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Assess for Success
Содержание
- 1. Assess for Success
- 2. Assessment for learning ≠ Assessment of learning
- 3. What does it mean? Assessment for learning
- 4. ACTIVE STUDENTSPEER INTERACTIONFEEDBACKFORMATIVELEARNER CENTREDA JOURNEYSUMMATIVEMARKING AND GRADINGJUDGEMENTCOMPARISON / CATEGORISATIONTEACHER CENTREDASSESSMENT OF LEARNINGASSESSMENT FOR LEARNING
- 5. Assessment for Learing“A learning journey”Where is he going?Where is he now?How can he get there?
- 6. Where is he going?
- 7. 1. SET TARGETS
- 8. Targets should be…?
- 9. SMART targetsSMART
- 10. Target Setting SMARTSPECIFIC MEASURABLE ACHIEVEABLERELEVANT TIME BASED
- 11. Target Setting SMARTSPECIFIC, SIGNIFICANT, STRETCHINGMEASURABLE, MEANINGFUL, MOTIVATIONAL ACHIEVEABLE, ATTAINABLE, AGREED UPONRELEVANT, REALISTICTIME BASED
- 12. For exampleBy the end of the unit
- 13. TARGET SETTING: personalisationSource: https://goo.gl/cxo4QyCoral Regí. Escola Vilorai (BCN)
- 14. TARGET SETTINGSHARE LEARNING INTENTIONS
- 15. Why?
- 16. How?
- 17. 1. SS point them out / read themMake them explicit
- 18. 2. Students predict what they are going to learnMake them explicit
- 19. Project: make an imaginary planet and present it to the classShow them what success looks like
- 20. Famous people
- 21. Where is he?
- 22. (Gather information)EVIDENCE OF LEARNING
- 23. Vision of successImagine you speak English perfectly:Where
- 24. End of the unit progress tests, review pages, etc.
- 25. Achievement board I can say three sentences
- 26. Listen and repeat (pupils!)True or false /
- 27. How can he get there?
- 28. Hattie, John (2012)?The effect of different factors on learning
- 29. Hattie, John (2012)
- 30. TARGET SETTINGSHARING LEARNING INTENTIONSFEEDBACK
- 31. Feedback
- 32. TEACHER TO STUDENT FEEDBACK
- 33. How do you give feedback to your students?
- 34. Grading
- 35. Comments are much more effective than grades Studies:Ruth Butler, 1998John Hattie, 2012
- 36. Studies:Ruth Butler, 1998John Hattie, 2012Comments are much
- 37. d) Use different describing words: for “very
- 38. d) Use different describing words: for “very
- 39. I like the picture of your animalI
- 40. PRESENTATIONOBJECTIVEEFFORTTO IMPROVE Add commentsNot all the food was healthyAcronyms
- 41. https://goo.gl/NbjjAuStickers
- 42. Rubrics
- 43. Which of the following rubrics would you use and why?
- 44. Слайд 44
- 45. Rubrics are a way to make it
- 46. Key question for rubric creationWhat are the key learning outcomes of the task?
- 47. Make it visibleGeneralSpecificSource: Pinterest
- 48. Share them with your students
- 49. Cool Tools
- 50. STUDENT TO TEACHER FEEDBACK
- 51. Self-assessmentPeer-assessmentWhole-class assessment
- 52. Self-assessment
- 53. I like English because …I don’t like
- 54. Let’s try!Hand shape(Unit specific)
- 55. Primary 4th grade
- 56. Draw your hand and writeI know 3
- 57. What are you good at? / What would you like to improve?Antonio M.Names of petsTriangle Flags
- 58. 1 2
- 59. Peer-assessment
- 60. Sticky notes
- 61. I like the picture of your animalI
- 62. Word Clouds
- 63. Слайд 63
- 64. Слайд 64
- 65. Whole-Whole-class assessment
- 66. Mini whiteboardsLaminated flashcardsORMini WhiteboardsHow do you spell
- 67. Emoji FansTo check level of understandingCan you describe your pet to the class?
- 68. Emoji emotions
- 69. The school bus
- 70. WHAT DO WE DO WITH ALL THIS NOW?
- 71. Make decisions on what to do nextModify our teaching?Reteach / Recycle?Practice more?Expand the content / vocabulary?
- 72. …And check results again
- 73. With fun tech
- 74. Games
- 75. Educational video games
- 76. How do you say “aguacate” in English?
- 77. Or Exit Tickets Name 5 types of
- 78. But make it memorable
- 79. A greeWith funny images
- 80. ‘Writing one t written two t’s’By singing it
- 81. These are the most difficult types of
- 82. Assessment for learning What does it mean
- 83. Thank you!Any Doubts?Contact me!Mail: elena.merino@pearson.comTwitter: @merino_helenBlog: http://eltlearningjourneys.com/
- 84. ReferencesButler, R. (1987). Task-involving and ego-involving properties
- 85. Слайд 85
- 86. Скачать презентанцию
Assessment for learning ≠ Assessment of learning
Слайды и текст этой презентации
Слайд 4ACTIVE STUDENTS
PEER INTERACTION
FEEDBACK
FORMATIVE
LEARNER CENTRED
A JOURNEY
SUMMATIVE
MARKING AND GRADING
JUDGEMENT
COMPARISON / CATEGORISATION
TEACHER CENTRED
ASSESSMENT
OF LEARNING
Слайд 5Assessment for Learing
“A learning journey”
Where is he going?
