3. What have students learnt?
Students not involved in process
Determines students’ competence
Rank’s students
No emphasis on improving learning
Teacher assesses learning
Assessment of Learning
5. Students are
involved in process
Teachers and students
plan strategies
Clear Learning Targets
Continuous process
Assessment For Learning
Peer, Teacher and
student assess
progress
13. ‘On The Plane’ Speaking Task
I can introduce
myself and
family to a
Chinese
speaker
I can state
my name and
inquire about
others names
I can ask and
state age
I can describe
my nationality
I can introduce
my family
members
Repairing
communication
skills
Role-play ‘On
the Plane’ with a
partner
Taking Roll
Observations
Portfolio
reflection by
student
Peer-Assessed
Family Tree
Class Survey /
presentation
of results to
the class
Target
Check in with students
15. say write mak
e
do
Assessment evidence
may come from things pupils
in response to their learning experiences.
Give a variety of options for demonstrating
their skills
53. 1. Student-Friendly Learning Intentions
• Provide students with a clear and
understandable vision of the learning target.
I can.....
I am able to .....
I know..... I will be able to .....
I am learning how to.....
I can tell...
I can write...
I can read..
59. We are learning to....
What I am looking for....
Display the Learning Goals in the classroom.
60. Learning Goals for Role-
play
We are Learning
to...
What I am looking
for...
Greet and welcome a friend.
Ask a friend what they would like
to eat.
Ask a friend what they would like
to drink.
Express hunger and thirst!
Express my food/drink likes and
dislikes
Use ‘Thank you’ in social settings
Clear and loud Chinese pronunciation
Correct pronunciation of Chinese
Lots of expression!
Gestures to support language
Suitable props to make the role-play
authentic
61. We are learning to name the
parts of the body in Chinese.
What I am looking for is a correctly
labelled body template.
Display the Learning Intentions in the classroom.
62. Do you show students what good work looks
like?
63. Planning Tips
1. What are your Learning Intentions?
2. How are you going to accomplish them?
(What steps will you take to accomplish your
objective? What activities will you do? How will
you acquire the learning? Under what conditions
will the learning occur?)
3. How you will measure success?
(What evidence will you have to demonstrate that
66. Self Assessment of Role-play
Clear and loud
Chinese pronunciation
Suitable props to make
the role-play authentic
Correct pronunciation
of Chinese
Lots of expression!
Gestures to support
language
74. Download a Chinese Learning
Portfolio
http://images.creativechinese.com/wp-content/uploads/2011/04/language_portfolio1.pdf
75. Two stars and a wish
The success criteria (or ‘steps to success’
The feedback must be linked to the Learning Outcomes
76. Traffic Lights Checklist
I need help to meet the success criteria
I think my work is quite good.
This is my best work!
77. 3. Feedback is essential!
97
What do students say?
Assessment is not related to what we do in class
Not enough information on criteria or marking schemes
We do not know what teachers want
Inadequate or superficial feedback
Teacher obsession with what’s on the test
Too little choice and flexibility
Assessments are not authentic or based on real-life
84. Two Essential Questions to ask yourself.......
• What do I want my students to be able to do?
• How will I know they can do it?
say write mak
e
do
Assessment evidence
may come from things pupils
in response to their learning experiences.
91. What’s next?
• Student-friendly
Targets/Learning Intentions
• Show students what good
work looks like
• Learning Portfolios
• Use Feedback to move
students toward their Goal
• Self Assessment and Peer
Assessment
92. Think, Pair, Share
想, 谈, 分享
1 Question
2 Things I knew already
3 new Things I
would like to use
in my classroom.
1 2 3
1 2
1
Editor's Notes
So most teachers are familiar with assessment of Learning.
So most teachers are familiar with assessment of Learning.
So is Assessment is for learning...What do we assess?
Do we assess everything we teach?
Do we only assess
Just overview:
Learning target
Building blocks
Knowledge or subskills
Critical junctures
Assessment for learning
We check in with students during the learning process.
To see if we need to re-teach an area or go faster or slower.
Put this in your classroom.
Remind students that learning is a process...a bit forward...back..forward again.
It seems obvious really. We assess to find out what students know..
Well...
Challenge what you think...shift your thoughts...
See things new...
With that mind shift...comes action...you do things differently...think things differently.
Hoping today you..will see or hear something that makes your mind shift...
Usually that mind shift will require some NEW action..
Our aim as teachers is to maximize learning...
So many teachers think that preparing students for tests is the sole aim of assessment.
They are missing a large part of the learning process.
Imagine, aliens landed....Using hands, what do you think learning looks like?
Need to remember our target is learning.
Very often, especially when teaching languages we can get caught up in external assessments, how to prepare students for exams etc., And forget that our primary goal is ‘learning’ NOT testing.
So, I urge you to rethink your assessment practices.
Choose one or two things that really turn that light globe on today.
Your thinking may shift...and this would be great.
The focus is learning and not testing.
It is active.
goal of success.
the traditional method of testing has no place in a language-learning classroom....teach - test - grade.
Before you teach....
Some teachers..say they don’t have time...get into content.
Missing opportunity to connect learning and building on learning.
Need to rethink the way we plan our lessons.
Assessment needs to be ongoing.
Recognise their achievements
Highly motivational
Learning needs to be a partnership. It’s not..us and them.
The student needs to be actively involved in their learning.
Right from the first steps of planning....students need to be engaged in the process.
Learners learn best when they:
• Understand clearly what they are trying to learn, and what is expected of them
• Are given feedback about the quality of their work, and what they can do to improve it
• Are fully involved in deciding what needs to be done next and who can give them help if they need it.
• Are given advice about how to go about making improvements
AifL 2004
Are given advice about how to go about making improvements
We are going to look at 5 elements of Assessment for Learning.
We will look at 5 ways...we can improve our Chinese program.
These are not optional.
I have seen too many Chinese programs fail or at best struggle along.
It’s not the way we have always assessed students.
But evidence all points to AFL is a key to student success.
People have asked me for many years...how is it your program is successful?
Not having targets is like...running a race and not knowing the destination...
Allows students to reflect on their learning, get feedback, and demonstrate their ability and skills.
It is also provides feedback to parents.
One of my pet peeves is the ‘Good Job’ statement.
Research has found that this type of statement does not work as well, for learning.
We need to give specific feedback
The gap in between...is feedback that will allow students to attain the goal.
So when you start planning a Unit of work...ask those 2 questions.
