Assessment for Learning Assessment for Learning (AfL)(AfL)
Learning Intentions & Success Criteria Learning Intentions & Success CriteriaSamaira NasimSamaira Nasim
AIMS OF SESSION:ā¢ Understand what learning intentions and success criteria
are.ā¢ Be able to identify and frame learning intentions and
success criteriaā¢ Understand the difference between product criteria and
process criteria.ā¢ Have a go at writing process success criteria.
Task 1Think about a time when you have succeeded at learning something.ā¢ What made it successful?ā¢ Were there are any barriers?
KEY ELEMENTS OF AfL ā¢ Shared learning intentions/objectivesā¢ Clear success criteriaā¢ Feedback and markingā¢ Pupil self evaluationā¢ Effective questioningā¢ Target setting
Why Are Learning Intentions and Success Criteria Important?
āIf learners are to take more responsibility for their own learning, then they need to know what they are going to learn, how they will recognise when they have succeeded and why they should learn it in the first place.ā - (An Intro to AfL, Learning Unlimited, 2004)
Learning Learning IntentionsIntentions
āāWhatā and āWhyāWhatā and āWhyāSuccess Criteria
āHow to recognise successā
What Is a Learning Intention?āA learning intention describes what pupils should know, understand or be able to do by the end of the lesson or series of lessons.ā (Learning Unlimited, 2004)
Learning Intentionsā¢ Identify new learningā¢ Focus on transferable skills
Sharing Learning Intentions
1. Identify what pupils will be learning (We are learning toā¦).
2. Explain the reason for the learning (This is becauseā¦).3. Share (and sometimes negotiate) the learning and the
reason with pupils at the beginning of the lesson or activity.
4. Present these in language that pupils can understand.5. Revisit the learning intention throughout the
activity/lesson.
Defining the Learning Intention
ā¢ We are learning toā¦
- work effectively in groups.- use evidence to draw conclusions.- identify odd and even numbers.
Defining the Learning Intention.ā¢ Activity: What are we doing?
- Write a description of your best friend.
ā¢ Learning Intention: What are we learning?- To write an effective characterisation.
Activity 1From Doing to Learning
Learning IntentionBe able to identify learning intentionsBe able to frame learning intentions
Getting the Learning Intentions Right!
Activity Learning Intention ContextGive a speech for or against smoking
To present a point of view in a persuasive way
Speech about smoking
Draw a bar chart to show how pupils in our class come to school
To present information graphically
Bar chart on types of transport used to get to school
Work effectively in a group to design a leaflet to promote healthy eating
To be able to work effectively in a group
Healthy eating leaflet
Activity 2From Learning Intention to Success Criteria
Learning IntentionTo identify and frame success criteria
Success CriteriaWhat do you understand by the term Success Criteria?
What Are Success Criteria?āā¦ success criteria summarise the key steps or ingredients the student needs in order to fulfil the learning intention ā the main things to do, include or focus on.ā
- Shirley Clarke
Success Criteria
ā¢ Success Criteria
ā¢ āHow to recognise successā
Learning Learning IntentionsIntentions
āāWhatā and āWhyāWhatā and āWhyā
Different Types of Success Criteria
ā¢ The success criteria is a statement of what the child will be able to do if they meet the learning objective.
ā¢ It should also be linked to an age-related example which children can attempt to show whether they are successful.
ā¢ The process success criteria are the steps which could help the child achieve the learning objective.
ā¢ āProductā success criteria are unhelpful e.g. āyour answers will be correctā. They focus on end points or products. They are what the teacher wants and donāt indicate for the children how the learning objective will be fulfilled. āIāll know it when I see itā approach that leads to being reactive rather than proactive.
ā¢ āProcessā success criteria are helpful. They explain how the learning objective will be achieved. Children are actively engaged in the process of learning. They act as an aide-memoire of necessary ingredients.
