Assessment For Learning

Using Assessment to Support Teaching
and Learning in the Classroom

Cornelius Young
corneliusyoung@pdst.ie
087-6539013
The Professional Development Service for Teachers is funded by the

Department of Education and Science under the National Development
Professional Development Service for Teachers

Cooperative
Learning
Assessment for
Learning
Leadership
Development
EAL
Inclusion
ICT in Teaching
& Learning
Classroom
Management
Learning Styles
Differentiated
Strategies
School
Planning
Active Learning
Maths Planning
Mental Maths
Leaving
Certificate
Applied
Post-primary
Languages
Business &
Enterprise
Subjects
Professional
Development
Service for
Teachers
Problem
Solving
Portfolio
Assessment
Post Primary
Sciences
Reflective
School
Child
Protection
Cultural &
Environmental
Subjects
Transition Year
Transfer from
Primary to
Secondary
Reading
Recovery
Practical Maths
Ts Maith
Reading
Oral Language
Writing
Spreag an
Ghaeilge le
Spraoi
Leading
Planning
T.J. Ceallaigh
Regional Coordinator
tjoceallaigh@pdst.ie
(087) 9135319
Cliodhna Breen
Regional Advisor
cliodhnabreen@pdst.ie
(087)1255610
Cornelius Young
Regional Advisor
(087) 2699754
Elaine O' Connor

Regional Advisor
elaineoconnor@pdst.ie
(086) 8205916
Sharing the Learning Intentions

Compare different modes of Assessment and
describe how they can be applied in your
teaching
Describe how you can develop Questioning

skills in Assessment for Learning in your
classes
Describe the benefits of Peer and Self

Assessment and how they can be applied in
your class
l...
Assessment for Learning

What am I
learning?
How will this

inform my
teaching?
K-W-L Chart
Know already
Want to Know
Learnt
What do you understand by

Assessment
How do you assess your
students currently?
What is the purpose of
assessment?
Assessment is the process of gathering

information about childrens learning
Feedback
Screening
Certification
Purpose of
Learning
Diagnosis
Learning
Assessment in education is about

gathering, interpreting and using
information about the processes and
outcomes of learning.
10
Schemes of assessment should:

Provide information about what students know and what
they can do
Enhance the quality of learning
Measure progress made by students
Certify achievement
Motivate
Supply information for teachers, students and parents
that enables them to direct future strategies for teaching
and learning
Allow and encourage students to become reflective and
independent learners
11
Types of Assessment
OF
Assessment
FOR
Learning
AS
12
Traffic Lighting
Can Not Understand
Not Too Sure
Clear Understanding
13
Traffic Lighting
To get an overview of the
understanding of the class
Topic checklists are completed at
the start of a topic and the
information used by the teacher to
structure the planned learning
-greens first, reds later
At the end of the topic, students
re-traffic light their understanding
of the learning outcomes and list
what they need to do - make the
basis of a revision lesson
14
Assessment OF Learning
Summative Assessment
Happens after the learning takes place
Information is gathered by the teacher
Information is usually transformed into
marks or grades
Looks back on past learning
Comparison with the performance of
others
15
Summative Assessment
Tests
Practical exercises
Purpose:
To find out what pupils know, understand
and can do (do not know, understand...)
What progress have they made?
16
Assessment FOR learning

Formative assessment
An integral part of the learning process
Clarifies for students what is to be learned and
what success would look like.
Give useful and timely feedback to students
Comparison with aims and objectives is
important
Helps students to identify the next steps they
need to take and who can help them.
17
Formative Assessment
Questioning
Feedback (marking and oral)
Peer and Self Assessment
Purpose:
To help pupils learn
18
Assessment processes...
Traditional / typical:
instruct
instruct
instruct
then assess
AfL:
19
Assessment OF
Learning
Assessment FOR
Learning
Happens after learning An integral part of

takes place
learning process
Information is gathered Information is shared
by teacher
with learner
Information is usually
transferred into marks
Information is available
on quality of learning
Comparison with
performance of others
Comparison with aims

and objectives is
important
Looks back on past

learning
Looks forward to the

next stage of learning
20
21
Assessment AS Learning
Enables students to:
Identify and reflect on elements of their
own learning
Set their own learning targets
Practice self and peer assessment.
22
23
Research Findings OECD 2005

