Assessment
for / with / of
learning
marking and feedback to improve
student outcomes
Rachel Hawkes
Ofsted on Assessment
• Planning is based on accurate assessment of prior
learning so that teaching is appropriately
challenging
• Assessment and teaching are fully integrated in
the lesson, leading to timely and successful
interventions
• Marking and constructive feedback (teacher and
student) lead to high levels of engagement
• Assessment and marking are in all 4 skills and
conducted in TL (as far as possible)
Challenge and Achievement
 assessment inconsistent at KS3
 serious errors uncorrected
 interpretation of levels insecure and too narrow
 target-setting too vague
 little follow-up of targets
 insufficient regular assessment of speaking at KS3
http://www.ofsted.gov.uk/resources/modern-languages-achievement-and-challenge-2007-2010
All teachers need to know…!
 Their students’ individual strengths, areas for
development
 The nature of progress in each skill across and
within each key stage
Rachel Hawkes
Profile 1
David understands readily and is keen to
communicate. A risk taker, he often launches
in to speaking without having thought through
how the sentence might end up. He is very
spontaneous but because he is quite lazy with
learning verb endings, he half knows a lot of
words, but most sentences will have mistakes
and many will end up ambiguous because of
wrong verb endings.
Rachel Hawkes
Profile 2
Emma has an excellent memory and is really
keen to do well, and also prepared to put in
serious time and commitment to memorising.
She is quite anxious and under confident, but
on top of this, she does not understand
unexpected questions readily and is prone to
answering the question she thinks you might
be asking. In addition, her pronunciation is
not secure and she has difficulty retaining the
sounds of more complex words over time.
Rachel Hawkes
Profile 3
Simon is extremely bright and adapts his
extensive English vocabulary to his foreign
language learning very well. He is secure with
all tenses, using his own conditional perfect in
his last oral assessment! Because he is
ambitious and always wants to say exactly the
right answer, he can sound stilted in oral
examinations. He can get tongue-tied as he is
considering the various different options!
Rachel Hawkes
Profile 4
Vanessa is also very bright. She doesn’t seem at
ease with Spanish and says that she prefers
German. However, recently she has begun to
be much more spontaneous in class, and her
knowledge of grammar is sufficiently well
developed for her to build sentences creatively
and independently. In oral exams she doesn’t
sound as confident as she should be, and there
is a real danger she is underselling herself here,
as her knowledge and application of grammar is
sufficiently well developed for her to be able to
make her own meaningful exchanges.
Rachel Hawkes
David understands readily and is keen to
communicate. A risk taker, he often launches in to
speaking without having thought through how the
sentence might end up. He is very spontaneous but
because he is quite lazy with learning verb endings,
he half knows a lot of words, but most sentences
will have mistakes and many will end up ambiguous
because of wrong verb endings.
Emma has an excellent memory and is really keen
to do well, and also prepared to put in serious time
and commitment to memorising. She is quite
anxious and under confident, but on top of this, she
does not understand unexpected questions readily
and is prone to answering the question she thinks
you might be asking. In addition, her pronunciation
is not secure and she has difficulty retaining the
sounds of more complex words over time.
Simon is extremely bright and adapts his extensive
English vocabulary to his foreign language learning
very well. He is secure with all tenses, using his
own conditional perfect in his last oral assessment!
Because he is ambitious and always wants to say
exactly the right answer, he can sound stilted in oral
examinations. He can get tongue-tied as he is
considering the various different options!
Vanessa is also very bright. She doesn’t seem at ease with
Spanish and says that she prefers German. However,
recently she has begun to be much more spontaneous in
class, and her knowledge of grammar is sufficiently well
developed for her to build sentences creatively and
independently. In oral exams she doesn’t sound as
confident as she should be, and there is a real danger she is
underselling herself here, as her knowledge and application
of grammar is sufficiently well developed for her to be able
to make her own meaningful exchanges.
David
Emma
Simon
Vanessa
Rachel Hawkes
Fitness for purpose: Which ‘next steps’ for which learners?