Why Are Success Criteria Important?ā¢ Improve understandingā¢ Empower pupilsā¢ Encourage independent learningā¢ Enable accurate feedback
Effective Success Criteriaā¦ā¢ are linked to the learning intention;ā¢ are specific to an activity;ā¢ are discussed and agreed with pupils prior to undertaking the
activity;ā¢ must be visible so children can look up and check during the lesson.ā¢ provide a scaffold and focus for pupils while engaged in the activity;
andā¢ are used as the basis for feedback and peer-/self-assessment.
Learning Intention: We are learning to write a narrative.
Activity: Write a ghost story.I will be successful if:
ā¢ people enjoy reading my story; andā¢ it frightens them.
I will be successful if:
ā¢ set the scene in the opening paragraph;ā¢ build up tension/suspense;ā¢ use spooky adjectives and powerful verbs; andā¢ end with a cliffhanger.
Effective Success Criteria cont.
Additional ExamplesWe are learning toā¦present an argument.
We are learning toā¦calculate the passing of
time in 5-minute intervals. Remember toā¦
ā¢ include opening and closing statements
ā¢ give reasons for and againstā¢ use evidence to supportā¢ use language to persuade
Remember toā¦
ā¢ count from the minute handā¢ stop where the minute hand
finishesā¢ count in fivesā¢ go clockwise
Generating Process Success Criteria
ā¢ Essential for children to be included.ā¢ Write the success criteria in childrenās words.ā¢ If there are a lot of steps (e.g. in a calculation),
write each one as that step is modelled.ā¢ With the whole class, look at anonymous work.ā¢ Get the children to have a go first, then generate
the criteria.
Effective Process Success CriteriaEffective criteria will:ā¢ Be written to support understandingā¢ Include examplesā¢ Be shortā¢ Be clearly laid out and visibleā¢ Relate to the learning and not the taskEffective use will be when pupils:ā¢ Know their purposeā¢ Use as and when they need to, either to: - support learning - act as a reminderā¢ Use as a check
Process Success Criteria ā an Example
ā¢ Learning Objective: To use a multiplication grid to calculate TU x TU
ā¢ Success Criteria: I can calculate TU x TU by using a multiplication grid.
ā¢ Process Success criteria:ā Partition the numbers into T and U on the grid.ā Multiply the numbers for the first square and put the answer
in the box.ā Do the same for the rest of the grid.ā Total the four boxes. etc
TaskWrite suitable process success criteria for the following learning objectives.
Year 2 Objective:
ā¢Round two-digit numbers to the nearest 10.
Process criteria:Find the number on the number lineIdentify the multiple of 10 at either side of the numberCount the jumps to the multiple of 10 beforeCount the jumps to the multiple of 10 afterRound the number to whichever is nearestIf the last digit is 5, round the number up to the next multiple of 10
Year 4 Objective:
ā¢ To be able to multiply and divide numbers to 1000 by 10.
Process Criteria:ā¢ Multiplying by 10ā¢ Move the digits one place to the
leftā¢ Use 0 as a placeholderā¢ The number becomes 10 times
bigger
Year 6 Objective:
ā¢ To be able to locate and plot coordinates in the first quadrant.
Process criteria:ā¢ To plot a coordinate:ā¢ Start at the origin (0,0)ā¢ Read along the x axis to find the
first co-ordinate (x)ā¢ Read up the y axis to find the
second co-ordinate (y)ā¢ Mark the point on the gridline
where they meet
Recapping the Benefitsā¢ How does the use of Learning Intentions and
Success Criteria benefit pupils?
Benefits for Pupils
āChildren are more focused and interested, creating a positive learning culture. Their self-esteem is improving also.ā
āWe have given children the vocabulary to discuss their own work.ā
āSuccess can now be achieved by all, even the weakest children!ā
āPupils are beginning to talk more about how they are learning rather than what they are learning.ā
Benefits for Teachers
āSharing learning intentions and success criteria at the beginning of the lessons has resulted in teacher and pupils working more in partnership towards a common goal.ā
āIām more sensitive to individualsā needs/achievements.ā
āRelationships between teacher and pupils are warmer and more positive.ā
āMy planning is moreeffective/focused/thoughtful.ā
Summary
To take more responsibility for their own learning, pupils need to know:
ā¢ what they are going to learn;ā¢ how they will recognise when they have
succeeded; and ā¢ why they should learn it in the first place.