The achievement gains associated with formative
assessment have been described as among the
largest ever reported for educational
interventions
Formative assessment also improves equity of
student outcomes. Schools which use formative
assessment show not only general gains in
academic achievement, but also particularly high
gains for previously underachieving students
24
Research Findings OECD 2005

Attendance and retention of learning are also
improved, as well as the quality of students
work
Formative Assessment: Improving Learning in
Secondary Classrooms (OECD 2005)
Whole school evaluation and subject inspection
now recognise formative assessment as critical
to effective teaching and learning
25
AfL is characterised by five

principles:
1. Sharing the Learning Intention
2. Sharing the Criteria for Success
3. Quality Questioning based on Criteria for
Success
4. Providing Feedback based on Criteria for
Success
5. Peer & Self Assessment
26

teaching
skills in Assessment forWhat

Learning
in your
is the
Criteria for Success?
classes
1.
Describe the benefits of2.clarifying the
Learning Outcomes at the beginning of a
3.
lesson
...
How well can you draw?

The NCCA has devised
a short course called
Houseology.
As a student sitting the
first exam, your task is
to draw a house and
give it a name
You have 40 seconds
Best of luck
Success criteria
Grade D
The house has at least two windows
Grade C
The house has a door, roof and a chimney
Grade B
The drawing is three dimensional in nature
Grade A
The house has a name that reflects its features
At least two decorative techniques have been
used including smoke coming from the chimney
29
Sharing the Learning Intention

Students should have clear notion of learning intention of
each lesson (put on board at start of class)
The learning intention is what you hope students will
know, understand or be able to do by the end of
lesson
Examples:
- By the end of this lesson you should be able to
separate sand, salt and water
- By the end of this lesson you should be able to
understand the character of .
- By the end of this lesson you should be able to draw
a diagram of
30
Success Criteria
How will I know whether I've achieved the learning
intention?
We are learning to use effective adjectives in our
writing...
What I am looking for is that you have used at
least 5 effective adjectives in your paragraph
What I am looking for is that you have used at
least 4 adjectives which describe the jungle
LCA Graphics & Construction 2008
LC English 2008 Ordinary

CRITERIA FOR ASSESSMENT
The tasks set for candidates in both Paper 1 and Paper 2
will be assessed in accordance with the following criteria:
Clarity of Purpose (P) 30% of the marks available for the
task
Coherence of Delivery (C) 30% of the marks available for
the task
Efficiency of Language Use (L) 30% of the marks available
for the task
Accuracy of Mechanics (M) 10% of the marks available for
the task
What Contribution
can Questioning
Make to Learning
Learning Intention
How would you

define a good
Question
Criteria for Success
A Quick Test!!!!
'Corandic is an emurient grof
with many fribs. It granks from
corite, an olg which carps like
lange.............'
35
Good use of questions

How would you define a good question? (Why
do you ask questions in class?)
Causes students to think

Promotes discussion
One to which every child has an answer
One which has a purpose
Some students, for various reasons, do not

answer in class, how do you encourage these
students to answer in class?
36
Count
Define
Find
Identify Rewrite
Analyse
Apply Illustrate Integrate Select
Choose Choose
Judge
Justify
Select
Compare Classify
Label
List
Summaris
e
Conclude Compos
Make
Organise Role-play
e
Construct Critic
Name
Outline
Show
Decide
Debate Perform Paraphras Write
e
Demonstra Design Predict
Plan
Teach
te
Describe Discuss Produce Prepare Explain
Develop Distingui Rank
Prove
Identify
sh
Knowledge
Count, Define, Describe, Draw,
Find, Identify, Label, List,
Match, Name, Quote, Recall,
Recite, Sequence, Tell, Write
Comprehension
Conclude, Demonstrate, Discuss,
Explain, Generalise, Identify,
Illustrate, Interpret, Paraphrase,
Predict, Report, Restate,
Review, Summarise, Tell
Application
Apply, Change, Choose, Compute,
Dramatise, Interview, Prepare,
Produce, Role-play, Select,
Show, Transfer, Use
Analysis
Analyse, Characterise, Classify,
Compare, Contrast, Debate,
Deduce, Diagram, Differentiate,
Discriminate, Distinguish, Examine,
Outline, Relate, Research,
Separate,
Synthesis
Compose, Construct, Create, Design,
Develop, Integrate, Invent, Make,
Organise, Perform, Plan, Produce,
Propose, Rewrite
Evaluation
Appraise, Argue, Assess, Choose,
Conclude, Critic, Decide, Evaluate,
Judge, Justify, Predict, Prioritise,
Prove, Rank, Rate, Select,
BLOOMS REVISED TAXONOMY

