INSET: January 29th 2003
West Norfolk Professional Development Centre
Run by Rob Lodge and Anne Roe (Foundation Subjects Consultants)
This page last updated July 2008 and now ARCHIVED.
I have now also had access to the folder of training materials for the Foundation Subjects and downloaded the 100 slide plus PowerPoint presentation which came on the CD ROM with the folder to my laptop for reference.
Assessment Reading: to digest prior to the INSET - KEY POINTS
Assessment OF learning is also known as SUMMATIVE assessment.
Assessment FOR learning is also known as FORMATIVE assessment.
Issues of validity and reliability are important as results are shared and compared. Assessment for learning depends on actually USING the information gained from the assessment.
Reading relates to the publication "Inside the Black Box" - by Paul Black and Dylan William (1998)
Good assessment for learning:
Consider the following when starting a piece of work:
If they have difficulty consider:
While they are working, try the following prompts:
At the end of the lesson (as part of a PLENARY perhaps ?):
ASSESSMENT FOR LEARNING IN EVERYDAY LESSONS
Need to have time for SELF REFLECTION.
What were the learning points of the lesson ?
What did you find difficult ?
What did you find easy ?
What helped you move on and overcome the problems ?
What were you pleased with ?
Need to overcome the 'fear of failure' and recognise that failure is part of the learning process. No one gets everything right the first time round.
Try the SLAMNET SITE for details on assessment.
Try also the AAIA site: this has details on the Gillingham Project and the 10 Principles of Assessment for Learning.
Recommended book: 'The Teacher's Toolkit' by Paul Ginnis
Sheet: visually build a skills wall. Blocks with tasks which pupils can achieve which can then be coloured in.
A few quotes from an article by Polly Toynbee, which was published in 'The Guardian'.
"The lives of secondary school pupils are dominated by ... exams. Parents continue to push, pull, bully and worry their children through exams or search anxiously for schools with 'high standards' to do the pushing and bullying for them ... When I consider that between the ages of five and eighteen at school I as subjected to 17, 745 lessons at a time when the brain is biologically at its most receptive, and how little I knew at the end of it, I am astounded by the waste of time, money and effort. The school day itself is hardly conducive to teaching serious application and concentrated, divided up into those arbitrary 40 minute gobbets of learning. Classes shunt along corridors like cars on a conveyor belt."
EXAMPLES OF USING SELF ASSESSMENT
These could be used at the end of lessons or as STARTERS.
Putting information into pop song form e.g Water cycle rap
Presentations on OHT
Power Point presentations
Group work with feedback from spokesperson
Dramatic representation
Mark a piece of photocopied work on an OHT, and students can then redraft
Hand out an exemplar piece of work for students to mark
Request written questions from students to use in a class test
Use 'child-speak' criteria to allow students to identify problems
Students mark their own tests
Debate issues e.g energy sources
Writing revision questions
Oral feedback on pupil presentations
Now available: PLENARIES IN THE FOUNDATION SUBJECTS
