assessment is seen as a key tool in planning learning, supporting and monitoring pupil progress...
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![Page 1: Assessment is seen as a key tool in planning learning, supporting and monitoring pupil progress DEVELOPING Assessment for Learning](https://reader034.vdocuments.us/reader034/viewer/2022051819/5515da75550346d46f8b4a48/html5/thumbnails/1.jpg)
Assessment is seen as a key tool in planning learning, supporting and monitoring pupil progress
DEVELOPING Assessment for Learning
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Planning for Assessment
• Start with what pupils know• Identify with pupils what you want to achieve• Use the curriculum to plan learning
experiences• Use level descriptions to help target where
you want the pupils to be • Use ongoing assessment to guide progression
and involve pupils• Tweak planning as necessary as you go• Use teacher, class, self and peer assessment• Use work sampling, talk, pupil views
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•Unit of work focus: To recognise(L3) and understand(L4) how people can improve and damage the environment (using own and other views [L4])
•Skills focus: fieldwork, mapping and ICT
I used this curriculum target to help me focus a unit of work for year 4 pupils to ensure it was
pitched at the right level. I think most of my pupils are working at L3 but felt some could
achieve aspects of L4, so I built in opportunities for this.
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Year 4: Using photographs to assess prior knowledge
Paired and class discussions allowed me to find out what pupils already knew about the local area and about environmental quality.
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Pupils were generally confident at finding locations and plotting routes
using maps in class but needed more practice at making their own
maps.
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Success criteria: I can show features of the local environment on an outline map, using a key.Buddy task: has your buddy marked all the main features? Have they used a clear key? How could they improve their work?
Pupils had clear criteria and were
paired with a buddy for peer assessment
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Pupils were asked to do a short self evaluation at the end of a unit of work
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Level 2 level 3 level 4
Year 4 pupils were asked to
self assess using
statements linked to levels
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Year 2 pupils were asked to reflect on
a fieldtrip to aid future planning.
Why was sketching the church too
hard?How could this
activity be changed?
Do pupils enjoy their learning?
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Year 2 pupils write their own questions at the start of a unit of work on Mexico.
Questions are also useful for assessing
prior knowledge
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Year 2Evidence for Level 2 type
thinkingI can identify, name (using
appropriate geographical vocabulary) and represent three or more (M/A pupil)
different types of land use where I live
Well done , clear drawings and correct names
Are there any buildings here? What for?
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Year 2
Evidence for level 2 type thinking
I can give my own views on a locality using appropriate geographical vocabulary
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Y1 - Prior knowledge at the start of a unit on
Kenya gleaned through talk and annotation.
Pupil working at level 1 and
needing support to develop an
awareness of the wider world
(level 2)
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Y4 - Self assessment – can you identify the words that help you describe a sense
of place? Peer assessment – compare your words
with your partners – how can you improve what you have done?
:Evidence for level 3 type
thinking recognising how people damage
and sustain environments
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Lower ability child (Y3) showing awareness of
importance of main road in town development and growth of residential area
around it
Marking for improvement
Self assessment at the end of a
unit
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Year 3 pupils sorted photographs into
group by land use: agricultural,
services. Residential, transport
Groups peer assessed each other’s choices and then had ‘improvement time’ to make
changesPhoto Jenny Till
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How can I use assessment to ‘narrow the gap’ and raise
pupils’ attainment?