Assessment for Learning

in the MFL Classroom

Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL

WALT?

1. What does AfL mean for our teaching?

2. See how it fits into the MFL Classroom

3. See Ideas and Sample techniques for MFL teaching

4. Hear Student responses to AfL

Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL

Types of Assessment:Summative and Formative• Summative Assessment: provides a

picture of a student’s performance at a specific time.

• Formative Assessment: informs the learner and teacher of the next step in the learning process

• Balance of Formative and Summative is necessary.

Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL

Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL

What exactly is AfL ?How do I use it in my classroom?

You are already!

Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL

Sharing the learning intention

and success criteria Effective

questioning

Formative

feedback

Peer assessment

Self assessm

ent

Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL

AfL: Teaching and Learning that encourages both the teacher and the learner to become aware of

Where students are at in their

learning

What areas need

to worked on

How to improv

e these areas

= AfL(Teaching a learning

skills)

Some AfL techniques

Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL

What are learning intentions?

• Learning intentions are statements that describe the learning activities/tasks that a lesson or series of lessons will focus on.

• They are frequently linked to one or more learning outcome.

• Learning intentions also identify the new learning that will take place in class

(PDST)Assessment for Learning in the MFL Classroom

M. Harney. M.Ed SL

Sharing the learning intention and success criteria

• Topic• Learning intentions• Success criteria

Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL

Establishing Criteria for Success

• Clear and simple points• Generate these with the students• A good answer should have.......• I am looking for...... In your answer• These can then be used further for

self and peer assessment

Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL

Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL

Why are success criteria important?

• Improve understanding• Empower students • Encourage independent learning• Enable effective feedback • Are linked to the learning intentions• Are specific to an activity/task • Are discussed and agreed with students prior to

undertaking the activity/task • Provide a scaffold and focus for students while engaged in

the activity/task • Are used as the basis for feedback, peer-assessment and

self-assessment(PDST)

Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL

Revisiting the learning intention

• Thumbs up / happy faces(Thumbometre!!!)

• Think pair share

Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL

Smiley FacesStudents draw smiley faces to describe where they are at with their

learning of a topic

Confident and Ready to move on

Not quite there but more practice and help needed to feel confident

Confused and need to look at this topic again

Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL

Traffic Lights

Use traffic lights as a visual means of showing understanding.

Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL

Just a Minute Quiz!!!

Students have 60 seconds to share as much as they have learned from the lesson.

Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL

Mini white boards

Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL

What do we mean by formative feedback?• ‘Feedback to any student should be about the

particular qualities of his or her work, with advice on what he or she can do to improve, and should avoid comparisons with other students.’ (PDST)

Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL

For feedback to be effective• Relate the feedback to the learning intention and success criteria • Identify where success has occurred • Set a goal for improvement• Show where and how improvement could take place• Allow time for students to make improvements • Start small (PDST)

Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL

Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL

Deux etoiles et un voeu

Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL

Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL

Exemplar work and redrafting

Post-its/ Feedback/ Effective questioning

Student :Write one question you have about verbs/ grammar• “When do the verb endings

change from er – é, ir – i, re- u?”

Write one thing you know about verbs/ grammar.• “Reflexives in the past tense

take the verb être but does not take the verb être in the present”

Self Assessment

• Student index card• Choose their own

vocabulary• Make their card at the

beginning of the week• Study it for the week• On Friday we put them

all in a box and I quiz the students whose cards I draw from the box.

Exit ticket

Password – they have to answer a question – or give one thing they learned as they exit

Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL

formative feedback

Easi-speak microphones

Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL

Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL

How peer assessment/peer feedback can support student reflection?

• Feedback is in a language that the students use • Strengthens the student voice in the classroom• Can produce valuable feedback(PDST)

Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL

Effective questioning• It is the framing, delivering, timing, soliciting and

responding to questions in order to provide information about student knowledge, understanding and skills that informs the teacher's planning and selection of teaching strategies to move students from where they are to where they need to go.• Research shows that teachers ask approximately

one question every 72seconds. ……38% of these are actually answered by the teacher (PDST)

Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL

Students write Questions

·About what you would like to know on a new topic

·To ask the teacher or other students in order to assess their learning

Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL

Make questioning more effective

• Ask fewer questions

• Ask more ‘open’ questions

• Sequence questions

• Prepare key questions

Ask in a way that -

• Involves the whole class

• Think, pair, share

• Provide think time

• Try ‘no hands up’

• Use wrong answers to develop understanding

• Prompt students

• Listen and respond positively• Model questioning for

students

• Provide opportunities for students to practice their skills

• Plan time for students’ questions and for dealing with them effectively

(PDST)Assessment for Learning in the MFL Classroom

M. Harney. M.Ed SL

Effective questioning

“Emma, how could you develop Siobhan’s answer to include more detail?”

“Paul, how might you combine all we’ve heard into a single answer?”

Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL

Wait-time

3-5 seconds

Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL

Effective questioning

Benefits of AfL

Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL

Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL

What the students said 1st – 5th year

“Before I wouldn’t know what or why I was making a

particular mistake, but now I know”

“They make me feel good about what I’ve done

and where I’m at while also

showing me what I have to

work on”

“It is a different way of

learning and an easier way”

“Makes you want to learn more”

Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL

(2013, M. Harney): 78 students, 3 classes, 3 different teachersQ. Do the following modes of AfL help you in your learning?

Establish

ing Learning Goals

Revisiting Le

arning Goals

Peer Asse

ssment

Self A

ssessm

ent

Clarifying Le

arning Criteria

0

10

20

30

40

50

60

70

yesnosometimesblank

Do you find it helpful when the teacher goes through the Objectives Board at the start of a class?

Yes 87%

No 13%

Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL

3: I use the Objectives Board for:

Organising myself17%

Updating myself6%

Refocusing myself15%

To know what I am supposed to be doing in

class27%

To understand what I am learning

22%

To identify my chal-lenges and strengths

13%

Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL

Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL

Start with a small change in your mfl class ,

one technique and

build from there.

Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL

Revisiting our intentions …..

1. AfL ensures meaningful and engaged teaching and learning in all classrooms

2. AfL fits naturally and easily into the MFL Classroom

3. As MFL teachers, our subjects are vibrant and we use a lot of AfL techniques already

4. Language is made to be spoken, AfL creates a fun and natural class for the MFL student.

Assessment for Learning in the MFL Classroom M. Harney. M.Ed SL

Merci, Danke, Gracias,Grazie!