Thomas Tallis School
Assessment for Learning Action Research Group 2012-13
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Learning Objectives of the AFL ARG
*To promote strategies for the clear setting of precise Learning Objectives in Lesson Planning documentation and for sharing these with students during the lesson.
*To promote and review various methods for ongoing review of student learning using AFL strategies
*To promote and review various methods for ongoing review of student learning using AFL strategies
Case study 1. Graphing for Tracking. Sam Sheedy, Geography Leader.Sam's data harvesting was set up around the extended writing question which was an area where students tended to lose most marks. This was especially the case with boys who have demonstrated a less organised approach to writing and often demonstrated good knowledge but failed to convert this to marks due to misinterpretation of the question.
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Case study 5. Teacher, Peer and Self Assessment. Tony Hier, History ASTTony's been thinking about peer assessment.To learn to Self Assess your own work after your teacher and your peers have looked over it is a crucial part in helping the students consider their strengths and areas for improvement. Here are some examples of Self Assessment and Target Setting as a consequence of Teacher and Peer Assessment
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Case Study 2. Shona Carter, Performing Arts Curriculum Leader.Shona reports that in Performing arts the continuous forms of assessment for learning that underpin all the SOW are verbal feedback and Peer and Self Assessment through process and performance of practical work.
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Case study 6. Next Stepping. Sarah Masarella, Technology TeacherSarah has been using the Design and Technology assessment criteria to help students to progress with their levels. Students can see for themselves what they need to progress in a number of areas within all aspects of Technology.
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Case Study 3. Science level ladders. Akinloluwa Obembe, Science Teacher.Lolu's been thinking abou Level ladders in Science lessons. Some pupils in class are of very low ability and I had observed during
the first term that students were struggling
to show progression in
their work and raise
their levels. I thought it would be interesting to observe the impact of introducing a new self/peer
assessment strategy to
the class, which would allow pupils to be more aware of their own levels and
current achievement, allowing them to set targets for their own development.
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Case Study 7. Piloting new AFL strategies in Maths. Rabia Zeshan, Maths Teacher.Rabia's been experimenting. At the start of every term pupils are given learning outcomes sheets to make them aware of what they will be learning in two weeks time. Using LO students know what has been learnt and what needs further development on daily basis. Apart from classroom assessment, teacher uses the LO sheet to measure the progress of each student towards his/her targets and give them their next steps to work on.
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Case Study 4. Green Pen Marking. Robert Walsh, Pastoral Leader.Rob's Green Pen Challenge is essentially a means of creating a structured opportunity during the last ten minutes of each lesson for peer assessment, whereby both parties have a positive reciprocal relationship: The reviewee has their work marked together with receiving formative feedback, where they can then respond and react to the suggestions as part of the learning process; the reviewer has the incidental opportunity to evaluate their own learning through participating in the review and edit of their partner's work, thus establishing opportunities for metacognition.
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Case Study 8. Tracking sheets and Self Assessment. Hannah and Katherine, English Teachers.Hannah and Katherine have been looking at the use of Tracking My Progress sheets for KS3 in English. Each half term a reading assessment and a writing assessment is marked in detail by teachers and feedback is given in books on that specific task. The Tracking My Progress sheets are used to give feedback each half term on reading, writing and speaking and listening as a whole, with an updated level for each. The students are encouraged to respond to the teachers' comments, focusing on how they are going to achieve their target.
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