Assessment for learning Academy Aim: All teachers have a secure knowledge of the assessment criteria and as a result plan and provide valuable learning experiences that ensure students have absolute clarity regarding how they will achieve their target grade. This confident understanding of the assessment criteria shapes the long term learning journey from Year 7 to Year 11 enabling students to build on and develop key skills and, as a result, make outstanding progress. Short Term Planning How do I assess effectively within lessons to enable outstanding progress? Essentially there are five key steps that enable a teaching practitioner to assess thoroughly and effectively. The first is crucial and involves the teacher/department fully understanding the assessment criteria and recognising what this looks like within a final outcome. 1. UNDERSTAND In order to offer students absolute clarity regarding the assessment criteria the teacher needs to have absolute clarity themselves. As a department you will begin by unpicking the differences between the grade boundary descriptors. This will obviously require greater discussion where the words used to define the grades are subjective. For example in English the term ‘confident’ is used to assess writing. It is important that the department collectively agree what ‘confident’ looks like. The next grade boundary is defined by the word ‘sophisticated.’ A question the English team have to ask is ‘How does a student move from confident to ‘sophisticated’?’ As a department you will need to identify the differences between grade boundaries. You will also need to identify the skill set required for the piece of work and how that skill set links specifically with the varying grade boundaries. For example in a piece of writing how is a verb (the skill) used in a ‘sophisticated’ manner (the grade boundary descriptor)? It is important to have clarity not only as an individual teaching practitioner but also as a team to ensure consistency in terms of marking. In order to achieve absolute clarity a folder of exemplar material could be collated modelling each grade boundary. Each assessed end product should be annotated using the marking criteria- this will offer staff clear examples of what each particular grade looks like in reality and how the applied skills enable the student to achieve that grade. 2. DEFINE Once you have an understanding of the assessment criteria you must then be able to define and translate the assessment criteria so that students can understand and articulate how they will achieve a particular grade. After teachers have selected the key points from the marking criteria and translated them they will need to explain how students utilise a set of skills to achieve this. For example if a student is asked to ‘navigate’ the reader clearly through a piece of writing students will need to know that they must remain consistently in the ‘same tense’ and use ‘connectives’ to link ideas. Once they are able to attribute specific skills to the criteria they are more likely to achieve it. The added advantage of gaining this level of clarity is that teachers will know exactly what to look for when marking and will be able to consistently highlight the skills within a piece leading to a more secure decision regarding the final grade awarded. This level of precision must also be drawn on during the opening of the lesson. The teacher’s explanation of the marking criteria and resulting end product should be delivered in an enthusiastic and engaging manner. This will enable students to fully understand the purpose of the task and be excited by it due to this level of clarity. Students will also have a precise understanding regarding how they are going to be assessed and will be highly effective at drawing on this knowledge to significantly improve the quality of their learning outcome.
3. RE-CAP ON ASSESSED SKILLS Once the marking criteria and the skills the students need to implement have been successfully defined it is then important to assess the students’ confidence with using the required skills. Never assume that because the skills have been previously covered students are fully competent in using them. Re-capping on the required skills gives even the most able students confidence in using them and likelytoto I lowertherefore myself gently down the the last outcomes few feet of pink, graniteare rock, attempting pickbe my waymore through sophisticated. In order to engage students in skills studied previously the teacher must brokenstimulating and smashed jungle. The body ofinspirational. the aircraft has torn throughThis the palmswill and dense create and lead on learning activities thattheare and result in all students being engrossed in appropriately pitched work and demonstrate exceptional foliage forming a deep scar in the otherwise flawless landscape. I lose my footing in amongst the levels of enjoyment. The carefully considered tasks will provide students with a clear creepers and broken trunks falling heavily, I graspmarking at the splintered branches in an attempt understanding of the skills required to meet the demands of the criteria. As toagainresult of this understanding they will offer valuable contributions to the learning experience and my balance. The heat, a visible haze, distorts the images of the fallen tree trunks and tangled produce well-considered work that enables them to make significant progress towards the creepers. A bird, a flash of blue and silver, disturbs the haze and silence with a single, witch like cry. final outcome. 4. MODEL
Once disentangled I steal away through the branches clambering over a broken trunk and exit the distressed, jungle environment. Cautiously, I part the dense, dark curtain of palm leaves and step
Once the students are confident at utilising the skills required the teacher can then into a noiseless unknown... Wonderment. confidently takes on an expert role and demonstrate the final learning outcome with expertise and confidence. The ability to model whatThethe assessment when shore is lined with palm saplings, a criteria series of coarselooks trunks guardlike the water’s it is turned into a 'product' enables students to have absolute clarity regarding the standard edge. The palm’s green dance in theidentifying light breeze unaware the of the destruction the required. Students are then required to take apart thefeathers model, skills inwithin the model- effectively deconstructing it. The teacher then leads on how the marking criteria and surrounding jungle. The white surf disturbs the tangled reflection of quivering palms in the polished the final learning outcome relate. As a result, students are inspired to produce a piece of water. AsThe I approachteacher’s the water’s edge I see a school ofto tiny,model gold, glitteringthe fish flicking amongst the work equal in competency, mastery and flair. ability final learning outcome and make connections with the assessment criteria empowers students themselves tropical weed and efflorescent coral. to de-code, articulate and utilise the assessment criteria within their own final outcome. I lower myself gently down the last few feet of pink, granite rock, attempting to pick my way through the broken and smashed jungle. The body of the aircraft has torn through the palms and dense foliage forming a deep scar in the otherwise flawless landscape. I lose my footing in amongst the creepers and broken trunks falling heavily, I grasp at the splintered branches in an attempt to gain my balance. The heat, a visible haze, distorts the images of the fallen tree trunks and tangled creepers. A bird, a flash of blue and silver, disturbs the haze and silence with a single, witch like cry. Once disentangled I steal away through the branches clambering over a broken trunk and exit the distressed, jungle environment. Cautiously, I part the dense, dark curtain of palm leaves and step into a noiseless unknown... Wonderment. The shore is lined with palm saplings, a series of coarse trunks guard the water’s edge. The palm’s green feathers dance in the light breeze unaware of the destruction in the surrounding jungle. The white surf disturbs the tangled reflection of quivering palms in the polished water. As I approach the water’s edge I see a school of tiny, gold, glittering fish flicking amongst the tropical weed and efflorescent coral.
