1 / 11

Ofsted Preparation Session 1

Ofsted Preparation Session 1. Marking and Feedback Ben and Sarah. This session. Ben: why mark and feed back? Activities in CTs and outcomes. Sarah: Formative assessment and SRT Next steps: relevant reading on iTunes U course and Golden Nuggets; Back to Basics workshops in Term 6.

megara
Download Presentation

Ofsted Preparation Session 1

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Ofsted PreparationSession 1 Marking and Feedback Ben and Sarah

  2. This session • Ben: why mark and feed back? Activities in CTs and outcomes • Sarah: Formative assessment and SRT Next steps: relevant reading on iTunes U course and Golden Nuggets; Back to Basics workshops in Term 6

  3. What Ofsted are looking for • Q6 Make accurate and productive use of assessment • Q6 (A) Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements. • Q6 (B) Make use of formative and summative assessment to secure pupils progress. • Q6 (C) Use relevant data to monitor progress, set targets and plan subsequent lessons. • Q6 (D) Give pupils regular feedback, both orally and through accurate marking and encourage pupils to respond to the feedback. (Teachers’ Standards)

  4. Assessment OF Learning (Summative) The purpose is: • To measure student achievement at a point in time for reporting and accountability • To sort students in rank order • To maximize student learning through standardised tests, etc.

  5. Assessment FOR Learning (Formative) • The purpose is: • To promote further improvement of student learning during the learning process • To involve students in the ongoing assessment of their own achievement

  6. Typical Uses Assessment of Learning • Certify competence using a level or a grade • Sort students according to achievement for setting Assessment for Learning • Help students see and hit the target • Help teachers identify and respond to student needs.

  7. Our Role Assessment of Learning • Input six-weekly data • Write and update PUs • Help SDs and LG to assess whole-school progress and achievement in results Assessment for Learning • Inform students of personalisedtargets • Personaliseteaching • Involve students in their own assessment

  8. The SBL student’s role Assessment of Learning • Work hard to meet the criteria • Take the test/exam • Strive for the highest level/grade possible • Avoid failure Assessment for Learning • Work hard to understand the target • Act on teacher assessment to improve • Celebrate successes

  9. Common resources • Yellow feedback sticker with opportunity for SRT (student reflection time) • Common Written English annotation posters and sheets for exercise books • Marking and Feedback policy • Emailed: key elements of formative assessment document, marking and feedback policy, this presentation

  10. Yellow Feedback Sticker

  11. Action • Into CTs • Use the piece of marking that you have brought to complete the yellow sticker – share and discuss • Read the documentation (summary of research link and Marking and Feedback policy) • Outcome: CT marking and feedback examples to begin next Wednesday’s session with.

More Related