Creating
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.
Evaluating
Justifying a decision or course of action
Checking, hypothesising, critiquing, experimenting, judging
Analysing
Breaking information into parts to explore understandings and relationships
Comparing, organising, deconstructing, interrogating, finding
Applying
Using information in another familiar situation
Implementing, carrying out, using, executing
Understanding
Explaining ideas or concepts
Interpreting, summarising, paraphrasing, classifying, explaining
Remembering
Recalling information
Recognising, listing, describing, retrieving, naming, finding
39
AfL questioning
type of questions...
AfL questioning
what? who? when? how many? state...

one word type answers
useful to check who learned facts
AfL questioning
can you be sure that? what would happen if?
how would you explain? what does that tell
you? what is wrong with saying?
answers longer & more varied
useful to promote thinking skills
How can we encourage

students to ask questions?
Working in pairs, list below 2 strategies for
encouraging students to ask or formulate
questions.
43
Use of Questions
When looking at questioning in the classroom we
should consider:
Wait time
Variety of questioning
Developing key questions (for key stages of the lesson)
Quality of questions (why does..? Could you explain..?)
Well thought out questions
Involving more than one student in the answer
No Hands Up
44
Effects of
Increased Wait Time
Longer answers
Decreased failure of response
Increased confidence of response
Students challenged and/or
improved answers of other students
More alternative explanations
offered
45
Read the extracts

carefully and answer
the following questions:
What is the teacher
doing with his
questioning?
What is the lesson like
for the learners?
46
Subject Specific
From a few
Questions for a
Topic you are
Covering tomorrow
Classroom Strategies:
Ask Better Questions
Ask fewer questions.
Variety of questions
Sequence questions.
Involve more than one

student in the answer
Involve the whole class.
Prepare key questions

Developing key questions
(for key stages of the
lesson)
Quality of questions (why
does..? Could you
explain..?)
Well thought out questions
Think, pair, share, square.
Wait-time (1 and 2)
Try no hands up.
Traffic lights
48
Question Stems
How can we be sure that ...?

What is the same and what is different about ?
Is it ever/always true/false that ?
Why do ____, ____ and ____ all give the same answer?
How do you .?
How would you explain ?
What does that tell us about ?
What is wrong with ?
Why is _____ true?
49
50
51
52
Feedback through marking

How clear is the feedback we give the students?
you must try harder

develop these ideas further
good work keep it up
more detailed needed here
How does the student interpret the feedback?

a tick means he probably likes it
there is a lot of writing at end this means it is bad
this is one of my best because my hand writing is
neat, I checked my spellings and I put in the date
Feedback
Teacher marking
[peer assessment]
[self assessment]
[summative as formative]
Examples of Ineffective
Feedback
Good work. Well done!
Needs more effort!
C+ or 67%
More Effective Feedback

Youre paragraph has a
clear and engaging topic
sentence. Provide at least
three details from the text
to support your opinion.
Guidelines
1. Descriptive rather than evaluative
2. Focused on the learning goals and the success criteria
3. Limited to a few traits or characteristics of student
performance
4. Timely
5. Implemented by students and monitored by the teacher
55
Study 1:
4 schools, 12 classes
Lesson 1 work given, marked as follows:
4 classes awarded marks
4 classes given comments only
4 classes awarded both marks and
comments
Question: Which set of classes performed
best?
56
2nd piece of work given. Students told theyd get

same kind of feedback
Students given marks only made slight/no gain
Students given comments only scored, on
average, 30% more on second occasion
Students given both mark and grade made no
progress
57
Study 2 200 students

