Assessment for Learning Helen Wilson Big questions

Assessment for Learning Helen Wilson

Big questions How can we assess creatively in science? How does assessment interact with the issue of EAL?

“I taught my dog to whistle” “I didn’t know your dog could whistle” “I said I taught him, I didn’t say he learnt it. ”

Learning objectives • To make links between Assessment for Learning & provision for the G&T • To consider effective and creative methods of assessment of pupils’ scientific understanding • To consider further the role of focused practical - objectives and recording

In science How do we assess? Why do we assess? What do we assess? How does EAL affect this?

Why do we assess in science? To make work for ourselves? Assessment for learning To help pupils progress?

If we think of our children as plants… summative assessment of the plants is the process of simply measuring them. The measurements might be interesting to compare and analyse, but they do not affect the growth of the plant. Formative assessment, on the other hand, is the gardening equivalent of feeding and watering the plants – directly affecting their growth. Shirley Clarke, Unlocking formative assessment

Formative assessment – focus on deepening and furthering the learning, rather than simply measuring it ‘You don’t fatten a pig by weighing it’

Assessment for Learning Inside the Black Box Black & Wiliam

Creating a learning culture, not ‘getting through’ the curriculum

Learning Environment • Active learners • Formative assessment adjusts learning • Formative assessment adjusts teaching • Motivation and self-esteem of pupils

Thinking Teaching for challenge Assessment for Learning Creativity

Basic Elements of Af. L Effective feedback Self & peer evaluation Effective questioning

Skinny questions: Check pupils’ knowledge Often one word answers Seeking facts Science Inside the Black Box Black & Harrison, nfer. Nelson Rich questions: • Open ended • Needs time to think – can’t usually answer immediately • Answers generally require one or more sentences • Sometimes pupils need to ask other questions to work towards main question • Tend to prompt further questions • Need to make links, apply ideas, give reasons

Basic Elements of Af. L Effective feedback Self & peer evaluation Effective questioning

What characterises good feedback in science? How does a pupil’s ‘EALness’ interact with this? How has feedback on your work affected your self-esteem?

Desired goal Feedback includes: Way to close the gap Present position

Pause for thought What is a learning objective? What are the characteristics of a good LO in science? Is there a meaningful difference in how we think about objectives for EAL pupils?

Brainstorm some examples of science LOs individually: • • • Share one each per group Compare and contrast Which do you think are the most effective and why?

Key features of effective learning • • Limit LOs and focus on them exclusively? LOs shared and published when?

Sharing Learning Objectives with Pupils • Timing of the sharing – beginning/end? • Sometimes ask pupils: ‘What were the LOs? ’ • What did you learn today?

The best way of communicating LOs with pupils? • Phrase LOs as questions sometimes: What do you think this does? Let’s find out about it. To be able to measure a force with a Newton meter

Example: Do people with the strongest legs jump the furthest? As s es s LO LO: To be able to make a scientific prediction

Example: Do people with the strongest legs jump the furthest? Responses from Year 2 pupils

Rate these responses, according to the depth of thinking involved: a. Most of the time people jump further when they are stronger b. Muscles has got nothing to do with how far because muscles are if you carry heavy things not how far you go c. I think the people with the lightest legs will jump the highest because they don’t have to lift as much d. There is no reason e. The people with the stronger legs are strong so they can jump higher f. I think the strongest legs will push the most and go the furthest. g. The people with the strongest legs will jump the furthest because they have the strongest legs.

Year 2 Patterns in Data & Evaluations Lillie had the biggest bit round the thigh but she did not jump the furthest I think its about how high you go because it takes longer to land

Desired goal Feedback includes: Way to close the gap Present position

ü Do not mark spellings in science ü Comments – not marks ü Avoid large sections of prose on pupils’ work that may not be understood Dripping with red ink!

Quality feedback Implications for the G&T? Feedback to any pupil should be about the particular qualities of his or her work, with advice on what he or she can do to improve, and should avoid comparisons with other pupils. Feedback has shown to improve learning where it gives each pupil specific guidance on strengths and weaknesses, preferably without any overall marks. e A p ny o l sib s lls? Inside the black box Black and William (1998) fa pit

What feedback would go some way to closing the gap for each of these? a. Most of the time people jump further when they are stronger b. Muscles has got nothing to do with how far because muscles are if you carry heavy things not how far you go c. I think the people with the lightest legs will jump the highest because they don’t have to lift as much d. There is no reason e. The people with the stronger legs are strong so they can jump higher f. I think the strongest legs will push the most and go the furthest. g. The people with the strongest legs will jump the furthest because they have the strongest legs.

Assessment for learning • Assessment for Learning (Af. L) focuses on identifying the next steps in children’s learning and gives feedback to teachers and children. • It helps teachers to plan the next steps and children to improve their work.

How do we assess? • Creatively • Not just through their literacy skills – think beyond the language issue

Focus Recording – on the learning objectives

Time Questions Pupils as researchers Investigations Infusion: Higher order thinking Creativity ICT Bright ideas time Problem solving Coates, D. & Wilson, H. (2003). Challenges in Primary Science. London: Fulton

How to focus your recording • Concentrate on one particular aspect of an investigation, e. g. • prediction • planning • results • conclusion

Focused recording: AZ Teachers • Understanding that the planning process is a skill and needs to be taught • Freeing time in lessons for discussion, thinking time and practical investigation, e. g. generally, no more than about 20 mins recording in a 2 hour lesson • Awareness of prior knowledge in order to focus planning • Teaching children how & what to record What about Of. STED?

Pupils’ recording • Pictorial representation • Description of what happens only • TA, adult, peer scribing • Digital camera – photograph • Class graph/Excel • Creative communication

Can you make your LOs more focused? Can you think of ways for your pupils’ recording to be less, but better? Is it a risk? Assess the LO! What are the important issues for pupils learning with EAL?

This is good for primary and good ideas for secondary: Naylor, S. & Keogh, B. (2004) Active Assessment, Millgate House Publishers www. millgatehouse. co. uk