Summary cont.
Using Learning Intentions and Success Criteria:ā¢creates more self-motivated pupils;ā¢empowers pupils to become independent learners;ā¢improves understanding; andā¢can help focus feedback.
This isnāt all new but we need to be more systematic about using these approaches in our classrooms.
Feedback and Marking
AIMS OF SESSION:
ā¢ Review what we mean by āproviding effective feedbackā
ā¢ To look at some suggestions for responding to childrenās work.
ā¢ To consider how pupils can participate in the marking process.
ā¢ Evaluate the feedback that is being currently provided to children.
Marking/Feedbackā¢ Links to the objective/success criteria.ā¢ Is specific.ā¢ A balance of oral and written.ā¢ Each pupil receives focused feedback on a regular
basis.ā¢ Involves the pupils.ā¢ Follows the schools marking policy.
āTo be effective, feedback should cause thinking to take place.ā
Shirley Clarke
Types of markingā¢ Oral feedbackā¢ Distance markingā¢ Acknowledgement markingā¢ Closed exercise markingā¢ Paired responseā¢ Quality markingā¢ Self and paired marking
Successful oral feedback . . . Foundation Stage/Year 1
ā¢ focuses on two or three places where the childās work meets the learning intention;
ā¢ indicates where an improvement could be made;
ā¢ is followed by time to complete the improvement.
Distance MarkingDistance marking may be quality marking or a comment that takes the childās learning forward.
Acknowledgement MarkingThis is a courtesy look at the work, and may include a tick or an initial. It implies that some dialogue took place during the lesson, which will have had impact on the childās learning. The acknowledgement simply informs others that the work has been dealt with orally, in a group or whole-class setting.G for guided group work V for verbal feedback
Closed Exercise MarkingThis is where the work is marked together, and therefore fewer examples of the work have been given and normally requires a tick or cross. Wherever possible work will be marked as a class or in groups. Children may use a coloured pencil crayon to self-mark.
Self and paired markingQuality self-marking is very powerful, and the first stage of moving power from teacher to child is to get the children to mark their own work. This will lead on to response partner work. .Ground rules need to be put into place when paired marking occurs. These could include:
ā¢The pupil needs time to reflect on, and check his or her writing before a response partner sees it.ā¢The response partner should begin with a positive comment about the workā¢The response partner should ask for clarification rather than jump to conclusions.
Paired marking should not be introduced until KS2, unless teachers feel that younger children are ready. Children need to be trained to do this, through modelling with the whole class and watching the paired marking in action. It is also important to establish ground rules (e.g. listening, interruptions, confidentiality, etc.) and display these in class.
Paired ResponseA response partner helps you with your work, tells you the truth about your work, and helps you to make your work better.
Successful written feedbackāSuccess and Improvementā Marking
(Quality marking)ā¢ Highlights success and improvementā¢ Asks for a small improvementā¢ Quality marking within a unitā¢ Moves towards shared marking
ā teacher and childā child and partner: paired markingā child marks own work
The marking processā¢ Highlight 2 or 3 aspects of the writing which
meet the success criteriaā¢ Identify a difference between the success
criteria and the childās workā¢ What needs to happen to āclose this gapā?ā¢ Ask for a small improvement - oral or
writtenā¢ Allow time for children to respond
Key ElementsLearning Objectives:
āWhat are we going to learn?ā
Activities:āHow are we going to learn?ā
Success Criteria: āHow do we know if we have
succeeded?ā
Sequence ā marking writing.
ā¢ Share the learning objectives and the success criteria with the children
ā¢ Ensure feedback gives support, motivates and enables improvement.
ā¢ Encourage children to assess their own work.