Speaking
 Organising teaching & learning
 Whole class oral interaction
 Speaking homework (and/or in lesson
recording)
 Speaking assessments (peer / teacher)
Organising teaching & learning
 Annotated seating plans
 Before and after
 Carousel lessons (include individual feedback
activities)
 Pair/group work – watch, listen, gather
information  feedback in mini-plenaries
 Strategies for differentiation when finished
 Record one table group (or several pairs) each
lesson  whole class over time
Rachel Hawkes
Giving feedback / targets
Hablar
T
Whole class oral interaction
 Maximise use of open questions
 Use images to open the context and allow for
a variety of ‘right’ answers
 Thinking time/Pupil talk in pairs first
 ‘no hands up’ policy
 Withhold corrective move – ask several pupils
first
 Longer exchanges with one pupil
 Encourage pupils to respond to others’
answers
 Respond to content more than form in
spontaneous interaction
Rachel Hawkes
Speaking homework / in class
 Using apps (BYOD – mobiles, ipads etc.)
 Using PC or laptop
 Using EasiSpeak mics
Dropbox
Box
Email
Audioboo
site
Dropbox
Email
How best to collect?
 Email to Box
 Save to shared folder on Dropbox
Rachel Hawkes
Speaking assessments
 Ongoing self-assessment
 Peer assessment
 Teacher assessment
Rachel Hawkes
Speaking Activity Student Reflection Sheet
Speaking Activity Student Reflection Sheet
School Name: ______________________
Year Group ____ Date: ______________
School Name: ______________________
Year Group ____ Date: ______________
Put a tick on the line to evaluate the speaking task.
1. Did you enjoy the activity?
Put a tick on the line to evaluate the speaking task.
1. Did you enjoy the activity?
2. How much did you say in whole class work?
2. How much did you say in whole class work?
3. How much did you say in pair/group work?
3. How much did you say in pair/group work?
4. Tick the language used in the task.
5. In which topic could you use
Opinions
this language again?
4. Tick the language used in the task.
5. In which topic could you use
Opinions
this language again?
Reasons
Description
Asking questions
Comparisons
Past events
Future events
Discussion
6. Write here anything you
wanted to say but couldn’t.
Reasons
Description
Asking questions
Comparisons
Past events
Future events
Discussion
6. Write here anything you
wanted to say but couldn’t.
Student 3
• Triangles
Student 1
Peer
assessment
Student 2
• 2 stars and a wish
• Wiki/blog comments
• Group writing
• End of project
• Instead of teacher assessment?
Rachel Hawkes
Peer
assessment
Pienso que...
creativo/a
efectivo/a
tu presentación /
rendimiento/
actuación
relajado/a
seguro/a
el ritmo
el ‘beat’
la letra
la música
la secuencia
la pronunciación
fue
muy
bastante
relativamente
poco
inseguro/a
divertido/a
rápido/a
lento/a
imaginativo/a
organizado/a
interesante
Rachel Hawkes
Y7 Speaking: Peer Assessment Sheet
You are going to assess the speaking of others in your class today.
You are going to assess at least 3 different students in your class
in a speaking line. Ask your partner all of the 7 questions listed
below and then s/he will ask you 3 questions. For each answer or
question give him/her either 2,1 or 0. At least 3 students will
also assess your speaking.
1
2
Questions
¿Cómo te llamas?
¿Cómo estás ¿Qué tal?
3
4
5
6
¿Cómo se escribe?
¿De dónde eres?
¿Cuál es tu nacionalidad?
¿Qué idiomas hablas?
7
¿Dónde vives?
Peer
assessment
Rachel Hawkes
Name
Name
Name
1
2 = full sentence answer (or
question), ready response, not much
hesitation, significant effort to sound
Spanish
2
3
4
5
1 = answer that does communicate
BUT might not be complete
sentence, some attempt to sound
Spanish
6
7
?
?
?
