Assessment for Learning: Putting it Back into Practice 6th May 2020

Andrew Frapwell

Division – clear the lobby

The session will focus on:

The key activities that constitute assessment for learning practice;

which revolve around three key questions: “Where are the learners going?” “Where are they now?” and “How can the notional gap highlighted by the first two questions be closed?”;

and reference - inclusive practice, mastery learning and progress.

What is the NC model?

DfE (2011). The Framework for the National Curriculum. A report by

the Expert Panel. London: Department for Education.

“A revised model that focuses on inclusion, mastery and progress.” p.50

Roadmap

Section 1

Section 2

Section 3

4. Assessment for Learning Use Evidence

Close the gap

4 key actions

Formative

Summative

Diagnostic

Evaluative

1. Context

Research informed, evidence-

based practice

3. Types of Assessment

Transdisciplinary

Interpretation

Application

Section 4

2. Cognitive Science

.

Section 1

Context

Research informed,

evidence-based practice

Ofsted Framework 2019

National Curriculum Physical

Education Programme of

Study 2013

Dearing Review

Black & Wiliam

Assessment Reform Group

Assessment

for Learning

Strategy

APP

Statutory Order 2232

Reformed

qualifications

9-1

Ofsted Framework

2019

1997 1998 2001 2008 2013 2017 2019

Context – research informed, evidence-based

The Ofsted framework 2019

“This EIF seeks to

put a single, joined-up

educational conversation at

the heart of inspection. It is built around the

connectedness of curriculum, teaching,

assessment and standards within

the ‘quality of education’

judgement.“ p.25

Quality of physical

education

Personal development

Leadership & management

Behaviour and attitudes

Intent All curriculum

design, coverage and appropriateness

Implementation All curriculum

delivery Teaching

(pedagogy) Assessment

(formative and summative)

Impact Attainment and

progress of all pupils

SMSC Fundamental British Values Healthy living Citizenship Equality & diversity Preparation for next stage

Vision & ethos Staff development Staff workload and

wellbeing Governance / oversight Safeguarding

Attitudes to learning Behaviour Attendance Participation

Physical Education purpose and aims

Purpose of Study

A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities.

It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness.

Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.

Aims The national curriculum for physical education aims to ensure that all pupils:

• develop competence to excel in a broad range of physical activities

• are physically active for sustained periods of time

• engage in competitive sports and activities

• lead healthy, active lives

Cultural Capital

SMSC FUNDAMENTAL BRITISH VALUES

HEALTHY LIVING

CITIZENSHIP EQUALITY & DIVERSITY

PREPARATION FOR NEXT STAGE

Blooms Taxonomy

Head – Heart – Hands

Cognitive Domain Physical Education The thinking physical being: Decision maker Analytical – deep understanding Confident Tactician

The doing physical being: Physically competent Growth and development Physically Active Competitive

The Affective Domain Physical Activity and Health The feeling physical being: Social and Emotional Involvement and engagement Attitude Character, values Healthy active lifestyle

The Psychomotor Domain Physical Activity and Sports The doing physical being: Physically competent Growth and development Physically Active Competitive

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KS1 Doing - Hands KS1 Thinking - Head KS1 Feeling - Heart

Develop fundamental

movement skills (specifically

master basic movements

including running, jumping,

throwing and catching)

Develop competence

Develop agility, balance and

coordination

Perform dances using simple

movement patterns

Apply skills

Develop simple tactics for

attacking and defending

Develop competence

Develop confidence

Work individually and with

others

Develop competence

Develop confidence

Contexts: Team games; dance; a range of physical activities (individual and cooperative); competitive

situations (against self and others); possibly swimming; increasingly challenging

KS2 Doing - Hands KS2 Thinking- Head KS2 Feeling - Heart

Develop a broader range of

skills (specifically running,

jumping, throwing and

catching in isolation and in

combination)

Perform dances using a

range of movement

patterns

Develop flexibility, strength,

technique, control and

balance

Apply a broader range of skills

(specifically running, jumping,

throwing and catching in isolation and

in combination)

Link skills to make actions and

sequences of movement

Learn how to evaluate and recognise

their own success

Compare and improve performances

with previous ones

Apply basic principles suitable for

attacking and defending

Enjoy communicating,

collaborating and

competing with each

other

Develop flexibility,

strength, technique,

control and balance

Contexts: Competitive games; dance; outdoor and adventurous activity challenges; different

physical activities and sports; individual and team; swimming (if not scheduled in KS1).