Where is he
now?
How can he get there?
Слайд 11Target Setting SMART
SPECIFIC, SIGNIFICANT, STRETCHING
MEASURABLE, MEANINGFUL, MOTIVATIONAL
ACHIEVEABLE, ATTAINABLE, AGREED
UPON
RELEVANT, REALISTIC
TIME BASED
Слайд 12For example
By the end of the unit in 3 weeks
you will be able to make a poster about your
healthy food lunchbox and present it to your class
Слайд 13TARGET SETTING: personalisation
Source: https://goo.gl/cxo4Qy
Coral Regí. Escola Vilorai (BCN)
Слайд 19Project: make an imaginary planet and present it to the
class
Show them what success looks like
Слайд 23Vision of success
Imagine you speak English perfectly:
Where are you?
Who are
you talking to?
What are you saying?
Unit-specific: imagine you are
talking about your pet. What are you saying?Credit: Andrea Littlewood
Слайд 25Achievement board
I can say three sentences about a pet
I can name at least ten different animals
I can understand
animal life cycles I can do a presentation about a helpful animal
I know at least ten animal body parts and at least ten describing words
Слайд 26Listen and repeat (pupils!)
True or false / A/B/C / STOP!
Jump
the line / action / sound
Splat
What’s missing / Pass
the parcel The hot seat / Mime
Repetition
Recognition
Making decisions
Producing the word
Using the word in a sentence
Using Flashcards
Слайд 36Studies:
Ruth Butler, 1998
John Hattie, 2012
Comments are much more effective than
grades
We need comments that help learners to move forward
and that make our pupils think.
Слайд 37d) Use different describing words: for “very good”, what about
“wonderful / fantastic”?
a) Work harder!
c) 4/10
f) You need to structure
bettere) A nice try/ a good effort
b) Remember: capitals at the start of a sentence!
h) Plug your brain in
g) You need to write in paragraphs
Слайд 38d) Use different describing words: for “very good”, what about
“wonderful / fantastic”?
a) Work harder!
c) 4/10
f) You need to structure
bettere) A nice try/ a good effort
b) Remember: capitals at the start of a sentence!
h) Plug your brain in
g) You need to write in paragraphs
Слайд 39I like the picture of your animal
I like how your
animal helps people
I wish your card described the animal a
bit more (size and what they eat)Two stars and a wish
Слайд 45Rubrics are a way to make it clear to our
students what it is they are being assessed on &
what it is they need to improve
Слайд 53I like English because …
I don’t like English because …
I’d
like to learn…
I know how to… in English
Name ____________
Hand shape
(FDOC)
Слайд 56Draw your hand and write
I know 3 words to describe
people: ______, ____________, _______
I also know these 2 other words
(from the image): _____ , _______I don’t remember how to say:
I’d like to learn:
Name _______________
Слайд 57What are you good at? / What would you like
to improve?
Antonio M.
Names of pets
Triangle Flags
Слайд 61I like the picture of your animal
I like how your
animal helps people
I wish your card described the animal a
bit more (size and what they eat)Also… Two wish and a star
Слайд 66Mini whiteboards
Laminated flashcards
OR
Mini Whiteboards
How do you spell “brother”?
What are these?
What did you do
last night?
Слайд 71Make decisions on what to do next
Modify our teaching?
Reteach /
Recycle?
Practice more?
Expand the content / vocabulary?
Слайд 76How do you say “aguacate” in English?
Is there any
milk in your fridge?
Name 3 grains
What is the most typical
food in Japan?Do you like broccoli?
Name 5 types of food
Can you answer these questions?
And dynamic tasks
Слайд 77Or Exit Tickets
Name 5 types of food
Do you like
broccoli?
How do you say “aguacate” in English?
Is there any
milk in your fridge?What’s the most typical food in Japan?
Name 3 grains
Слайд 81These are the most difficult types of food: ____, ____and
_____.
Are we cool?
I like _________, yummy! But I don’t
like ________, mummy!There isn’t any __ in my fridge. I hope it’s not on the bridge.
I will tell you two types of grains: ___ and _____. I saw them at Kane’s.
_____ is what they eat in Japan. Are you listening, man?
Even rapping it
Слайд 82Assessment for learning
What does it mean to you now?
How
and when do you evaluate your students?
Слайд 83Thank you!
Any Doubts?
Contact me!
Mail: elena.merino@pearson.com
Twitter: @merino_helen
Blog: http://eltlearningjourneys.com/
Слайд 84References
Butler, R. (1987). Task-involving and ego-involving properties of evaluation: Effects
of different feedback conditions on motivational perceptions, interest, and performance.
Journal of Education Pyscology, 79, 474-482.Hattie, J. (2012). Feedback in schools. In Sutton, Hornsey and Douglas (eds), Feedback: The Communication of Praise, Criticism, and Advice (Language as Social Action), Peter lang: New York, pp. 265-278.
Coral Regí (video). Protagonistes de la innovació educativa. EduCaixa 2016.
Coursebooks: Poptropica English Islands, Team Up (Pearson)
Images: Pixaby, ELTPics, clipart, Google Images
Stickers: https://goo.gl/NbjjAu
Tools: classtools.net, wordsift.org, rhymezone.org
Rubrics: roobrix, rubistar, joezoo
Online quizzes: kahoot, quizizz, socrative, plickers
Educational videogames: Poptropica Online Game
