Assessment for Learning
Seminar
Downing College,
University of Cambridge
Friday 16th November 2007
Rachel Hawkes, Assistant Principal, Comberton Village College
Professional Standards for teachers
Core
C12
Know a range of approaches to assessment,
including the importance of formative
assessment.
Post-threshold
P5
Have a more developed knowledge and
understanding of their subjects/curriculum areas
and related pedagogy including how learning
progresses within them.
R. Hawkes
Assessment for Learning Seminar November 2007
Professional Standards for teachers
Core
C8
Have a creative and constructively
critical approach towards innovation;
being prepared to adapt their
practice where benefits and
improvements are identified.
R. Hawkes
Assessment for Learning Seminar November 2007
What do we want our learners to look like?
What skills do we want them to have?
Successful learners
Confident individuals
Responsible citizens
R. Hawkes
Assessment for Learning Seminar November 2007
How would you define assessment
for learning?
“It’s about the way a teacher might
assess a pupil in order to determine
what that pupil or group needs to take
their learning further. Then to use that
information to change, modify, and tune
the teaching to meet that need. “
Professor Paul Black
Interview with GTC, Assessment for Learning
R. Hawkes
Assessment for Learning Seminar November 2007
Assessment for Learning checklist (QCA)
“To effectively use assessment for learning teachers
need to:
• know their pupils well, know why pupils make
mistakes………….
• encourage pupils to take responsibility for their
learning by providing opportunities for pupils to
describe… the strategies they use.
• the process of learning has to be in the minds
of both learner and teacher
QCA, 10 principles of Assessment for Learning
R. Hawkes
Assessment for Learning Seminar November 2007
Improving learning through formative assessment
depends on 5 deceptively simple key factors:
1. Modelling quality: showing pupils the learning
strategies and goals
Communicating clearly what the pupils will be learning
and how they can recognise their success – being clear
about what a good piece of work is – looking at work
that meets and doesn’t meet the criteria.
2. Dialogue and the provision of effective feedback to
pupils
Giving pupils feedback that give them specific
guidance on how to improve their work.
R. Hawkes
Assessment for Learning Seminar November 2007
3. A recognition of the profound influence assessment
has on the motivation and self-esteem of pupils
Appreciating how comments and feedback to pupils
can create a positive or negative culture
4. The active involvement of pupils in their own learning.
Giving pupils the opportunity to express their
understanding – giving them the chance to think and
express their ideas
5. The need for pupils to be able to assess themselves
and understand how to improve
(adapted from Bourdillon and Storey 2002)
R. Hawkes
Assessment for Learning Seminar November 2007
AfL in pratice
• Share the learning objectives and identify
learning outcomes
• Develop the skills of peer and selfassessment
• Provide positive feedback
• Create opportunities for reflection and
review
R. Hawkes
Assessment for Learning Seminar November 2007
Pupils know how to improve
• clarify knowledge & skills
to be learnt
• give opportunities for
pupils to draft-markreflect-improve their work
• clarify success criteria
• make tasks as open-ended as
possible
• allow choice of task (inc.
homework)
• include a variety of ways of
working inc. group & pair work
• give opportunities for
pupils to reflect on and
review their targets
Pupils assess themselves
and others
Pupils think for themselves
Pupils know their learning aims
Strategies to promote
Active Learning
• give opportunities for pupils to use
success criteria and objectives to
assess their own and others’ work
• allow pupils to give
Pupils know about
feedback and set targets
their own progress
for themselves and
others
• inform the pupils of their
levels of achievement
• show pupils examples of
good, (assessed) work
Pupils extend responses &
explain their thinking
• plan open-ended questioning
• extend questioning based on
pupil responses
• encourage pupils to ask
questions
Pupils achieve their
full potential
• know the pupils well
through dialogue and
marking of their work
• variety of strategies to promote
maximum engagement of all e.g.
‘no hands’ policy
• plan differentiated tasks
to meet their needs
RHawkes 07
AfL/Active learning in oral interaction
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Thinking time
Pupil talk in pairs
‘no hands up’ policy
Suspend IRE/IRF sequence – ask several pupils first
Prolonged interactions with pupils
More paired and group activity
Pupils respond to answers of others
Teacher responds to content more than form
Spontaneous interaction encouraged
Lots of ‘I think that’ and ‘because’
Teacher position in class
Gesture and eye contact to promote active listening
Pupil talk scaffolded
Teacher modelling – ‘role play partner’
Time for memorisation  practice and mastery
R. Hawkes
Assessment for Learning Seminar November 2007
¿Cuál es la excepción? ¿Por qué?
