Subject Department Planning: Moving on--

Regional Seminar 2005

School Development Planning Initiative

Subject Planning –Key DimensionsSubject Planning –Key Dimensions

SUPPORT

Collaboration Plannin

g Development

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Subject Development Planning? Subject Development Planning? Sample IssuesSample Issues

Syllabus: design, course content & continuity Learning & Teaching; strategies for effectiveness Differentiation, Special Needs & Learning support Assessment Practice Results analysis & emergent priorities Home-work Policy – aims, coordination & correction Links to home Staff - Team development – collaboration & training Transition issues – Primary, Junior, Senior cycles ICT use Other

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What has worked . . .What has worked . . .

Subject convenor – secretary, record-keeping, to ensure progress & continuity

Commitment to meetings – time, at least three meetings in year

Central subject planning records - accessible,

organised, up to date ( meeting record template) Clear link to overall school planning Support and goodwill of school authorities

essential

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Subject Inspection RecommendationsSubject Inspection Recommendations

Team development – team approach Planning to organise course content Planning to help development of the subject in the

school Planning in the context of revised syllabus Planning for assessment to support learning and

student progression and mobility Highlight resource needs Share ideas and experiences within the classroom Development of a shared understanding / policy

regarding everyday classwork, homework, practical work, etc.

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Consider !!Consider !!

Where is your school now in relation to Subject Department Planning?

Meetings Materials –Curriculum Content-Subject Plan Inputs/Facilitation/Support Themes –Homework, Assessment, Methodology …… Other

(Short Buzz …. 10 Min)

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Subject Profile TemplateSubject Profile Template

Brief review of Document

(10 Min)

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Focus for this session -Focus for this session -

Assessment

Others:-

Differentiation

Homework

Reporting

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What we hope to achieve in this What we hope to achieve in this session:session:

Explore what constitutes effective assessment for learning

Look at some assessment for learning strategies

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Reflection on Assessment PracticesReflection on Assessment Practices

How do you assess your students currently?

What is the purpose of assessment?

(Brainstorm - 10 min)

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Assessment - UsesAssessment - Uses

Teachers & schools use the results to:

inform students on their progress report to parents plan future classroom activities

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Aims of AssessmentAims of Assessment

Assessment takes different forms and can be used in a variety of ways, such as to:

test and certify achievement determine the appropriate route for students to

take through a differentiated curriculum identify specific areas of difficulty or strength for

a given student adapt teaching to student needs motivate students other

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Assessment toolsAssessment tools

Asking questions

Written tests

Homework

Systematic observation (Scanning)

Self-evaluation

Peer evaluation

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DefinitionsDefinitions

Assessment of learning - AOL -Summative -is assessment for accountability purposes, to determine a

student's level of performance on a specific task or at the conclusion of a unit of teaching and learning. The information gained from this kind of assessment is often used in reporting.

Assessment for learning – AFL -Formative - acknowledges that assessment should occur as a regular

part of teaching and learning and that the information gained from assessment activities can be used to shape the teaching and learning process.

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Assessment Assessment ofof Learning Learning

Happens after the learning takes place Information is gathered by the teacher Information is usually transformed into

marks or grades Comparison with the performance of

others Looks back on past learning

Assessment Assessment forfor Learning Learning 10 Key Principles10 Key Principles

Is part of effective planning Focuses on ‘how’ to learn Is central to classroom practice Is a key professional skill Is sensitive and constructive Fosters motivation Learner understands goals and criteria Helps learners know how to improve Develops capacity for self-assessment Recognizes all educational achievement www.assessment-reform-group.org.uk

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Assessment For Learning – Assessment For Learning – Core PointsCore Points

The provision of effective feedback to students Active involvement of pupils in their own learning Adjusting teaching to take account of the results

of assessment Recognition of the profound influence

assessment has on the motivation and self esteem of pupils

The need for pupils to be able to assess themselves and understand how to improve

Nuffield Foundation – Assessment Reform Group

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The weaker studentThe weaker student

‘Research has shown that assessment which is formative in nature rather than the more summative or terminal assessment methods brings about an improvement in student learning and the improvement is greatest for the weaker student..’

