the highland council learning and teaching reflection framework

©The Highland Counci/Eric Young

The Highland CouncilThe Highland CouncilLearning and Teaching Reflection FrameworkLearning and Teaching Reflection Framework

Extending Formative AssessmentExtending Formative AssessmentAround the AifL triangleAround the AifL triangle

Section CSection CUnit 1Unit 1


ASSESSMENT AS LEARNINGASSESSMENT AS LEARNING

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Using evidence Using evidence as feedback as feedback

to informto informimprovementimprovement

CurriculumCurriculumLearning & Learning & TeachingTeaching

AssessmentAssessment

Extending Formative AssessmentExtending Formative Assessment

Assessment as a Assessment as a coherent system coherent system offering an effective offering an effective way of managing way of managing learning and providing learning and providing evidence to inform evidence to inform improvement at every improvement at every level.level.

Session 1: Assessing learningSession 1: Assessing learning

Session 2: Independent learningSession 2: Independent learning

Session 3: Personal planningSession 3: Personal planning

Session 4: Evaluating evidenceSession 4: Evaluating evidence


The challenge of assessmentThe challenge of assessment

Seeing ourselves as teachers who Seeing ourselves as teachers who ‘help students to search rather than ‘help students to search rather than to follow is challenging and, in many to follow is challenging and, in many ways, frightening as it involves a ways, frightening as it involves a shift from a well-managed shift from a well-managed classroom to a transformation classroom to a transformation seeking classroom.’seeking classroom.’

In Search of UnderstandingIn Search of Understanding

Brooks & Brooks 1993Brooks & Brooks 1993


Session 1Session 1

Assessing learningAssessing learning


Inside the Black BoxInside the Black Boxa three point improvement plan to raise standardsa three point improvement plan to raise standards

““The self esteem of pupils”The self esteem of pupils”……to enhance the motivation to learnto enhance the motivation to learn

““Self-assessment by pupils”Self-assessment by pupils”……to develop self-evaluationto develop self-evaluation

““The evolution of good teaching”The evolution of good teaching”……to stimulate and sustain pupil engagementto stimulate and sustain pupil engagement


The reflective professionalThe reflective professionalThe thinking childThe thinking child

Teacher/Teacher/

TeacherTeacherTeacher/Teacher/

PupilPupilPupil/Pupil/

PupilPupil

RaisingRaising

achievement throughachievement through

purposeful dialoguepurposeful dialogue

Assessment FOR LearningAssessment FOR Learning


Evidence of effective interactionEvidence of effective interaction

ParticipationParticipationDialogueDialogueEngagementEngagement

ThinkingThinking


Underpinning principlesUnderpinning principles

ENGAGEMENTENGAGEMENT in learning occurs when pupils in learning occurs when pupils are are THINKINGTHINKING purposefully. purposefully.

To achieve this, teachers need to encourage To achieve this, teachers need to encourage PARTICIPATIONPARTICIPATION through through DIALOGUEDIALOGUE in the in the classroom.classroom.

Assessment for learning is an opportunity to Assessment for learning is an opportunity to practise these principles coherently and practise these principles coherently and consistently.consistently.


The involvement of learnersThe involvement of learners

Formative assessment consists of two Formative assessment consists of two related actions:related actions:

1 the learner perceives a1 the learner perceives a gapgap between between aa desired goaldesired goal and her or hisand her or his present statepresent state of of knowledge/understanding/skill. knowledge/understanding/skill.

Stimulate learningStimulate learning

2 the learner2 the learner acts acts toto close that gapclose that gap in order to reach the desired goal. in order to reach the desired goal.