1
pelo rubio
ojos verdes
pelo corto
2
soy alto
soy baja
soy moreno
es blanca
es de talla
media
3
es negro
©rh05
KS3 Spanish Core Language
Pronouns
yo – I
tú – you
él/ella – he/she
Usted – you (polite, sing.)
nosotros – we
vosotros – you (fam.pl.)
ellos/ellas – they
Ustedes – you (polite, pl.)
Time words
ahora – now
antes – before
después – after
hoy – today
ayer – yesterday
mañana – tomorrow
otra vez - again
siempre – always
a menudo – often
a veces – sometimes
nunca – never
la semana pasada – last
week
la semana que viene –
next week
Opinions
Pienso que – I think that
Creo que – I believe that
Me parece que – it seems that..
ser – to be
tener – to have
estar – to be
tengo
I have
soy
I am
estoy
I am
tienes
you have
eres
you are
estás
you are
tiene
he/she/you have
es
he/she is/you are
está
he/she is/you are
tenemos
we have
somos
we are
estamos
we are
tenéis
you have (fam.pl.)
sois
you are (fam.pl.)
está
you are (fam.pl.)
tienen
they/you have
son
they/you are
están
they/you are
(pol.sing)
(pol.pl.)
Referring to things
una cosa – a thing
esto – this
eso – that
algo (más) – something
(else)
otro – (an)other
mucho – a lot
(un) poco – (a) little
muy – very
todo – all/everything
(pol.sing)
(pol.pl.)
Referring to places
aquí – here
allí - there
Making links
y – and
o – or
también – also
pero – but
porque – because
con – with
sin - without
Sentence building
puedo/puede
I can/he,she can
quiero/quiere
I want to/he,she wants to…
tengo que/tiene que
I have to/he has to…
voy a/va a
+ verb
I’m going to/he is going to…
(no) me/le gusta
I (don’t) like to/he doesn’t like to
me/le encanta
I love to/he loves to…
me/le gustaría
I/he,she would like to…
(pol.sing)
(pol.pl.)
Asking questions
¿Por qué? – why?
¿Qué? – what?
¿Cuándo? – when?
¿Dónde? – where?
¿Quién? – who?
¿Cuánto(s)? – how
much/many?
¿Cómo? – how?
Saying what you did
fui – I went
hice – I did
ví – I saw
jugué – I played
comí – I ate
bebí – I drank
KS3 Spanish Key Skills
1 Sound/meaning
Memory
4 (improved)
speed of recall
2 Visual/meaning
3 Spelling
(core language
words only)
1 repeat correctly
Pronunciation
1 say whole
sentences from
visual prompts
Sentence
building
3 Use key verbs to
build new sentences
3 pronounce
accurately from
text
2 adapt
sentences to
make new
meanings
2 retain
pronunciation
Infer/guess meaning
from key words/cognates
Comprehension
AfL/Active Learning in written work
• Modelling – pupils are clear about the task
objectives and what makes a good piece of
work
• Levels – pupils understand the descriptors
• Learning objectives & outcomes are the focal
point for teacher’s written feedback
• Feedback shows what students have done
well and how to improve
• Feedback promotes further independent
thought on next steps
• Progression – teacher is clear about this
• Self & peer assessment - students develop
the skills needed to reflect critically on own
and others’ work
R. Hawkes
Assessment for Learning Seminar November 2007
The ‘tick grid’ marking scheme
Year 7 Spanish

Year 8 Spanish


Present (reg)
Present (reg &
irreg)
Present (rad
ch)
Future
Present
(reflex)
Preterite
Imperfect
GCSE Spanish


present
past (preterit)
past (imperfect)
past (perfect)
Future (ir a)
Verb & infinitive
future
links
links
conditional
opinions
opinions
subjunctive
reasons
reasons
links
adjectives
opinions
questions
reasons
adjectives
questions
negatives
spelling errors
negatives
comp./sup.
spelling errors
negatives
comp./sup.
spelling errors

“One of the main obstacles is
that often pupils don’t
recognise what a good piece
of work looks like – they don’t
have a sufficiently clear view
of the aim to be able to steer
themselves.”
