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RTU SUMMER SCHOOL What pupils want from AfL: getting the best out of Assessment for Learning for pupils and teachers

!20th, 22nd and 23rd August 2012 !

�1RTU REGIONAL TRAINING UNITWWW.CPAL2.ORG

Professor Ruth Leitch

Dr Stephanie Mitchell

Dr Carmel Gallagher

http://www.CPAL2.ORG

Course Outline !Title What pupils want from AfL: getting the best out of Assessment for Learning (AfL)

for pupils and teachers.

!Courses Course CN45C What Pupils want from Assessment for Learning (AfL) [Primary]

20 August

Course CN 45A What Pupils want from Assessment for Learning (AfL) [Primary]

22 August

Course 4CN5B What Pupils want from Assessment for Learning (AfL) [Post

Primary] 23 August

!Aims The aim of this course is to introduce serving teachers to 10 key principles for

AfL from a pupil perspective and how these can be used to get the best out of AfL

for both pupils and teachers. Participants will be encouraged to engage and reflect

on the applicability of the 10 principles in their classrooms and how they engage

pupil voice on learning and assessment.

Participants will also be introduced to helpful curriculum planning and

assessment for learning tools developed as part of the ‘Consulting Pupils on the


Assessment of their Learning’ (CPAL) Project run by Queen’s University School

of Education in 4 pilot schools this year.

!Description These practical workshops run over three days will help participants to:

!- consider 10 core research-based principles of Assessment for Learning which

have been developed by pupils through previous research

- reflect on the applicability of the 10 principles in their classrooms and how

they engage pupil voice on learning and assessment

- work with a toolkit of approaches and strategies used in 4 schools to motivate

and involve pupils more effectively in the assessment of their learning

- plan a topic with knowledge and understanding, thinking skills and

assessment for learning in mind and with a view to engaging pupils actively in

this process

- develop criteria for the assessment of subjects, thinking and cross-curricular

skills together.

!Outcomes At the end of the workshop participants will be confident and able to involve

pupils in:

!- more meaningful conversations and a wider range of activities with pupils

that directly promote their learning and give them ‘voice’ in the classroom

- co-constructing relevant and motivating topics and tasks and related learning

intentions, success criteria and assessment expectations;

- using these criteria to improve the quality of self and peer assessment;

!Success criteria The workshop will have been successful if participants:


- appreciate the added value of involving pupils in Assessment of their Learning

- have reflected and considered how they could improve their practice to

encourage greater pupil participation and consultation in their classroom

learning

- can use a range of strategies and tools to enhance pupil motivation, learning

and assessment

- feel confident to use these strategies and tools in their own classrooms. !! !

!

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cpal2

Workshop Process

Introductions and Aims

This day workshop (and the other 2 days that follow) is part of the CPAL2 project supported through the Regional Training Unit (RTU) !Aims: ❖ to inspire and move assessment practice forward by giving an often absent

pupil perspective ❖ to introduce teachers to 10 key principles for AfL from a pupil perspective ❖ how these can be used to get the best out of AfL for both pupils and teachers ❖ develop deeper awareness of the real spirit of AfL ❖ the sensitivity of assessment and the impact of ego /emotional involvement on

engagement, motivation and learning Two pronged approach 1 Generate meaningful conversations with you about AfL practice 2 Hope that you may act as agents in your schools

• to disseminate the findings of the project • provide some feedback during today and afterwards from your school. !

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Group Learning Contract !

!Session 1: Exploring the 10 AfL Pupil Principles !POWERPOINT PRESENTATION ( See Appendix ) !Individual Task DIAMOND RANKING !Teachers each receive an envelope containing the 10 AfL pupil principles on cards ( see Appendix 1)

a) Sort into 3 categories: which ones occur before learning, during learning, after learning?

b) Create a diamond design with most challenging principle at top c) Transfer your choice onto the sheet of paper d) Write a sentence or 2 explaining why you find these principles the most

challenging (which will be collected as evidence by agreement) !Groupwork TASK

Building a positive learning environment for the day

What are some of the key things that we would need to agree as a group

that would make this a safe and constructive learning environment –

where we can discuss things naturally and openly?

Given that there are colleagues from the same school or other local

schools, is there anything in particular needs to be assured to allow for

open and productive conversations?