Support learningSupport learning


Desired goalDesired goal

Being explicit about learning Being explicit about learning llearning intentions and success earning intentions and success

criteriacriteriaFocusing feedback Focusing feedback

on improvementon improvementQuestions, dialogue, Questions, dialogue,

feedback feedback and/or self-assessmentand/or self-assessment

Current stateCurrent state

GapGapGathering evidence of learningGathering evidence of learning

Questions, dialogue, observations Questions, dialogue, observations and/or self-assessmentand/or self-assessment

The evolution of good teachingThe evolution of good teaching


Principles into PracticePrinciples into Practicerefocusing formative assessmentrefocusing formative assessment

Being explicit about learningBeing explicit about learningClear learning purposes give pupils reasons for engaging in Clear learning purposes give pupils reasons for engaging in classroom activitiesclassroom activities

Gathering evidence of learningGathering evidence of learningGood questions and classroom observations give teachers (and Good questions and classroom observations give teachers (and pupils) feedback on learningpupils) feedback on learning

Focusing feedback on improvementFocusing feedback on improvementEffective feedback helps pupils to make meaningful Effective feedback helps pupils to make meaningful improvementsimprovements

Handing on responsibility for learningHanding on responsibility for learningBy following the examples set by their teachers,By following the examples set by their teachers, pupils can learn pupils can learn how to set their own learning objectives, evaluate progress and how to set their own learning objectives, evaluate progress and work toward improvementwork toward improvement


Activity 1Activity 1

What do you currently do?What do you currently do?

In your group, discuss what you do at In your group, discuss what you do at present to encourage peer and present to encourage peer and

self-assessmentself-assessment..


Session 2Session 2

Independent learningIndependent learning


Carol Dweck: Self TheoriesCarol Dweck: Self Theories

Published after Inside the Black Box. Black Published after Inside the Black Box. Black and Wiliam regard it as central to the AfL and Wiliam regard it as central to the AfL canon.canon.

Explores the psychology of learning and Explores the psychology of learning and motivationmotivation

Self Theories: Their Role in Motivation, Personality and Development, Self Theories: Their Role in Motivation, Personality and Development, Psychology Press, 1999. ISBN 1-84169-024-4Psychology Press, 1999. ISBN 1-84169-024-4


Fundamental questionFundamental question

Do you believe that intelligence is something you Do you believe that intelligence is something you are born with and which cannot be increased?are born with and which cannot be increased?

Or do you believe that you can add to the Or do you believe that you can add to the intelligence you have inherited by effort and intelligence you have inherited by effort and learning new things?learning new things?

Responses to this question are closely related to Responses to this question are closely related to young people’s motivation, confidence, resilience young people’s motivation, confidence, resilience and emotional well being.and emotional well being.


How beliefs about ‘intelligence’ How beliefs about ‘intelligence’ affect learning and motivationaffect learning and motivation

People who believe that their ‘cleverness’ is fixed People who believe that their ‘cleverness’ is fixed tend to assume that failure is the end of learning tend to assume that failure is the end of learning and give up quickly, while others who think that and give up quickly, while others who think that effort is important see failure as an opportunity to effort is important see failure as an opportunity to learn more and persevere.learn more and persevere.

If you don’t expect to make progress, you find If you don’t expect to make progress, you find success only in comparisons with others, not in success only in comparisons with others, not in striving for your own ‘personal best’.striving for your own ‘personal best’.


Can interventions help?Can interventions help?• We help students to understand that the brain We help students to understand that the brain develops through challenge and struggledevelops through challenge and struggle

• We use practice and repetition to instil new learning We use practice and repetition to instil new learning habitshabits

• We demonstrate that perseverance brings results We demonstrate that perseverance brings results by showing students regularly how their work is by showing students regularly how their work is improvingimproving

• We clarify expectations, restore a sense of control We clarify expectations, restore a sense of control and coach students to take greater responsibility and coach students to take greater responsibility for learningfor learning

• We start these strategies early, and keep them We start these strategies early, and keep them going, to reduce the potential damage of ‘failing going, to reduce the potential damage of ‘failing cool’cool’


Steps to independent learningSteps to independent learning

• The teacher establishes a safe climate for The teacher establishes a safe climate for learning and is able to ‘let go’ to give pupils learning and is able to ‘let go’ to give pupils greater responsibilitygreater responsibility


A safe climate and ‘letting go’A safe climate and ‘letting go’

For pupils to learn, the fear of failure has to be For pupils to learn, the fear of failure has to be taken away by encouraging honesty and taken away by encouraging honesty and opennessopenness

Pupils need to be able to try out new things in a Pupils need to be able to try out new things in a safe and secure placesafe and secure place


Fear of failureFear of failure

Where the classroom culture focuses on rewards, Where the classroom culture focuses on rewards, 'gold stars', grades or place-in-the-class ranking, 'gold stars', grades or place-in-the-class ranking, then pupils look for the ways to obtain the best then pupils look for the ways to obtain the best marks rather than at the needs of their learning marks rather than at the needs of their learning which these marks ought to reflect. One reported which these marks ought to reflect. One reported consequence is that where they have any choice, consequence is that where they have any choice, pupils avoid difficult tasks. They also spend time pupils avoid difficult tasks. They also spend time and energy looking for clues to the 'right answer'. and energy looking for clues to the 'right answer'.