ā¢ Provide time for improvements to be made
Ways to respond -āClosing the gapā
ā¢ Reminder promptsā¢ Scaffolded promptsā¢ Example prompts
Quality marking not expected on a daily basis!
~ within the unit of work~ at the end of a unit of work
Use effective adjectives in a
description āHe was a bad monsterā
Reminder prompt: Can you think of a better adjective than ābadā?Scaffolded prompt: What kind of a monster was he? Change
ābadā for a word that will make him more scary.
Example prompt: Try one of these words, or think of one of
your own ā ferocious, terrifying, evil
Activityā¢ Read the example of Jason and the Golden
Fleeceā¢ Using the success criteria, highlight 2
examples of effective adjectives or adverbsā¢ Provide a reminder, scaffolded and example
prompt in response to the childās writingā¢ Feedback
Closing the gap tasks
Highlighted good examples against the
L.O.
PUPIL SELF PUPIL SELF EVALUATIONEVALUATION
Pupil self-evaluation
āLearners must ultimately be responsible for their learning since no one else can do it for
them.ā
āSelf-evaluation is part of learning ā itās part of the lesson,
not an extra thing.āShirley Clarke
ā¢ Literacy Laddersā¢ Genre Checklistsā¢ Response partners
Strategies to support pupilsā self-assessment
W h e n y o u w r i te , re m e m b e rā¦
F u lls to p s
D o e s i tm a k e
s e n se ?
C ap i ta lle t te r s
www.lancsngfl.ac.uk/nationalstrategy/literacy
Response partners can:ā¢ Discuss the learning objectiveā¢ Work together - reminding each other of
the learning intentionā¢ Comment to each other as they workā¢ Mark each othersā workā¢ Encourage self-evaluation
Marking PartnershipsOur agreement on marking partnerships ā We decided that there were some rules we all needed to keep.
When we become marking partners we all agree to:ā¢ Respect our partnerās work because they have done their best and so
their work should be valuedā¢ Try to see how they have tackled the learning objective and only try to
improve things that are to do with the learning objectiveā¢ Tell our partner the good things we see in their work.ā¢ Listen to our partnerās advice because we are trying to help each other
do better in our workā¢ Look for a way to help our partner achieve the learning objective
better by giving them an improvement suggestionā¢ Try to make our suggestions positive and as clear as possible.ā¢ Get our partner to talk about what they tried to achieve in their work.ā¢ Be fair to our partner. We will not talk about their work behind their
backs because we wouldnāt like them to do it to us and it wouldnāt be fair.
ā¢ (Excellence and Enjoyment: Learning and teaching in the primary years. Planning and Assessment for learning p64)
The last word ā¦āIt makes you feel like youāve done it wellā
Year 3 ā average ability
āI feel cheerful that I did something good, before I was always told to check my spellingsā¦.Iām a
better writer nowāYear 6 ā SEN
āIt makes me want to write more cos I know how to make my writing betterā
Year 2- below average ability
Key Messagesā¢ Give feedback against the focused learning objectives of the taskā¢ Mark spelling, aspects of presentation etc only when this is the
learning intention ā¢ Avoid writing large pieces of prose at the end of the piece of work
(which might not be understood)ā¢ Highlight where success has occurred against those objectives.ā¢ When marking for improvement, give appropriate prompts or
strategies to enable pupils make those improvements (reminder, scaffold and example prompts). The aim is to enable the pupil to look for their own highlights and arrows after time ā this is what self-assessment is really about
ā¢ Paired marking with this strategy is very constructive. (response partners)
ā¢ Wherever possible pupils should be encouraged to self-mark.ā¢ Distance marking should be accessible to pupils but manageable for
teachers. Use codes against the learning objectives whenever possible. (Follow the schoolās marking policy.)
ā¢ Build in reading/āmaking improvementsā time- what do I need to do to improve this piece of work?
ā¢ If it is a closed task (right or wrong answers) then ticks and crosses will work, but one can still use the arrow and the prompt.
AFL SELF EVALUATIONā¢ Using the Afl self review grid
conduct a review of your own performance.
Questions and Close