KS3 Doing - Hands KS3 Thinking - Head KS3 Feeling- Heart Develop expert technique to

improve performance

perform dances using advanced

dance techniques within a

range of dance styles and forms

Apply techniques across different

sports and physical activities

Apply principles of effective

performance to their own and others’

work

Use a range of tactics and strategies

to overcome opponents

Develop problem solving skills

Analyse and improve performances

compared to previous ones

Participate in exercise, sports

and activities (out of school)

Understand and apply the

long-term health benefits of

physical activity

Build trust

Develop skills to solve

problems

Contexts: outdoor and adventurous activities (team, individual group); direct competition through team and individual games;

participate outside school through community links or sports clubs; other competitive sports; challenging

KS4 Doing - Hands KS4 Thinking - Head KS4 Feeling - Heart Develop technique and improve

performance

Develop a variety of tactics and

strategies to overcome

opponents

Develop skills to solve problems

Evaluate and improve

performances compared to

previous ones

Develop personal fitness

Engage in an active, healthy

lifestyle

take part regularly in

competitive sports and

activities (outside school)

Build trust

Develop skills to solve

problems

Contexts: Outdoor and adventurous activities in a range of environments; in other competitive sports or other

physical activities; team and individual games; participate outside school through community links or sports

clubs; complex and demanding.

SECTION 2

Cognitive Science

• Multidisciplinary

• Interpretation

• Application

T

eac

hin

g

& L

ear

nin

g

Curriculum

map - Unit

planning /

sequencing

Periodic

assessment

Content expansion

Programme

Content /

outcomes

Lesson

learning

activities

AfL /

formative

Alignment 01 Alignment 02

Alignment 03 Alignment 04

NCPE PoS

Professional Standards

Research, Audit, surveys

School Values, Aims & ethos

Cultural Capital

Student

Experience,

progress and

attainment

Constructive Alignment

Deep structural learning

Section 3

Types of

Assessment

Formative

Summative

Diagnostic

Evaluative

Four main types of assessment

2.

Diagnostic assessment

3.

Summative assessment

1.

Formative Assessment

& Assessment 4 Learning

4.

Evaluative assessment

Section 4

Assessment 4

Learning

Evidence

Closing the gap

4 Key actions

What is Assessment for Learning?

AfL

• Actually uses evidence

• to improve teaching to improve learning and close ‘the gap’

Types of gap

• Key stage to key stage

• Year to year

• Unit to unit

• Lesson to lesson

HOMPTUIPAPOS

I cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was radnieg. The phaonmneel pweor of the hmuan mnid.

Aoccdrnig to a rscheearcr at Cmagbride Uinervtisy, it deosn't mttaer in waht oredr the ltteers of a wrod are, the olny iprmoatnt tihng is taht the frist and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it wouthit a porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe.

Amzanig huh? Yaeh and I awlyas tguhoht slipelng was ipmorantt!

Assessment for Learning (AfL)

ARG, 2001

AfL defined as

“a 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.”

Four types of action:

1. eliciting information through questioning and dialogue

2. providing feedback with emphasis on how to improve

3. helping learners understand quality criteria

4. peer- and self-assessment (which incorporates 1-3)

Provide Mastery Oriented Feedback • Encourage perseverance, development of efficacy and self-awareness

• Encourage the use of specific supports and strategies in the face of challenge

• Emphasise values such as determination, commitment, resilience

• Focus on how to improve, and the achievement of a standard rather than on relative performance

• Provide feedback that is aligned, frequent, timely, and specific

• Provide feedback that is substantive and informative rather than comparative or competitive

• Model how to incorporate evaluation, including identifying patterns of errors, misconceptions and wrong answers, into positive strategies for future success

• Dual Coding – e.g. audio and visual

What is the learning purpose of different types of question?

Is the question worth asking? How can we ask questions to develop: • Concepts? • Connections? • Application? • Deep structural knowledge?

How does it close our notional gap?

Questioning for learning

Ofsted (2019) Handbook 184, p.45

“In order to develop understanding,

pupils connect new knowledge with

existing knowledge. Pupils also need to

develop fluency and unconsciously apply their knowledge as

skills.”

The language of learning

SOLO stage Verbs used in learning outcomes

Extended abstract Working at greater depth

Generalise, predict, evaluate, reflect, hypothesise, theorise, create, prove, justify, argue, compose, prioritise, design, construct, perform

Relational Expected - Mastery

Sequence, classify, compare & contrast, explain, (cause & effect), analyse, form an analogy, organise, distinguish, question, relate, apply

Multistructural Developing

Describe, list outline, complete, continue, combine

Unistructural Basic

Define, identify, name, draw, find, label, match, follow a simple procedure

How far do you (teachers) and schools need to develop: The essential knowledge and concepts, the key skills and vital

behaviours for Assessment for Learning practice in your own learning if you are to create the conditions for students to achieve?

• Subject knowledge & pedagogical knowledge

• Effective curriculum design

• Reliable and valid assessment for learning

Some current (limited) practice indicates the potential for error in both teacher and student judgement means that AfL practices cannot be

relied upon for decision making

Coming soon:

Safe Practice £44.99

July 2020

launch

Thank you

Andrew Frapwell

andrew@afTLC.com

07803 603450

Simon Roche

cpd@afPE.org.uk

01905 855584