Choose one or two and put on a yellow sticky (anonymously)

Also anything you need (clarified) from the CPAL research team

Fold and place in in the “pot’

Take one out and read we will make a quick list on flip chart

Reflect on the one you selected out of the hat and elaborate add or query

any aspect of it…can we agree a safe, ethical way of working together?


e) Share your choices within the group. Create an agreed diamond shape of priorities.

!Session 2: Exploring Teacher Priorities !Feedback most challenging principles identified by each group to main flipchart Draw out reasons why these principles have been highlighted as challenging !Reveal 4 pupil priorities ( from CPAL2 study) i.e.

❖ Know what supposed to do in any test ,task or homework ❖ Not made to feel embarrassed ❖ Told individually how to improve ❖ Feedback is clear and happens soon !

Discuss similarities and differences between teacher and pupil priorities !RECAP: Linking ARG principles the the key elements of the 10 pupil

principles

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!!Session 3: Exploring Learning Experiences !POWERPOINT PRESENTATION ( See Appendix 2 ) !Individual work: De-constructing learning experiences

Reflection on basic learning from young person perspective

!Individual task: Think of a learning experience from your life (positive or negative) Jot down: What you remember; how you felt; the nature of any feedback; its impact

In groups Discuss around table? Group to agree :1 most positive example; 1 most negative example !Feedback to flipcharts and deconstruct these learning experiences in relation to • Knowledge involved – drawing out clarity of learning intentions or otherwise • Thinking skills involved – clarity of pedagogical process/skills development or

otherwise


• Nature of assessment involved – clarity of parameters, suitability of task or otherwise

• Nature of feedback – whether it enabled or inhibited further learning • Impact – ego/self esteem factors and whether or not it encouraged learning,

creative, risk • Link into the principles of AfL !As a result…

What small changes ( or larger?) do we (you) need to make to make AfL more

effective from a pupil perspective?.

!!Session 4: Responding to Pupil & Teacher Priorities and

Challenges to Practice !Review the learning to date– highlighting both teacher and pupil priorities Compare basic constructs in AfL to Maslows' hierarchy of needs….as metaphor Move to AfL Deck of cards. Have the group explore what they view as basic building blocks of fL using key AfL concepts. Look at Interconnections with 10 AfL pupil principles. !❖ Teachers to reflect on ❖ Does this ‘deck of cards’ metaphor make sense? ❖ Which aspect of AfL do you adopt in your classrooms consistently? ❖ What is the relationship between AfL ‘deck of cards’ metaphor and usingAfL

tricks and tools ( e.g. traffic lights) versus developing the ‘spirit’ of AfL?

!!Through reference to PPT input draw out participants’ understandings of the

interdependent nature of the key components of AfL

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!!Group Task: Applying these notions to the curriculum to further understand:

learning intentions, success criteria and assessment expectations;


!!Using an exemplar from NI Curriculum !

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Drawing out success and assessment criteria; in practice

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!Involving pupils more effectively

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Session 5: Evaluation and Follow-up The final session included a summary and a question and answer session based

on an Individual reflective task and a more general evaluation. The RTU also

sent out an independent questionnaire to all participants.

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Final Course Evaluation and Potential Impact In total 85 teacher participants attended the workshops over the three days

Evaluations received totalled:

Primary teachers = 57 /60 : Post-primary teachers = 18/25


Independent

RTU

Evaluation

for 3

Workshops

POTENTIAL IMPACT PRIMARY TEACHERS (n=57)

Key is colour-coded


!Primary teachers’ potential impact cont’d

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POTENTIAL IMPACT POST-PRIMARY TEACHERS

(n=18/25)


!


“You can look at another personʼs work and suggest

improvements”

“You get detailed comments AND

a mark”

“You get classmates

comments and teacher

feedback”

“You are not made to feel embarrassed

about your work”

“You know how to assess your

own work”

“You know what youʼre supposed to do in any task, test

or homework”

“Your teacher talks with you about how your work will be

assessed”

“Your teacher lets you know what is good about your

work”

“You are given positive feedback on your work

BEFORE being told how to imporve it”

“Feedback from your teacher is

clear and happens soon”

“You are told individually how to improve and can

work out what you need to do”

APPENDICES 1-3

10 Student AfL Principles

SESSION 1: POWERPOINT SESSION


!SESSIONS 3 & 4: POWERPOINT PRESENTATION !!


NOTES

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NOTES


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rtu summer school - amazon s3 summer school ... rtu regional training unit 1 professor ruth leitch...

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