Total
Marksheme. Give 2, 1 or 0 for each
answer
/20
/20
/20
0 = cannot answer OR does not
recognise the question so gives a
different answer
Rachel Hawkes
Speaking Assessment Grid
Name of the person doing the talk: _________________________
Name of the person listening: _______________________
Peer
assessment
Rachel Hawkes
Writing
 Organising teaching & learning – same applies
 Using the tick grid
 Targets – specific, measurable, between-level
next steps
 Build in an automatic re-visit via draft 2
The tick grid
Modelling
• Develop selfassessment
• Question-relevant
• Involvement in task
setting
• Comment only
marking on draft 1
• Target setting from
draft 1
• Re-drafting  level
 
Presente (reg)
Presente (tener,
ser, hay, estar)
Adjetivos
Vínculos
Preguntas
Opiniones
Razones
Negativos
Presente (rad ch)
Futuro (ir a)
Errores
ortográficos
Rachel Hawkes
Modelling
Johnny Depp est né le 9 juin
1963 à Owensboro dans le
Kentucky, aux États-Unis. Il est
acteur américain, qui est déjà
très célèbre. Il est en couple
avec la chanteuse et actrice
française Vanessa Paradis et ils
vivent en France. Ils ont deux
enfants ensemble. En 2010, il
a refusé le titre de l'homme le
plus sexy de l'année pour
servir d'exemple à ses deux
enfants.

Present
//// /
Past
//
Future
Imperfect
Negatives
Opinions
Reasons
/
Links
///
Clauses
/
Detail/Extras
Rachel Hawkes
10 steps: C B
1. Try to give longer answers (i.e. stay with one idea longer
and give more information/detail)
2. Use different persons of the verb (at least I, we, s/he)
3. Use some imperfects (iba, estaba, era, había, tenía)
4. use ‘para + verb’ to extend a sentence
5. start your past activity descriptions with ‘Hice muchas
cosas’ and join the different ideas: primero…luego…y
después… y finalmente…
6. Use ‘antes de….’ and ‘después de…’
7. Use ‘quería + infin ….pero al final no pude, entonces
fuimos…’ (I wanted to do ….but in the end I couldn’t so we
went…
8. Use ‘un día decidimos ir a…’ – one day we decided to ir
to… and describe one day in more detail
9. Use a subjunctive ‘When I am older’ – Cuando sea mayor’
10. Use a future e.g. ‘Iré a’ – I will go to
Normalmente durante las vacaciones voy de vacaciones con mi familia. Vamos siempre a sitios
diferentes; a Francia o España o Escocia. Lo más importante para mí es el sol y el mar porque
me gusta ir a la playa cada día cuando estoy de vacaciones. Prefiero el verano al invierno
porque no me gusta el frío. Prefiero los hoteles porque son más cómodos pero me gusta ir de
camping también. A mi madre le encanta el camping.
El año pasado fui a España con mi familia.
Fuimos en avión. El viaje era un poco
aburrido pero vi una película en mi iPod.
Llegamos al hotel y había una piscina.
¡Qué guay! El primer día hice muchas
cosas diferentes. Primero, nadamos en la
piscina, luego tomamos el sol y después
jugamos al voleibol. Finalmente, después
de jugar, salimos al restaurante. Comí
paella y mi hermano comió pescado ¡qué asco!
El hotel era estupendo. Era un hotel de lujo.
Estaba en la costa muy cerca de la playa. Mi
habitación tenía balcón, televisión y un mini-bar.
Cada día íbamos a la playa para tomar el sol, jugar
y nadar. Un día decidimos ir de excursión en el
campo. Fuimos a un lago que era precioso. Hizo
mucho sol y calor.
Antes de volver a casa en Inglaterra, fui de
compras en la ciudad y compré una camiseta
para mi amiga Jo.
El año que viene, después de terminar mis exámenes de GCSE, iré a Cornwall con mis
amigos. Quisiera hacer surf, nadar en el mar y tomar el sol para descansar un poco.
Después mi familia y yo vamos a ir de vacaciones a Italia. Me gusta Italia porque me
encanta la comida allí. En el futuro, cuando sea mayor, espero ir a Florida porque
siempre me han gustado las playas y los parques de atracciones.
2
Normalmente durante las vacaciones voy de vacaciones con mi familia. Vamos siempre a sitios
diferentes; a Francia o España o Escocia. Lo más importante para mí es el sol y el mar porque
me gusta ir a la playa cada día cuando estoy de vacaciones. Prefiero el verano al invierno
2 más cómodos pero me gusta ir de
porque no me gusta el frío. Prefiero los hoteles porque son
2
camping también. A mi madre le encanta el camping.
El año pasado fui a España con mi familia.