(Black & William –King’s College London)

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Independent/Self-Directed LearningIndependent/Self-Directed Learning

The promotion of higher order thinking skills is an important goal for formative assessment approaches

Shallow Learning ► Deep Learning

Memory Reflection

Information Knowledge

Replication Understanding

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Assessment Tools in PracticeAssessment Tools in Practice

Asking questions

Written tests

Homework

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QuestioningQuestioning Create a classroom environment where students feel safe

to take risks and make mistakes. Plan in advance the questions to use. (Why? What if…?

Discovering misconceptions) Give thinking time before accepting answers Get all students to brainstorm the answer, discuss possible

answers in pairs, before sharing with whole group Consider operating a no hands up strategy and choosing

students at random (or from the class register) When checking if students understand a concept use a

traffic light strategy. (Green: I understand the concept. Amber: I think I understand but I’m not sure. Red: I don’t understand)

Develop emotional competence and self-confidence.

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Written testsWritten tests Teach revision strategies and study skills

(appropriate to your subject) Help students to identify for themselves the

topics they most need to revise. Consider the feedback to be given. It needs to be

timely, specific and include suggestions for ways to improve:What was good about the workAreas for improvementStrategies for improving the work

Avoid a competitive environment

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Homework:Homework:

Possible approaches: Set the home work at the beginning of the lesson.

(particularly effective for underachieving students)

Provide written criteria for assessment in advance

Provide exemplars to illustrate standards Encourage students to reflect on and improve

their work Consider the type of feedback which will be

provided (marks / written feedback/ both?)

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Assessment – Current Practice Assessment – Current Practice PromptsPrompts

How is student work assessed? (indicate the range of assessment practices)

When does assessment take place? How are assessment results recorded? How is feedback given to students about their

assessments? How is feedback given to parents about their assessments? What assessments are given in common to students from

different classes? In what ways does the subject department collaborate on

assessment practice? Are results of in-house and/or state examinations analysed

by subject department?

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Assessment: Impact on Teaching and LearningAssessment: Impact on Teaching and Learning PromptsPrompts

Teaching: Why do you assess students’ work? How does assessment influence your teaching? Does assessment support and/or interfere with

teaching?Learning: How do students respond to the results of

assessments? Does assessment motivate and/or discourage the

full range of your students? Does assessment promote competition,

cooperation or neither in your classroom?

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Some additional points on following slides -

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Curriculum Content Planning Curriculum Content Planning Year/Band/SetYear/Band/Set

• Main topics to be covered• Content per term • Textbooks/Resources (specific & detailed)• Assessment

(criteria, form, feedback, times etc.) • Special needs – differentiation – learning support • Special Arrangements

(events – field trips – co-curricular activities)• Developmental Target for Year

(review - what, why, when, who – evaluate)

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Why Assess?Why Assess?Provocative questions!Provocative questions!

Is assessment a numbers game alone?

Does assessment promote learning or only certify that learning has or has not taken place?

Does assessment encourage the able and discourage the weak and under-motivated?

What do students think about the results of assessments they get?

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Research EvidenceResearch Evidence Assessment should inform student of how to proceed as

well as where they are in learning Students need to situate new learning in relation to what is

known – big picture Remarks are a powerful motivator – quality of feedback is

critical Marks often de-motivate Teaching adapted to assessment results is more effective Students who set targets and self-assess are more

motivated and learn better – especially weaker & disadvantaged students

Frequent tests during learning are more powerful than large tests after learning unit

Questioning is a powerful but often misused learning tool

Paul Black & Dylan William Kings College, London

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Personal Marking MethodologyPersonal Marking Methodology

In assessing work (tests and Homework) do youMarks onlyComments onlyMarks and CommentsCorrect all errorsCorrect some errorsIndicate some errorsIndicate all errorsIgnore errorsStress what is done wellStress errorStress presentation

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Assessment for LearningAssessment for Learning

Assessment for learning is the 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

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Formative AssessmentFormative Assessment

Ultimately, the goal of formative assessment is to guide students towards the development of their own learning to learn skills.

(OECD, 2005)

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Active Involvement/Self AssessmentActive Involvement/Self Assessment

Target setting Knowledge of learning aims at start Negotiation of own topic/approach Self-assessment Self-correction Peer assessment Group work & self evaluation

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Formative AssessmentFormative AssessmentAssessment Assessment forfor Learning Learning

Integral part of teaching and learning Sharing learning goals with students Helping the students to recognise the

standards they are aiming for Involving students in assessing their own

learning