Professor Paul Black
Interview with GTC, Assessment for Learning
R. Hawkes
Assessment for Learning Seminar November 2007
Prepare the text for your PowerPoint presentation on your family. You will need 5
slides only (but you can add additional slides if you wish) and you may add in photos
or drawings at home. In this lesson, you will be planning and writing the text. Include
the following information:
Year 8 End of Unit project
• a description of yourself
• how many people in your family and who they are
• a detailed description of one family member and a
comparison of yourself with that person
• a description of the hobbies and interests you and
your family have
• a description of your plans for next weekend
Yo
Me llamo Isabel. Soy de
Granada y vivo en Madrid con
mi familia. Tengo 13 años y
mi cumpleaños es el 7 de
agosto.
Tengo el pelo negro y los ojos
marrones. Soy baja y
delgada.
Como persona, soy divertida y
habladora. Nunca soy
perezosa.
Mi familia
Ésta es mi familia. Hay cinco
personas en mi familia: mi madre,
mi padre, mi hermana, mi hermano
y yo.
Mi madre se llama Mayra y tiene 40
años. Tiene el pelo corto y los ojos
verdes. Es muy simpática y
optimista.
Mi padre se llama Luis y tiene 42
años. Tiene el pelo negro y los ojos
marrones como yo. Es muy
enérgico y gracioso.
Mi hermana se llama Tania y tiene
16 años. Mi hermano se llama
Martín y tiene 11 años.
Mi hermano
Mi hermano Martín es bastante alto
y delgado. Es más alto que yo.
Tiene el pelo al rape y los ojos
verdes (como mi madre).
Como persona es muy divertido y
gracioso. ¡Pero yo pienso que es
mucho más perezoso que yo!
Le encanta el deporte,
especialmente el fútbol. Es
aficionado de Barcelona. ¡Qué
aburrido! Yo detesto el fútbol –
prefiero el rugby!
El tiempo libre
A mí me encanta la música.
Escucho música siempre en casa y en
el autobús. Me gusta también practicar
la equitación y jugar al hockey en el
colegio con mis amigas.
A mi madre le encanta leer porque es
relajante. Le gusta a veces hacer
ciclismo.
A mi padre le gusta mucho hacer
deporte. Es muy deportista. Le encanta
jugar al tenis y al ping pong.
El fin de semana que viene
Este fin de semana voy a descansar
en casa y hacer mis deberes. El
sábado voy a salir con mis amigos.
Vamos a ir al cine.
Mi hermano va a jugar en un partido
de fútbol en Newmarket. Después
va a mirar la tele y chatear por
internet – es muy perezoso.
El domingo mi familia y yo vamos a
ir a un restaurante para el
cumpleaños de mi abuela.
Use verb forms other than ‘I’ and
choose some ‘radical’ verbs and other
irregulars – e.g.
ser/tener/jugar/hacer/pensar
Say a little about your plans for next
weekend and what the rest of your
family will be doing too.
You use this when you say you like
doing something – i.e. me gusta bailar.
Links are ways to join sentences or
halves of sentences together – e.g. y,
también, pero, sin embargo, después,
luego
As well as ‘me gusta’ etc.. Why not also porque =
because!
include pienso que, creo que, a mi
parecer, me parece que, en mi opinión
p.2 – 4
vocabulary
book

Present (reg &
irreg)
5
Future
2
Preterite
Imperfect
Verb & infinitive
2
links
3
opinions
3
reasons
2
adjectives
5
questions
2
negatives
2
comp./sup.
2
spelling errors
see p.5 vocabulary book
e.g. nicer than, funnier
than, bigger than..

“Self-assessment will only
happen if teachers help
pupils, particularly the lowattainers, to develop the skill.
This takes time and practice.”
Working inside the black box
Dept of Education & Professional Studies, King’s College, London
R. Hawkes
Assessment for Learning Seminar November 2007
A
Auxiliary verb required/incorrect
Adj Wrong position or agreement
error
G
Gender error
I
Infinitive verb required
M
Meaning unclear
P
Plural required
PP
Past participle required/error
Sp
Spelling error
T
Tense incorrect
V
Verb required/incorrect
WO Word order incorrect
@
Incorrect use of à/de
Activity 1
Look at the following list of words and give each one a
number rating 1-5 based on how well you know the word.
Look at the VKS (Vocabulary Knowledge Scale) below:
1. I don’t remember having seen this word before.
2. I have seen this word before but I don’t know what it
means.