Inside the Black BoxInside the Black Box


Fear of failureFear of failure

Pupils who encounter difficulties and poor results Pupils who encounter difficulties and poor results are led to believe that they lack ability, and this are led to believe that they lack ability, and this belief leads them to attribute their difficulties to a belief leads them to attribute their difficulties to a defect in themselves about which they cannot do defect in themselves about which they cannot do a great deal. So they 'retire hurt', avoid investing a great deal. So they 'retire hurt', avoid investing effort in learning which could only lead to effort in learning which could only lead to disappointment, and try to build up their self-disappointment, and try to build up their self-esteem in other ways. Whilst the high-achievers esteem in other ways. Whilst the high-achievers can do well in such a culture, the overall result is can do well in such a culture, the overall result is to enhance the frequency and the extent of to enhance the frequency and the extent of under-achievement.under-achievement.

Inside the Black BoxInside the Black Box




• Pupils clearly understand what they’re going to Pupils clearly understand what they’re going to learn and how they’ll know when they’ve been learn and how they’ll know when they’ve been successfulsuccessful

• There is a high level of interaction in the There is a high level of interaction in the classroom with good quality feedbackclassroom with good quality feedback


Principles into practicePrinciples into practice

Four stages:Four stages:Clarifying the starting pointClarifying the starting point

Checking prior learningChecking prior learning

Setting the purposeSetting the purposeBeing explicit about learningBeing explicit about learning

Assessing progressAssessing progressGathering evidence of learningGathering evidence of learning

Closing the gapsClosing the gapsFocusing feedback on improvementFocusing feedback on improvement






• Pupils learn how to assess one another and are Pupils learn how to assess one another and are given regular opportunities to use their skills.given regular opportunities to use their skills.


Peer assessmentPeer assessment

Assessment partners Assessment partners Talk, learning, homework partnersTalk, learning, homework partners

Peer markingPeer markingHomework (support with marking schemes, success criteria Homework (support with marking schemes, success criteria lists etc)lists etc)

Encouraging reflectionEncouraging reflectionLearning logs, end of day plenary sessions, learning Learning logs, end of day plenary sessions, learning question posters and rituals.question posters and rituals.

ModellingModellingEvaluating exemplar responsesEvaluating exemplar responses






• Pupils learn how to assess one another and are Pupils learn how to assess one another and are given regular opportunities to use their skills.given regular opportunities to use their skills.

• Pupils practise self-assessmentPupils practise self-assessment



What does self-evaluation look like in action?What does self-evaluation look like in action?

Review the peer and self-assessment Review the peer and self-assessment strategies provided in the handout and strategies provided in the handout and

consider the extent to which one or two of consider the extent to which one or two of them might be used to develop pupil peer them might be used to develop pupil peer

and self-evaluation.and self-evaluation.


Session 3Session 3

Personal PlanningPersonal Planning


Planned learningPlanned learning

……providing guided but direct and providing guided but direct and authentic evaluative experience for authentic evaluative experience for students enables them to develop their students enables them to develop their evaluative knowledge, thereby bringing evaluative knowledge, thereby bringing them within the guild of people who are them within the guild of people who are able to determine quality using multiple able to determine quality using multiple criteria. It also enables transfer of some of criteria. It also enables transfer of some of the responsibility for making evaluative the responsibility for making evaluative decisions from teacher to learner.decisions from teacher to learner.

D Royce Sadler, 1989D Royce Sadler, 1989


Assessment AS LearningAssessment AS Learning

To what extent do our pupils and staff: To what extent do our pupils and staff: • practise self and peer assessmentpractise self and peer assessment• help to set their own learning goalshelp to set their own learning goals• identify and reflect on their own identify and reflect on their own

evidence of learning?evidence of learning?