Look carefully at the model. Where you see examples of the writing tools listed below, number them accordingly in the model. Tool 1. Consistent use of first person 2. Adverb
Definition Question to check if unsure Use of first person Can you spot I, me or my? pronouns A description of the action. Does the word tell you how the action is being performed? 3. Sophisticated Verbs An action that gives the Can you ‘do’ the word? reader an idea of the intent. 4. Adjectives Use of words to describe Do the word/words describe an objects. object? 5. Use of commas Punctuation mark used to Can you spot the comma after an cause a pause, separate adverbial start? clauses. Or around additional information within a sentence? 6. Connectives Words that join together Does the word link past/present? two ideas Does the word suggest time has passed? 7. Use of present Words are written as Can you spot any 'ing’ endings or tense throughout though the action is verbs like ‘is’? currently taking place? 8. Use of single words Words used in isolation for Can you spot a single word with effect capital letter and full stop?
5. EVALUATE Peer/Individual Assessment Due to the level of clarity offered in the early stages of the lesson the students now have the confidence to produce a final outcome they are proud of. The teacher will make insightful decisions regarding when to evaluate and how to evaluate the work produced. This may involve building individual and peer assessment into the learning journey to highlight the progress made. Students, during this carefully structured assessment task, will utilise the marking criteria in a highly effective manner identifying areas of strength, areas for development and are confidently able to grade the work accurately. Within the exercise book there is strong and frequent evidence of peer/selfassessment. The teacher is able to carefully use examples of peer/self-assessment to inspire and motivate others to produce their best possible piece of work, fluidly linking the students’ work to the assessment criteria. Assessment through verbal feedback/questioning The teacher also utilises verbal questioning during the feedback stages to reinforce how students are assessed. There is a continual, motivating reference to the assessment criteria. Students are frequently told how their verbal response to a question relates to the assessment criteria, where appropriate further questioning is used to encourage students to extend their response. All students respond to this highly effective use of questioning demonstrating a thorough understanding of the assessment criteria. The teacher’s expert use of further questioning also enables students to confidently explore their ideas and demonstrate a deeper, more sophisticated understanding. The teacher clearly explains to students how the second, developed response would achieve a higher mark. Teacher use of assessment criteria during written feedback Do students really notice when the work is marked? Once the lesson is over and students hand in their work the single most important thing you can do is mark it! All of the other requirements are no use what so ever without marking the books. You can be endlessly enthusiastic, have extensive subject knowledge, be fully cognisant of every rule and regulation, manage behaviour effectively, teach fascinating lessons at a well-judged pace, and offer absolute clarity regarding the assessment criteria and how it relates to the learning and it will be totally and utterly wasted if you don’t mark their books. They won’t progress. Simple. The reasons you should prioritse marking above all else are manifold but simple enough: What is the point doing the work if no one reads it? When a student writes a piece of work for the teacher to read and they don’t it is to them like they have not written it at all. The unsaid message is effort is pointless, work is of no value and the student could have got away with not bothering. It is absolute essential that to consolidate the learning you have planned so carefully you must assess whether they have understood it. Marking is a teacher’s plenary. It is the only way you can judge whether you have been successful in achieving what you set out to. If you don’t mark the students’ work you are simply going through a series of events. Marking allows you to purposefully continue in the following lesson where you left off in the previous. It gives you an opportunity to highlight the good with specific reference to the marking criteria and address the misconceptions evident in the students’ work. This is the only indicator you have that communicates how successful you have been. If you ignore it you are simply guessing what they have and have not understood.