Feedback given on first piece of work as
follows:
of students given comments

students given grades
students given praise
given no feedback at all
58
2nd piece of work done and

examined
Those given comments had improved
substantially
Those given grades and praise had made
no more progress than those given
absolutely no feedback
59
AfL feedback
A
Effective Feedback
Feedback is most effective when it
confirms the students:
Strengths
Weaknesses
where to go Next
(S.W.N.)
Feedback and Motivation

Timing of feedback is crucial
Minimal intervention promotes better learning
Feedback should focus on what needs to be
done to improve, rather than on how well the
student has done
Feedback should be designed to lead students
to believe ability is incremental, not fixed.
62
Peer and Self Assessment

Self Assessment
Students are involved in and responsible for
assessing their own piece of work (students know
criteria for success)
Peer Assessment
Students are involved in assessment of the work of
other students (students have to have a clear
understanding of what to look for in their peers work)
Peer and self assessment are often considered

together. Peer assessment can help self
assessment. By judging the work of others,
students gain insight into their own performance.
Self assessment
Traffic lights system

Mark own work using marking scheme
Use checking sheets
Graphic Organisers
Flash Cards
64
Self Assessment
Children looking at their own work in a
reflective way - metacognition
Whole class, group , individual
Criteria must be agreed beforehand by the
teacher
Fosters independence and motivation and
positive classroom climate
Can be shared with other parties
Self assessment - How

Writing process- drafting, revising, editing
and publishing
Choosing the best samples of his/her work
to include in a portfolio
Creating, talking about, and recording
musical compositions
Peer assessment
Mark own work in small groups using text-books
Group marking of questions - Compare answers
and decide which is the best answer
1 + 1 = Students in groups given a problem or
similar exercise and asked to present findings to
class peers asked to identify one learning
point and make one suggestion to improve
Caroline OBrien Clip
67

teaching

skills in Assessment for Learning in your
classes
Describe the benefits of Peer and Self

Assessment and how they can be applied in
your class
...
Thank you for your

contributions during the
session
Please complete and return the
evaluation Forms.
Cornelius Young
087-6539013
The Second Level Support Service is funded by the Department of
Education and Science under the National Development Plan
69
Thinking Skills Table

A
Students'
actual use
of thinking
skills
Uses strategies
and can selfevaluate
strategies'
effectiveness; will
try new one if
needed
Will use new

strategy if
teacher
prompts
Will use
strategy only
when directed
by teacher.
Requires
teacher direct
contact and
modelling of
specific strategy
to use
Students'
awareness
of strategy
use
Student has 3 or
more strategies in
his/her repertoire
specifically taught.
Student has 2
strategies in
his/her
repertoire
specifically
taught.
Student is
aware of
generic
strategies
(study, ask,
etc.)
No strategy
awareness.
Students'
awareness
of their own
thinking
Student is lucid
and able to
expound on his
metacognitive
strategies.
Student can
verbalise
some thought
processes
behind
thinking.
Student
verbalises
awareness of
thinking but not
actual 'self-talk'
or analysis of
thinking.
Student has no
understanding
of
metacognition.
70
Graphic Organisers
Flash Cards
Continuum of assessment
KWL
Know
Want
Learnt
(KWHL -How)
PMI diagram
Plus
Minus
Interesting
Talk Partners
3 things learnt
Easy
Difficult
Future learning
Check lists
Thumbs up thumbs down
Other Self assessment tools
WWW EBI
Ladder
2 stars and a wish
Numerical scale of understanding 1-5
Prompts
the most important thing I learnt was
what I found difficult was
Conferencing
Sharing of knowledge and understanding
of the childs work
Simple conversation or planned meeting
Encourages listening, openness and
feedback
Could concern a single product of learning
or a general learning experience
Portfolio
Collection of childs work
shows improvement
shows range of work
shows strengths and interests
shows best work
Evidence of progress across a strand, strand

unit or a theme or topic
Hard copy and / or electronically (e-portfolios)
Can represent AfL and AoL
Concept mapping
Graphic organisers or picture summaries
of the childs understanding of ideas and
the relationships between ideas.
Rich insights into childrens learning and
mis conceptions
Used at the beginning, middle or end of a
unit of work
Good for children with learning difficulties
Teacher Observation
Teacher as Observer
Some Early at Risk Indicators 4 (Numeracy)Class:
Number
Concept
Pupil 1
Pupil 2
Pupil 3
Pupil 4
Pupil 5
Pupil 6
Recognising
and naming
of numerals
1-5
Concept
Naming
Development five
shapes
Naming of
five colours
Teacher Designed Tasks and

