabled for users and then licenses need to be assigned to the users before they can use Teams capabilities. AFL improves learner outcomes The following table, based on the UK’s National Foundation for Educational Research report(NFER 2007), classifies types of formative and summative assessment as either formal or informal. Metacognition is a term used to describe ‘thinking about thinking’. 2. AFL mainly focuses on the use of informal formative assessment to improve learning. (v) Summative assessments (e.g. It is also helpful to give your learners open questions to get them started, e.g. Plan or guidelines used in the marking of learners’ work. 1. Ultimately, self-assessment enables learners to set their own learning goals and be responsible for their own learning. ‘Peer feedback means students chatting to each other’ rather than working on a task' A teacher must choose their words carefully when giving feedback. AFL involves students becoming more active in their learning and starting to ‘think like a teacher’. Students will start to see that by learning from failure, they can improve outcomes in the future. Learners who take part in self-assessment (as part of AFL) learn to attribute failures to controllable factors. Want to know more? Develop your understanding and how to apply Assessment for Learning in your teaching practice Aims Enrichment Professional Development is for teachers and school leaders who have been teaching or implementing Cambridge programmes and qualifications for at least a year and would like to develop their practice in specific areas. Then we will focus on some practical strategies you can use in the classroom. If identities do not already exist, follow this process to establish them. Reinforce Rubrics can be used throughout the process of student work, making them useful for project-based learning implementations. A rubric is an assessment tool that clearly outlines expectations for student work. Teachers and learners may fear that the changes required in their classroom practice will not help them. Feedback has a positive effect on learner achievement. Reflection Have started to see some clear links between their planning and teaching choices and subsequent student learning. Now, can you think how you can make the description of the main character more striking?’. Your learners could also re-work exam questions in class in pairs or groups as a peer-learning activity. A class that includes learners at several different levels of ability. Wait time At primary school level, the theory behind AFL is the same, but the tasks might be different, to reflect the different stages of the pupils’ cognitive development. This is a notebook in which the learner documents their recent experiences, asking themselves questions such as: The teacher is vital to this process, as teachers know their learners and can help them to develop their critical and reflectivethinking skills. What is it? ECIS was the first educational collaborative to serve Europe and has grown into a leading global association. When students are taking a more active role in their learning, teachers have more time to talk to them individually. Use a previous learner’s assignment, and read this through with the class. Skilled teachers also provide rich feedback using Assessment for learning (AFL). This activity introduces learners to the peer feedback process. Research consistently shows that only telling learners what they need to know is much less effective than helping them construct meaning for themselves. This level of our training encourages teachers to reflect on, and take greater responsibility for their teaching as well as become more innovative in their classroom practice. You can join in discussions to add your opinion if learners need some help giving feedback. Assessment is so much more than giving a test at the end of the unit. 5. In John Hattie’s seminal work on educational effectiveness, Visible Learning for Teachers (2011), Hattie ranked feedback strategies 10th out of 150 factors that bring about significant improvements in learner outcomes. (Assessment Reform Group, 2002 – see Resources and useful weblinks) Developing assessment for learning in your school The ethos of the school is an important contributor in promoting effective assessmen t practices. A complete description of the content, assessment arrangements and performance requirements for a qualification. Want to know more? If you do want to add a grade, give this later on, so that the learners read the comments before they receive the grade. AFL increases independence This page… In these short sessions, you can ask questions to help your learners to reflect on their studies. Strengthen or support (understanding, skill or learning). Feedback could also come from the learner to the teacher about how they feel the teacher could help them learn better. Am I helping my students learn effectively from summative assessments? You can also have students reflect on data that you collect as you observe them engaging in the activity, such as the number of times each group engages in negotiation. Enrichment Professional Development is for teachers and school leaders who have been teaching or implementing Cambridge programmes and qualifications for at least a year and would like to develop their practice in specific areas. Formative assessment or assessment for learning involves a continuous way of checks and balances in the teaching learning processes (Jeri, 2018). AFL helps learners understand what excellence looks like and how they can develop their own work to reach that level. A learner’s confidence in their ability to reach targets through hard work and determination. A successful peer feedback session requires learners to 'think like a teacher' for each other. ‘How does this subject fit in with what I already know?’ Giving learners independence is a great way for them to take responsibility for their own learning. Any activity which checks how well a student is learning is assessing that student’s learning. Activity that provides students with developmental feedback on their progress during the learning programme and informs the design of their next steps in learning. The learner then has to give their partner ideas for how to improve the work. Ask students early and often to articulate what they’re learning in relation to the academic and social and emotional objectives. Consider using written contracts. Fear of change Online learning can be more convenient, but it is NOT easier! Furthermore, it encourages learners to listen to each other’s ideas, and helps them to understand different viewpoints. At the end of the session, ask your learners how they found the experience. Weak learners can feel as if there is nothing they can do to get better. Establish ground rules for participation and contributions.
2020 getting started with assessment for learning