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Effective
implementation of assessment for learning
at KS3 in Design and
Technology |
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School:
Birkdale High School, West Yorkshire |
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Fellow: Paul Anderson |
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Email: paulanderson67@aol.com |
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Interim report: |
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The effective implementation of Assessment
for Learning (AfL) can lead to increased attainment
by pupils, along with an improvement in pupils’
understanding of their work and how we are
helping them learn. Whilst the general application
of AfL has been investigated across several
curriculum areas, there is limited information
available specific to the Technology curriculum.
The aims of my project are, for Key Stage
3 Design and Technology, to: |
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Identify
and evaluate a range of approaches that
can be used to implement AfL. |
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Develop materials to support the effective
implementation of the AfL. |
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Materials and approaches used to implement
AfL have been obtained from several schools.
It is apparent from this that there is a significant
variation between schools in the interpretation
of what is involved in the implementation
of AfL. |
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From analysing the responses,
three types of generic approach to the implementation
of AfL have been identified. These first is
based on Objective Led Learning, where the
objectives are shared with the pupils and
attainment subsequently gauged by comparison
against these at the end of a task. The second
is based on a ‘cover-sheet’ approach;
this is normally attached to the from of a
workbook used for a specific project and specifies
the requirements by task. Both these approaches
can easily be added to existing materials
without any significant revisions. The third
approach is much more specific in it’s
requirements, breaking them down at a task
level, using the categories in the national
curriculum. This can be substituted for the
relevant parts of existing materials and booklets.
All three approaches are suitable for use
across all areas of Technology, although some
minor tailoring may be advisable, for example
for a production plan in Food Technology can
be titled as the instructions for making in
a recipe. |
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Three sets of materials have been developed
incorporating the best ideas from these approaches.
Staff have been trained to use these approaches
and classroom trials are now proceeding. Initial
results have indicated that, where they are
applied effectively, all three approaches
can lead to some benefits. However, there
are differences in the scale of impact and
in particular, the third approach seems to
lead to the highest improvement in pupil attainment. |
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There has been significant
interest in this project from a number of
other schools. Copies of the worksheet-based
approach (which, based on initial comments,
also appears to be the teachers preference)
have already been requested by, and supplied
to, five schools. |
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The majority of the expenditure
to date has been for supply cover, to allow
for networking with other schools to obtain
details of their approaches to AfL and to
train staff in the approaches identified.
Additional expenditure has included travel
costs for the networking activities and the
cost of copying the worksheets for the classroom
trials. The project is on schedule to have
a complete resource pack available for circulation
before the summer break. |
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