Toni Glasson - Assessment for Learning - My Notes From Our Session at our Pupil Free Day
Start planning with what skills, knowledge and understanding do you want your students to have, not what will we “do” in the classroom. 21st century learning is about personalisation, students are the focus, need to be able to see progress over time. assessment for learning - inquiry learning, quality teaching
Summative = assessment of learning
Formative = assessment for learning (can be broken into for = teacher via learning intentions, and as= student, self assessment) Toni sees this as an artificial division, as teachers and students are a symbiotic relationship.
“Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.”
(Assessment Reform Group 2002)
Use of AfL strategies leads to:
- improved student achievement
- greater engagement and motivation and responsibility for their own learning on the part of students
Learning intentions are an obvious sharing with the students of what they will be learning. This is followed by the success criteria which tells the students whether they have learned.
What happens to your learning if you don’t know what you’re expected to learn OR whether you’ve learnt it?
Sharing learning intentions with your students:
- expressed in terms of skills, knowledge and understanding
- learn, not do
- separate the learning from the context
- linked to the “big picture”
In practice, when do you share your learning intentions?
Sharing success criteria:
- makes student assessment explicit
- different forms, including rubrics
- students become aware of work quality and the quality to which they aspire
The learning intention is separate from the task, but defines the purpose of the task. It is important not to have too many success criteria. Hattie points out that feedback is one of the most important aspect for student improvement - so use the success criteria to target that feedback. (Research says that oral feedback is more powerful and immediate than written.) Articulate everything and the reasons why you are doing things - the students are the conduit to their parents and informing them of why they are doing the work they are doing.
Keep collecting samples of work - at various levels - so that you have examples to draw on to outline your expectations. What makes this a good narrative? What needs to be improved for this to become a good narrative?
This becomes designing the success criteria with your students.
Don’t design rubrics on your own - the best ones are always designed collaboratively.
- clearly expressed and relevant skills, knowledge and understanding
- an appropriate number of criteria for your year level
- mainly qualitative differences are identified in the descriptors (rather than quantitative)
- clear descriptions of all levels for student self assessment - accessible for all, needs to be unpacked in class (without this accessibility, it loses its ability to be a formative tool)
- for summative assessment, weighting of criteria needs to be included to reflect importance
- where possible, rubric is accompanied by models and work samples
- when used for formative, not used for “grades” and “levels”
Effective Teacher Feedback
Key ideas are that it must relate directly to the success criteria, identifies what has been done and and where improvement can be made, offers advice on how to improve that achievement, and can occur both during and after an assessment, can be oral or written and allows time for students to act on the feedback.
How do you differentiate the success criteria to cater for personalisation of learning, even though the learning intention stays the same?
Plenty of food for thought here - Toni's work helps educators to inform their practice and ensure that effective assessment is informing student learning.