COD 2012 - S397
Implementing Assessment for Learning Strategies: a research-based, hands-on approach
Teachers, Headteachers and Heads of Department who are interested in exploring how Assessment for Learning Stategies can be successfully implemented in the classroom.
1
sessions, start: 16-Feb
The course chosen does not allow any new enrolment
Course detail
Year: 2012
Level: Secondary
Language: English
Status: Ended
Lugar: ESSARP - Deheza 3139, CABA
Facilitator/s: Ms. Cecilia Ferreiro, Ms. Florencia Agrasar
ESSARP Schools
ARS
ARS
Exams Schools
ARS
ARS
Non affiliate
ARS 80.00
ARS 80.00
Sessions
| Sessions | Dates | Start | Finish |
|---|---|---|---|
| 1 | 16 February 2012 | 09:30 am | 12:30 pm |
Facilitator/s
Cecilia Ferreiro
Florencia Agrasar
Teachers, Headteachers and Heads of Department who are interested in exploring how Assessment
for Learning Stategies can be successfully implemented in the classroom.
for Learning Stategies can be successfully implemented in the classroom.
To get participants acquainted with AfL practices and strategies and exchange views as to the benefits these can bring into the classroom scenario.
To get participants to reflect upon the impact AfL practices may have in the classroom culture and eventually in the whole school culture.
To get participants to reconsider their practice and assess the long-term effect the application of these strategies can have on students' attitude to learning and teachers' role in the classroom.
To get participants to reflect upon the impact AfL practices may have in the classroom culture and eventually in the whole school culture.
To get participants to reconsider their practice and assess the long-term effect the application of these strategies can have on students' attitude to learning and teachers' role in the classroom.
Part 1: Theoretical Overview:
- What is AfL?
- What are the main strategies associated with this pedagogy?
- What are the benefits of implementing AfL?
- What are the downsides to be overcome or improved on?
Part 2: Practical Application:
- Peer and Self Assessment in the classroom: presentation of sample activities.
- Framing questions.
- The value of meaningful feedback.
- Sharing success criteria and assessment objectives.
- Data teams: teachers working in collaboration.
- What is AfL?
- What are the main strategies associated with this pedagogy?
- What are the benefits of implementing AfL?
- What are the downsides to be overcome or improved on?
Part 2: Practical Application:
- Peer and Self Assessment in the classroom: presentation of sample activities.
- Framing questions.
- The value of meaningful feedback.
- Sharing success criteria and assessment objectives.
- Data teams: teachers working in collaboration.
- Presentation by Co-ordinators.
- Workshop.
- Open Forum.
- Workshop.
- Open Forum.
• Black, P. Harrison, C. Lee, C. Marshall, B. Wiliam, D. (2009) Assessment for Learning: Putting it into practice. Berkshire: Open University Place.
• Black, P. Wiliam, D. (1998b) Inside the Black Box. London: King’s College London School of Education.
• Department for Education, The National Strategies, (2008)‘Assessment for Learning’ http://nationalstrategies.standards.dcsf.gov.uk/node/243338
• Nulty, D. (2010) A guide to Peer and Self Assessment. Approaches and Practice Strategies for Academics: http://www.griffith.edu.au/__data/assets/pdf_file/0016/142108/GuidePeerSelfAssessment-Long.pdf Downloaded February 2011.
• Rudduck, J., Arnot, M., Fielding, M., MacBeath, J., McIntyre, D., Myers, K. and Reay, D. Consulting Pupils about teaching and learning, Teaching and Learning Research Programme, University of Cambridge, Faculty of Education, ESRC, downloaded November 2010, Website: www.consultingpupils.co.uk
• Sebba J, Crick RD, Yu, G, Lawson H, Harlen W, Durant K (2008) Systematic review of research evidence of the impact on students in secondary schools of self and peer assessment. Technical report. In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. Downloaded January 2011
• Spendlove, D (2009). Putting Assessment for Learning into Practice. London: Continuum.
• Spiller, D. (2009) Assessment Matters: Self-Assessment and Peer-assessment. Teaching Development, Wāhanga Whakapakari Ako , The University of Waikato, downloaded March 2011, www.waikato.ac.nz/tdu
• Black, P. Wiliam, D. (1998b) Inside the Black Box. London: King’s College London School of Education.
• Department for Education, The National Strategies, (2008)‘Assessment for Learning’ http://nationalstrategies.standards.dcsf.gov.uk/node/243338
• Nulty, D. (2010) A guide to Peer and Self Assessment. Approaches and Practice Strategies for Academics: http://www.griffith.edu.au/__data/assets/pdf_file/0016/142108/GuidePeerSelfAssessment-Long.pdf Downloaded February 2011.
• Rudduck, J., Arnot, M., Fielding, M., MacBeath, J., McIntyre, D., Myers, K. and Reay, D. Consulting Pupils about teaching and learning, Teaching and Learning Research Programme, University of Cambridge, Faculty of Education, ESRC, downloaded November 2010, Website: www.consultingpupils.co.uk
• Sebba J, Crick RD, Yu, G, Lawson H, Harlen W, Durant K (2008) Systematic review of research evidence of the impact on students in secondary schools of self and peer assessment. Technical report. In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. Downloaded January 2011
• Spendlove, D (2009). Putting Assessment for Learning into Practice. London: Continuum.
• Spiller, D. (2009) Assessment Matters: Self-Assessment and Peer-assessment. Teaching Development, Wāhanga Whakapakari Ako , The University of Waikato, downloaded March 2011, www.waikato.ac.nz/tdu