Practising self and peer assessmentPractising self and peer assessment

To what extent:To what extent:• do day-to-day activities incorporate strategies to do day-to-day activities incorporate strategies to

promote self and peer assessment?promote self and peer assessment?• do we use self and peer assessment to provide do we use self and peer assessment to provide

feedback to inform improvement?feedback to inform improvement?• do we negotiate realistic learning targets with do we negotiate realistic learning targets with

pupils?pupils?• do our pupils self-assess their abilities and interests do our pupils self-assess their abilities and interests

as preparation for choice at key stages?as preparation for choice at key stages?• does staff self-evaluation generate reliable evidence does staff self-evaluation generate reliable evidence

which can be used to identify priority areas for which can be used to identify priority areas for action?action?


Setting personal learning goalsSetting personal learning goals

To what extent do we: To what extent do we: • provide opportunities for our pupils to provide opportunities for our pupils to reflect on their own learning?reflect on their own learning?

• help pupils to think about and identify their help pupils to think about and identify their learning needs?learning needs?

• help our pupils to set next steps or learning help our pupils to set next steps or learning goals through a dialogue based on goals through a dialogue based on feedback and evidence of learning? feedback and evidence of learning?


Identifying and reflecting on evidence Identifying and reflecting on evidence of learningof learning

To what extent: To what extent: • are our staff and pupils involved in dialogue about are our staff and pupils involved in dialogue about their progress and their views on learning? their progress and their views on learning?

• do we record progress and next steps in learning?do we record progress and next steps in learning?• do we use evidence collected to evaluate the do we use evidence collected to evaluate the effectiveness of learning and teaching and inform effectiveness of learning and teaching and inform future provision?future provision?

• do we use outcomes from our staff self-evaluation to do we use outcomes from our staff self-evaluation to improve the quality of pupils’ experiences and improve the quality of pupils’ experiences and standards of attainment ?standards of attainment ?


The planning processThe planning process

What I want to learnWhat I want to learnidentifying a learning priority: I want to learn how to.., I identifying a learning priority: I want to learn how to.., I want to improve how I… etcwant to improve how I… etc

What I’ll do, and who’ll helpWhat I’ll do, and who’ll helpplanning they activities needed to achieve the priorityplanning they activities needed to achieve the priority

How I’ll show I’m getting thereHow I’ll show I’m getting therelooking for evidence of successlooking for evidence of success

How I’ll review progressHow I’ll review progressusing feedback to keep the process on trackusing feedback to keep the process on track



Developing practiceDeveloping practice

Using the outcome of the previous activity as Using the outcome of the previous activity as a starting point, what would you need to do a starting point, what would you need to do

to usefully develop pupil self-evaluationto usefully develop pupil self-evaluation.


Session 4Session 4

Evaluating evidenceEvaluating evidence


Assessment OF LearningAssessment OF Learning

To what extent do we:To what extent do we:• use a range of evidence from day-to-day use a range of evidence from day-to-day

activities to check on pupils' progressactivities to check on pupils' progress• talk and work together to share standards talk and work together to share standards

in and across schools in and across schools • use assessment information to monitor our use assessment information to monitor our

establishment’s provision and progress, establishment’s provision and progress, and to plan for improvement?and to plan for improvement?


Talking and working together to share Talking and working together to share standards in and across schoolsstandards in and across schools

To what extent do we have arrangements in To what extent do we have arrangements in place: place:

• to moderate our judgementsto moderate our judgements• for communicating attainment evidence for communicating attainment evidence between staffbetween staff

• to discuss judgements made about to discuss judgements made about evidence of attainment? evidence of attainment?



Next stepsNext steps

How might you best stimulate and support How might you best stimulate and support peer and self-assessment in the classroom peer and self-assessment in the classroom as a stage on the road to personal learning as a stage on the road to personal learning

planningplanning.


The Assessment ArchipelagoThe Assessment Archipelago

www.aaia.org.ukwww.aaia.org.uk

the highland council learning and teaching reflection framework

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