Tests
Oral assignments
Individual tasks
Group tasks
Paper and pencil
tests
Guidelines for Written Tests
Consider
What will be assessed ?
How will it be assessed?
How will the assessment be used?
Do you use assessment to support
progress or identify failure ?
Written tests
Teach revision strategies and study skills (appropriate to
your subject)
Help students to identify for themselves the topics they
most need to revise
Consider the feedback to be given. It needs to be timely,
specific and include suggestions for ways to improve:
What was good about the work
Areas for improvement
Strategies for improving the work
Avoid a competitive environment
89
Homework
Possible approaches:
Set the homework at the beginning of the lesson
(particularly effective for underachieving students)
Provide written criteria for assessment in advance
Provide exemplars to illustrate standards
Encourage students to reflect on and improve their work
Consider the type of feedback (marks / written
feedback / both?
90
AfL as classroom practice
Using
assessment as
part of
teaching and
learning the
teacher...
Planning for AfL (Goal setting)

Strategies
Description
What are we
learning to-day?
Give learning outcomes and purpose of

lesson at start of class in pupil speak
What am I
looking for?
Show at the outset what students will be

able/required to do to demonstrate
achievement of the learning goals: you
will be able to answer.. you will know..
Traffic Light
Grouping
Differentiate lesson according to

difficulty of task by student self grouping,
Green (confident), amber (doubtful), red
(difficulties)
92
Planning for AfL (Questioning)

Strategies
Description
Wait time
Systematically allow >5 seconds for all replies to

teachers questions, without interruption
No Hands Up
Select students to answer questions- no

volunteering/hands up
Distributed
Answers
Ensure all students get to answer questions fairly &

systematically calling
Open/Closed
Questions
Vary types of questions: some requiring thinking

and limit recall questions
Think, Pair,
Share
Pair students to discuss and plan questions
Traffic Light
Differentiate students by Green (Known), Amber

(unsure), Red (Not Known)
93
Watch the clip Hot Research

Assessment for Learning
Learning and write down
Two things that you learned
Two questions I still have
94
CHANGE
Our Lives
Discontinuity:
Digital Technology
We are here
TIME
2007 Marc Prensky
Learning Preferences of
Digital Natives
Teamwork
Experiential activities
Use of technology
Multitasking
Goal orientation
Collaborative
Digital Natives are

better at:
Taking in varied
information
Making decisions
quickly
Multitasking
Parallel processing
Thinking graphically
(rather than textually)
Oblinger, Diana. Understanding the New Student. Educause

Review, 38.3 (2003): 36-42.
Integrating Technology
Digital Educational Resources
Presentation Tools
Generic and Specialised
Software
Internet for Communication
Virtual Learning Environment
For Publication including Internet
Testing
A range of hardware incl: IWB
Creating resources eg:
simulations and Multimedia
presentations
Creating text based work

including Portfolios, Blogs and
typed assignments
Creating Visual
Representations eg:
Mindmaps, Storyboards and
video
Sound Recordings eg:
Podcasts
Producing Multimedia
Presentations
Online collaboration

Assessment For Learning

Hochgeladen von

Dokumentinformationen

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Assessment For Learning

Hochgeladen von

Copyright:

Verfügbare Formate

Using Assessment to Support Teaching

and Learning in the Classroom

The Professional Development Service for Teachers is funded by the

Professional Development Service for Teachers

Professional Development Service for Teachers

Elaine O' Connor

Professional Development Service for Teachers

Sharing the Learning Intentions

Describe how you can develop Questioning

Describe the benefits of Peer and Self

Professional Development Service for Teachers

Professional Development Service for Teachers