3
2
Fuimos en avión. El viaje era un poco
aburrido pero vi una película
en mi iPod.
3
2
Llegamos al hotel y había una piscina.
¡Qué guay! El primer día hice muchas
2
cosas diferentes. Primero, nadamos
en la
2
piscina, luego tomamos
el sol y después
2
6
jugamos al voleibol. Finalmente, después
2 al restaurante. Comí
de jugar, salimos
2 pescado paella y mi hermano comió
¡qué asco!
3
3
El hotel era estupendo. Era un hotel de lujo.
3
Estaba en la costa muy cerca de la playa. Mi
3
habitación tenía balcón, televisión y un mini-bar.
3 a la playa para
4 tomar el sol, jugar
Cada día íbamos
8
y nadar. Un día decidimos ir de excursión en el
2
3
campo. Fuimos a un lago que era precioso. Hizo
mucho sol y calor.
6
Antes de volver a casa en Inglaterra, fui de
compras en la ciudad y compré una camiseta
para mi amiga Jo.
10
6
El año que viene, después de terminar mis exámenes de GCSE, iré a Cornwall con mis
4
amigos. Quisiera hacer surf,
nadar
en
el
mar
y
tomar
el
sol
para
descansar un poco.
2
Después mi familia y yo vamos a ir de vacaciones a Italia. Me gusta Italia porque me
encanta la comida allí. En el futuro, cuando9 sea mayor, espero ir a Florida porque
siempre me han gustado las playas y los parques de atracciones.
Giving feedback / targets
Escribir
T
Periodic Assessment
• QCDA material (now on my website)
• French (levels 3-8), Spanish (levels 4-7),
German (levels 4-7)
• Range of evidence across 4 skills and 3-4 topic
areas
• Teacher assessment commentary
• Learner targets for development
Rachel Hawkes
Pays
Capitale
Langues
On mange
On boit
Climat
Autres détails
Rachel Hawkes
Les pays francophones:
listening activity
Pupil C listened to a recording of
native French speakers talking about
different countries and noted details in
French.
Listening and speaking:
In the listening activity, Pupil C noted
all the main points required from
familiar spoken language in accurate
French. He spoke with his partner,
answering prepared questions about
his chosen country. Although mainly in
the present tense, he has varied his
language and used a range of
vocabulary. He then went on to ask the
questions himself.
Rachel Hawkes
Rachel Hawkes
Métier idéal: listening transcript
The recording was quite fast and pupils heard it twice.
Listening:
In the listening activity, Pupil D was able to understand some familiar
language in this new context as well as some less familiar topic-related
vocabulary. She has noted the details for each job in mostly accurate
French.
Rachel Hawkes
Assessment in the classroom
Lesson Observation Form Prompts
Evidence of Assessment
Learning: [Do learners know what they have learnt? Do they
play a part in assessing themselves, each other? Are they
involved in setting future learning objectives?]
Teaching: [How does teaching check understanding? Does
teaching respond to assessment of previous class work,
homework, or contributions during the lesson? Is marking
focused, diagnostic and aids progress? Does teaching allow
learners to assess their own and each others’ learning?]
NB Evidence for these judgements may come from
exercise books and mark books (or equivalent)
Rachel Hawkes
Challenge and Achievement
 assessment inconsistent at KS3
 serious errors uncorrected
 interpretation of levels insecure and too narrow
 target-setting too vague
 little follow-up of targets
 insufficient regular assessment of speaking at KS3
http://www.ofsted.gov.uk/resources/modern-languages-achievement-and-challenge-2007-2010
Conclusions
•
•
•
•
‘Meaningful’ vs ‘manageable’
Balance between summative and formative
Integrating teaching and assessment
Improving speaking and writing through
modelling and feedback
• Improving listening and reading through
strategy development
Rachel Hawkes
“Those who do not move do
not notice their chains.”
Rosa Luxemburg
Marxist theorist, philosopher, economist and revolutionary socialist
Website: www.rachelhawkes.com
Email: rhawkes@comberton.cambs.sch.k
Rachel Hawkes
Assistant Principal / SLE / AST / SSAT MFL Senior Lead Practitioner
Comberton Village College, Cambridgeshire