3. I have seen this word before and I think it means….
4. I know this word: it means…….
5. I can use this word in a sentence, e.g……….
(ref: Wesche M & Paribakht T.S. (1996) “Assessing second language vocabulary
knowledge: depth versus breadth”, The Canadian Modern Language Review 53, 1:28)
Look at the following Spanish words and award them a number (1 – 5) according to
the criteria below:
1. I can pronounce this word and I know what it means
2. I know what it means
3. I think I know what it means
4. I know I have learnt this word but I can’t remember what it means
5. I have never seen that word before
1. Buenos días 2. tengo
3. dos
4. muy bien
5. ¿Cómo
estás?
6. mi
cumpleaños
7. enero
8. gracias
9. catorce
10. un bolígrafo 11. no tengo
12. estoy mal
13. noviembre
14. dieciocho
16. veinte
15. ¿Qué tal?
“Peer assessment is uniquely
valuable because pupils may
accept, from one another,
criticisms of their work, which
they would not take seriously if
made by their teacher”
Working inside the black box
Dept of Education & Professional Studies, King’s College, London
R. Hawkes
Assessment for Learning Seminar November 2007
1
2
3
4
Subject variety (other than ‘ich’)
5
6
7
Number of opinions
8
9
10
Number of appropriate R2/R3 articles
11
12
13
Number of modal verbs
Number of present tenses
Number of past tenses
Number of future tenses
Number of different adjectives
Number of adjective endings
Number of inversions
Number of WO3 constructions
Number of um … zu … clauses
Number of idioms
http://www.ittmfl.org.uk/modules/teaching/1e/janejones.htm
Jane Jones, Senior Lecturer at King’s College, London
Video clips classified by area of AfL
http://www.shambles.net/pages/learning/mfl/mflassess/
Page of links including video, links to QCA documents etc..
http://www.ittmfl.org.uk/modules/teaching/1e/er.htm
Recommended reading list for AfL in MFL
http://www.norfolkesinet.org.uk/pages/viewpage.asp?uniqid=4251
Some resources to download to aid self and peer assessment in MFL
http://www.qca.org.uk/qca_4361.aspx
Case study of AfL in MFL to download
http://www.sunderlandschools.org/mfl-sunderland/mflnetwork.htm
Sunderland Network resources to download for AfL in MFL
http://www.teachers.tv/video/572
AfL in MFL – several videos of teachers using AfL techniques
Professor Paul Black on AfL - Interview with GTC
http://www.gtce.org.uk/newsfeatures/features/136105
R. Hawkes
Assessment for Learning Seminar November 2007
“The active involvement of
pupils is absolutely essential
if personalised learning is to
work.”
Rachel Hawkes
Email: rhawkes@comberton.cambs.sch.uk
Tel: 01223 262503 ext.222
R. Hawkes
Assessment for Learning Seminar November 2007
What have I learned?
• One new idea
• One thing I will do (differently?)
• One thing I will pass on
Rachel Hawkes
Email: rhawkes@comberton.cambs.sch.uk
Tel: 01223 262503 ext.222
R. Hawkes
Assessment for Learning Seminar November 2007
Frequently Asked Questions
Will it (AfL) be more work?
Will it be more meaningful?
Will the pupils know where they are without a
grade?
R. Hawkes
Assessment for Learning Seminar November 2007
KS2/KS3 transition
Primary pupils have formative assessment strategies
embedded as the mainstay of their KS1 and KS2 learning.
They experience trauma (first 2 terms of year 7 at least) on
transition to the overwhelmingly summative approach in
secondary schools. This is one of the main difficulties for
pupils on transition from primary to secondary.
Summary of research being conducted into AfL by Jane Jones, King’s
College, London.
R. Hawkes
Assessment for Learning Seminar November 2007
A ‘mixed economy’ is best
Research findings suggest that pupils most want a
mixture of self-assessment, peer assessment, teacher
formative feedback and summative assessment. They
do tire of just one approach that becomes routinised and
dull and want a variety of assessment experiences.
They do want teachers just to correct their work
sometimes and give them a grade. However, an
assessment for learning approach that makes pupils
central to the learning dialogue and is underpinned by
learning strategy training creates more autonomy and
confidence among learners and improves teaching and
learning in the classroom.
R. Hawkes
Assessment for Learning Seminar November 2007