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Assessment
For Learning Resources |
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School:
Redhill School |
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Fellow: Victoria Baggott |
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Email: vbaggott@redhill.dudley.gov.uk |
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Interim report: |
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Nationally there has been a
great deal of focus placed on summative assessment
(Assessment of Learning) within D&T, possibly
connected to the need to monitor the students
progress in line with the national curriculum
level descriptors. Assessment can also be for
learning, not just of learning and should play
an important role within any lesson. |
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Assessment For Learning (Formative Assessment)
is at the heart of effective teaching and learning
and should be an integral part of any lesson. Not
only does it enable pupils to identify where
they are in their learning, what they need
to do next and how to achieve it, but it also
helps to inform future planning and contributes
towards raising attainment. |
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Within today’s hectic classrooms, time
is precious and curriculum development is often
reliant upon the individual teacher’s
enthusiasm and dedication to invest time and
energy into developing resources and activities
that will help to guide and stimulate pupils
learning. |
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The aim of my fellowship project is to design,
develop and deliver a collection of ICT and
paper based resources that will formalise and
structure the delivery of assessment for learning
within the classroom, without adding to the
teacher’s ever increasing workload. The
resources will include a number of self and
peer assessment activities which will help
to enhance existing departmental schemes of
work, whilst also providing opportunities for
both the student and teachers to review and
record progress. |
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Develop
activities that enable students to identify
their own strengths and weaknesses. |
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Provide training on managing and implementing
AFL through the use of ICT. |
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Use AFL and ICT to
help create a positive classroom climate. |
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Produce tailored resources to suit
the individual student’s preferred
learning style. |
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Provide examples of
how AFL can be used to guide assessment
of learning (AOL). |
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Use effective questioning techniques
to guide learning and plan future lessons. |
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Use the Dudley portal
to aid the delivery of assessment for
learning. |
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To raise attainment, by ensuring that
all pupils are either working on or above
target. |
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So far: |
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To date I have generated and trialled new
resources, disseminated good practices within
and outside my school. Lead a discussion group
at the Staffordshire LEA AFL conference and
delivered a whole school AFL inset day. |
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My project has essentially revolved
around researching, collating and generating
AFL resources. These resources are now
in the process of being trialled with three
key stage three resistant materials groups.
Some evaluation has taken place and initial
findings have proven to be extremely interesting.
From the start of the project it became apparent
that the resources fell into two distinct categories,
subject specific and generic. Subject specific
resources have been integrated into existing
resistant materials schemes of work, generic
resources have been systematically trialled
within science lessons. Trialling resources
in and outside of technology has provided me
with the opportunity to observe their effectiveness
and ease of use, whilst colleague and pupil
feedback has provided essential guidance for
their development. |
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Appreciatively I was given the
opportunity to lead a discussion group on AFL
at a Staffordshire LEA training day conference.
The day provided me with the opportunity to
share and discuss my thoughts with fellow teachers.
This also provided an insight into the research
that has and is currently being undertaken
by fellow professionals. Speakers such as Professor
Paul Black helped to inspire and channel thoughts/processes. |
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Being aware of the work that
I am currently undertaking my school asked
me to deliver one of four seminars on Assessment
for Learning. The whole school inset day was
designed to heighten teacher’s awareness
and understanding of AFL and to be used as
a means of sharing good practices between learning
areas. |
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Changes to original proposal: |
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A number of changes have taken place since
my original draft proposal was produced.
Firstly I am no longer trying to produce
resources for all departmental schemes of
work. After initial research and discussions
with colleagues it became apparent that my
original plan was a little over ambitious.
Whilst I would like to eventually be in a
position to do this it is not possible at
this stage. Therefore for the purpose of
this project I have chosen to focus on three
specific resistant materials schemes of work.
Resources that are deemed not relevant to
these schemes of work but of educational
value are categorized as generic, they are
then distributed within the department and
colleagues are encouraged to integrate them
into their own schemes of work. Each resource
is then tracked and its success recorded
accordingly. |
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Secondly, part of my funding has been used
to purchase a digital video camera and the
appropriate operating software (As was stated
in my original proposal). This has been used
to produce video resources which have proved
to be extremely successful to the extent that
more time than was originally anticipated has
been spent developing these. Short video footage
followed by focussed questioning has been well
received in comparison to worksheet related
exercises. The pupil’s extremely positive
receptiveness of these resources has lead me
to reconsider the format in which AFL is delivered.
This I intend to investigate further over the
coming weeks. |
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Personal reflections: |
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Up to this point in the project I have
generated approximately 85% of the resources
I intended to and integrated them into two
out of the three resistant materials schemes
of work. The completion of the final resources
and their integration into the third scheme
of work will be completed within the next
four weeks.
Pupils, who are actively working on projects
that incorporate the new resources, have found
them helpful in guiding their own learning.
Comments such as ‘I’ve completed
the work.’ have now changed to ‘What
do I need to do next?’ Pupils are
now asking more questions relating to how they
move forward to the next phase. Initial summative
assessment has also indicated that all pupils
are on target. |
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Colleagues have commented that where the
resources are focussed on specific tasks within
a scheme of work it sometimes takes slightly
longer to present than the normal method of
delivery. But pupils have a far greater understanding
of what they have learnt and time spent recapping
the following lesson was minimal compared to
the normal method of delivery. |
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Members of the department are starting to
integrate the resources into their own schemes
of work and an ongoing programme will be implemented
to support them over the next couple of months.
Initial feedback has been positive. |
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Tasks completed and to still be completed
are identified below. |
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Task
No. |
Task |
Complete |
1 |
Develop own assessment for
learning skills
- Review existing resources and
visit partner schools
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Y |
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Review and incorporate AFL
into existing Schemes of work
- Review Departmental schemes of
work and trial resources.
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Y |
3 |
Trial resources with coach
- Review trial resources with coach
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Y |
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Review and incorporate AFL
into existing Schemes of work
- Review Departmental schemes of
work and trial resources.
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Develop ongoing programme of
team teaching
- Teachers to view fellow teachers
delivering AFL.
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Develop platform to disseminate
resource with other schools
- Produce a website to share resources.
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Review and evaluate at the
end of the funding period |
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Next Steps |
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There are four stages remaining to this
project, developing an ongoing programme
of team teaching, disseminating the resources
to other schools, developing a platform from
which other schools can access the resources
and reviewing and evaluate the project. |
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Review and evaluate:
Finally I will use the feedback from colleagues
and pupils to determine the success of
the project. I will also draw on the statistical
data that has been gathered to support
this. Feedback forms will also be placed
on the website to consult the wider audience’s
thoughts on the resources. All of this
information will then be used to guide
the future development of the resources. |
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Developing an ongoing program of
team teaching:
Part of the funding will be used to enable
colleagues to be taken off timetable to be
trained on how to successfully integrate the
resources into their lessons. Statistical data
from initial trials will be used to show colleagues
the value added from the resources. |
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Disseminating the resources to other
schools:
A number of schools have been identified that
are willing to trial the generic resources.
Time will initially be spent presenting the
resources and results obtained at my school.
Feedback will then b gather and results assessed. |
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Dudley LEA is in the process of rolling out
the Dudley Portal to all of its schools and
has expressed an interest in producing AFL
focuses resources on their site. A meeting
has been set up for early February to discuss
both of our requirements in further detail. |
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Develop a platform to disseminate
resources with other schools:
Many weeks have already been spent deciding
upon the best method of disseminating the resources
to other schools. After further investigation
and drawing upon my ICT background I have decided
to publish the resources on a website. I have
already spoken to Dudley and Staffordshire
LEA and both are keen to include links on their
sites. |
