1. Effective Learning (1) - assessment for learning
In three sentences distinguish between
curriculum/pedagogy/assessment in schooling.
Effective Learning (1) - assessment
10/1/2011
for learning

2. Bell Work
1. Write down everything you know about
assessment at this stage (1 minute)
Effective Learning (1) - assessment for
10/1/2011
learning

3. Starter Activity
• Draw a house (1 minute)
Effective Learning (1) - assessment for
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learning

4. Normative
Effective Learning (1) - assessment for
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5. Criterion-referenced assessment 5/5
• 4 windows
• A roof
• A door
• A chimney
• A path and gate
1 point for each correct answer
Effective Learning (1) - assessment for
10/1/2011
learning

6. Reflection
• Individually consider the two assessment
methods
– Normative
– Criterion-referenced assessment
Effective Learning (1) - assessment for
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7. Good assessment practice is a key feature of
effective teaching and learning in schools.
Fauntley, M. and Savage, J. (2008)
Effective Learning (1) - assessment for
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learning

8. • In threes: brainstorm reasons why to assess
Effective Learning (1) - assessment for
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9. Why do we assess pupil’s work?
1. To acknowledge pupils’ efforts
2. To motivate pupils
3. To monitor progress
4. To identify students with special educational needs (SEN)
5. To establish baseline evidence of achievement
6. To detect pupil under-achievement
7. To report to parents
8. To ‘group’ or ‘set’ pupils
9. To measure end-of-course achievement
10. To compare pupils
11. To monitor teaching and inform planning
12. To provide information which will make teachers, schools and LEAs
accountable for their performance
Capel, S. et al., 2005. (p.307-313
Effective Learning (1) - assessment for
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10. Effective Learning (1) - assessment for
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11. Key concepts: assessment
• Summative
• Formative
• Normative
• Criterion-referenced assessment
• Baseline assessment
• Validity
• Reliability
Effective Learning (1) - assessment for
10/1/2011
learning

12. Assessing in your subject
• What should be assessed in your subject?
• Are there aspects of your subject that should
not or cannot be assessed?
Effective Learning (1) - assessment for
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13. Break
Effective Learning (1) - assessment for
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14. Monitoring
To monitor students’ learning in a meaningful
way, the teacher has to find the form of
questions that allows the student to identify
what they have learning and achieved over the
immediately preceding segment of the lesson.
Lawson (2008) in Dymoke and Harrison (2008), p.158
(NB. Underlining added)
Effective Learning (1) - assessment for
10/1/2011
learning

15. 4 ways of planning for effectiveness
1. Starter
2. Plenary
3. Questioning/observation during activities
4. Written tasks
• Individually consider one of the ways and
important points to consider when using this
strategy to monitor.
• Compare with partner who is looking at a
different way and agree on common points
Effective Learning (1) - assessment for
10/1/2011
learning

16. Assessment for Learning
• It is not a question of how much assessment you do,
or how much feedback you provide, but how
intelligently you use assessment to inform your
future teaching and your feedback to pupils.
• Capel, S. et al., 2005
• any assessment for which the first priority is to serve
the purpose of promoting students’ learning
• Black et al (2003) in Capel et al (2005)
Effective Learning (1) - assessment
10/1/2011
for learning

17. plenary
Effective Learning (1) - assessment for
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18. To develop peer and self assessment, teachers need to:
– train pupils over time to assess their own work and the work
of others
– plan peer and self assessment opportunities in lessons
– explain the learning objectives and intended outcomes
behind each task
– guide pupils to identify their next steps
– frequently and consistently encourage pupils’ self-
reflection on their learning
– plan opportunities and time to allow pupils to do it
Effective Learning (1) - assessment for
10/1/2011
learning

19. SDS
• Watch the DVD
• Note examples of the strategies being used in
the video, and their impact on learning.
Effective Learning (1) - assessment for
10/1/2011
learning