How do I mark to ensure progress? All students’ written work should be marked according to the marking criteria you have referred to throughout the learning journey. A provisional grade should also be awarded and the skills that have been utilised within the piece of work that have enabled the awarded grade should be highlighted. Any misconceptions or mistakes in using the skills should be highlighted as targets. Precision marking enables students to confidently know the current level they are working at, why they have achieved that grade and how they improve. The teacher expertly translates the assessment criteria for the ability range and next steps are clear, concise and achievable - defined by the assessment criteria. The teacher takes the time to model examples to offer additional clarity.
Reference to the skills required in order to achieve what is specified in assessment criteria.
Grade awarded
Reference to skill not fully understood
yet.
Medium Term: How do I create highly effective SoW that are shaped by the assessment criteria? Each scheme of work should be designed to provide the students with absolute clarity regarding the skill/skills to be mastered. Each lesson must build on these skills and the formative assessments should be planned so effectively that students are able to use these assessment opportunities to significantly improve their knowledge and application of the skill. The final summative assessment is a consolidation of the skills taught and learned during the learning journey. There is such clarity regarding how students are assessed that they are able to demonstrate exceptional progress and prior misconceptions are no longer apparent. The skills being mastered in the earlier years should link directly to the KS4 curriculum requirements.
How the KS3 Formative and Summative Assessments prepare students for the KS4 curriculum requirements? KS3 SoW/Theme Autumn Term 1 Project Learning ThemeBeginnings SoW- The creation of a children’s story book
Year 7 Assessments Formative 1- Comparative analysis of presentational features/children’s’ book illustrations using PEE structure to explain the effect on the reader and how the intended message is communicated. Formative 2- Analysis of effective children’s story book identifying language devices and using PEE structure to explain how the devices engage the target audience. Summative- Completion of final draft of children’s book.
The parallel skills required at KS4 Formative 1English Unit 1 Section A Reading Q4- Comparing presentational features effectively explaining how the images communicate the intended message and how these vary.
Formative 2English Unit 1 Section A Reading Q3- Comparing language techniques effectively explaining how the techniques communicate the intended message. Summative-Common Assessment English Unit 1 Section B Writing to describe Prepares for selecting app. vocab and structuring information for target audience. English Unit 3 b Producing creative texts A03 I ii iii Communicating clearly/organising information and ideas/using sentence structures writing accurately
Long Term Planning What does a highly skilled Year 11 student look like in your subject area and how do you intend to develop students from Year 7 to enable them to become this? The successful long term learning journey is one that offers opportunities for students to reinforce, strengthen and build on key skills. The skills being mastered are a challenging development of preceding skills, extending previous knowledge. This balance of reinforcement and challenge provides students with the confidence to not only actively engage with the task but to take risks, deepening their knowledge and supporting exceptional progress. The building on key skills is carried out according to a well-considered skills ladder that structures how the skills are to be developed across the students’ school career. Each of the skills required to successfully complete both common assessments and examinations are addressed in the schemes of work across the years. The department has considered not only how these skills are going to be taught but how they are going to
be developed across the years to enable exceptional progress.
AO2: Explore and refine their ideas through experimenti ng and selecting appropriate resources, media, materials, techniques and processes.
Year 7
Year 8
Year 9
Year 10
Year 11
Band 5 descriptor
Use of pencil and Charcoal and chalks to develop tonal images. Colour theory and mixing. Creating secondary, tertiary colours from primary colours. This will also include complementa ry colours and analogous colours as well as colours linked with emotion
Developing use of tone and texture using pencil Mixed media – combining newspaper, card and inks / watercolours Using tertiary and analogis colours. Using words and images together.
Enlarging portrait images using a projector. Creating images from coloured card. Photocopy transfers. Sequential development s. Photoshop – simplification of an image, colour alteration and repeats. Screen printing?
Use of biro, pen and inks. Use of photography and distortion of images using Photoshop. Mixing flesh tones with acrylic paint. Creating texture in acrylic paint. Use of saturated and desaturated colours to create form.
Students are able to make well informed and creative decisions about what materials are appropriate to their intentions and artists. Students demonstrat e ability in a wide range of different materials. Students are able to experiment creatively with a wide range of materials and review and refine their use of materials, techniques and processes. There is obvious developme nt in their use of materials in their work.
Shows decisive, focused and wellconsidered refinement of ideas Demonstrat es a very strong and sustained ability to experiment with a wide range of media, materials, techniques and processes
-Watercolour painting? Mixed media / card relief work.
Print making – mono print, block print. Representing feelings through imagery, tone and textures. Using colour pastels. Using complementa ry colours to create impact. Exploring meaning and symbolism of colours.
Using unnatural colours. Colour mixing and blending of acrylic paint. Distorting and image using scale and proportion in composition. Use of photography . Using Photoshop to distort an image.
-3D construction s in card, newspaper, sellotape, chicken wire, Mudroc Photomonta ge
Selects resources perceptively and imaginativel y; choice of resources is clearly appropriate