Presentation PGCE students Goldsmiths 2015

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“Classroom practices can best be changed by teachers who engage in their own research”
( Briscoe and Wells, 2002: abs).
“Context‐ embedded Assessment for
Learning in the Target Language”
Judith Rifeser, MPhil
Head of KS5 German, Orleans Park School
PhD Research Student, University of Roehampton
Marian Carty, Goldsmiths, University of London
Be the best you can be
M. Carty & J. Rifeser 2015
What is Assessment for Learning?
Assessment Reform Group (UK 2002):
‘Assessment for Learning is the process of
seeking and interpreting evidence for _____
learning
learners
teachers to decide
by ______and
their ______
learning
where the ______
learners are in their _______,
where they need to go and how best to get
there. Assessment for Learning is also
Formative
known as ______________’.
Assessment
Be the best you can be
M. Carty & J. Rifeser 2015
Activities associated with summative
assessment (Assessment of Learning)
result in
an evaluation of student achievement - for
example, allocation to a level or standard or
allocation of a letter or numerical grade,
which might later appear in a report.
Activities associated with formative
assessment (Assessment for Learning)
do not
result in an evaluation. Information about
what a student knows, understands and is
able to do is used by both the teacher and
the learner to determine where learners are
in their learning and how to achieve learning
goals.
Be the best you can be
M. Carty & J. Rifeser 2015
Assessment for Learning
fair
validity
accurate
focused
link to GCSE
criteria
identifying
barriers
continuity
reliable
transferability
consistent
useful
next steps
Be the best you can be
The Assessment for Learning Strategy
M. Carty & J. Rifeser 2015
Start
Routes
Finish
Y10
Progress
GCSE
Key issue identified by the
department:
Accuracy and grammatical
awareness in KS4.
My classroom based research
20th January – 25th March 2014
Y10 German Mixed Ability Preparation
for
1st Controlled Assessment
Be the best you can be
M. Carty & J. Rifeser 2015
In conversation with the pupils about AfL
Feedback from pupils:
Key points to be addressed:
 Pupils want to know how to improve
=> pupils need to be given time to
make improvements
 Pupils need to be confident about
how to work by themselves
 Pupils want to know how this links to
their attainment
 Pupils prefer prompt feedback
 How can I make AfL focused and
useful?
 How can I assist them in becoming
independent and confident about
correcting their own mistakes?
 How does my feedback translate
into NC levels and grades?
 How can I make my assessment
and feedback both useful and
efficient?
Be the best you can be
M. Carty & J. Rifeser 2015
What would be a successful outcome?
Key issue
identified by
the
department
feedback is consistent,
“constructive“ and
„conducted …in the target
language“; pupils are able to
talk about their progress
pupils are aware of
their current
attainment and
know their targets
and how to reach
them
pupils „demonstrate an
increasingly high level of
accuracy“ and
“confidently apply
grammatical rules to
new situations” in KS4
the feedback and
marking system must
be transferable to the
other key stages
the feedback
links to the
criteria and all
pupils are
making progress
Need to
identify what
A* “looks like”
Be the best you can be
pupils “secure outstanding
progress”, and show
“exceptional
independence”
M. Carty & J. Rifeser 2015
Adapting planning
Integration of explicit grammar learning within a meaningful
context.
Assessment and feedback according to the strategies as
developed by the department in the target language
Integration of grammar elements into KS3 by ‘raising
grammatical awareness through guided exploration‘
(J. Burch et.al.).
Be the best you can be
M. Carty & J. Rifeser 2015
Key
grammatical
rules are
displayed in the
classroom for
reference
Be the best you can be
M. Carty & J. Rifeser 2015
GCSE preparation for controlled assessment, theme: “Ich habe gewonnen!” –
preparation for accurate speaking
Example of
peer
assessment
and then selfcorrection
Focus on
specific
grammar rule
Pupils practise
by translating
sentences
Peer
assessment
Be the best you can be
KS4 AfL
Preparation for Controlled Assessment
M. Carty & J. Rifeser 2015
Feedback sheet
1) Steps to improve
2) Motivational comment &
two main learning
focuses
3) Current grade (specific
elements)
-
Teacher has set clear
improvement target
Pupil has been given
improvement time
Pupil is able to see in which
areas he is already working
at a higher grade
Pupil in Y10
Predicted Grade B at GCSE
Be the best you can be
M. Carty & J. Rifeser 2015
KS4 AfL
Preparation for Controlled Assessment
Draft 1
with number codes
Pupils self-correct
mistakes
WWW
- Teacher has set clear
improvement target
- Pupil has been given
improvement time
- Teacher acknowledges
excellent work with ticks
Pupil in Y10
Predicted Grade B at GCSE
Be the best you can be
M. Carty & J. Rifeser 2015
Draft 2
shows progress of
pupil and areas for
further development
- Pupil has been
given reflection and
improvement time
- Pupil responds
- Pupil is challenged
further to improve
the grade
Be the best you can be
M. Carty & J. Rifeser 2015
Impact on pupils
“intrinsic motivation +
appropriate level of linguistic
input = stimulating production”
(Ellis,1992)
According to Harris et al.
(2001) “independence lies at
the very heart of spontaneity”,
and is therefore a pre-condition
to linguistic success.
‘Pupils are confident speakers’
‘Pupils can use language creatively and spontaneously’
Pupils show exceptional independence in their studies’
Pupils „demonstrate an increasingly high level of accuracy“ and
“confidently apply grammatical rules to new situations”
Be the best you can be
I think that the new system of marking
is beneficial because you can learn by
correcting your own mistakes instead
of the teachers correcting it for you.
I now think about how to correct the
sentences and what I did wrong rather
than just looking at the correction
already given (Student, Y10, GCSE
Predicted Grade A).
It’s really good and helps
me see where I have gone
wrong and how to correct
it. It made me write more
complex German.
(Student, Y10 GCSE
Predicted Grade C)
The numbers are very useful. I can see
what I have done wrong though the
numbers, so number 9 will be like “You
must put the verb at the end”. It is very
useful and improves my learning. It
also helps me to get work back quicker
so we have more time to improve
(Student, Y10, GCSE Predicted Grade
B).
M. Carty & J. Rifeser 2015
Moving from KS3 towards KS5
implicit
KS3: Expose pupils allowing them to make mistakes
Building of concepts
Introduce language to talk about grammar
KS4 Assist pupils in acquiring explicit knowledge of the
rules and terminology
Create opportunities to apply knowledge in familiar
contexts
explicit
KS5 Create opportunities to apply knowledge in foreign
contexts
Be the best you can be
M. Carty & J. Rifeser 2015
Key
grammatical
rules are
integrated as
classroom
routines in KS3
Be the best you can be
M. Carty & J. Rifeser 2015
Self-correction and peer- correction at KS3 and KS5
KS3 pupil corrects
own work
dialogue with teacher
in TL
Pupils correct
their own work,
making use of
previously
taught
grammatical
concepts
Students take
risks
KS5 group work
dialogue with teacher to
correct work using TL
Be the best you can be
M. Carty & J. Rifeser, ALL Language World Conference 2015
Self-correction
and peercorrection
at KS5
KS5 Preparation for the oral exam in TL
Dialogue pupils -> pupils
Dialogue pupils -> teacher
teacher -> pupils
Pupils correct
their own work,
making use of
previously
taught
grammatical
concepts
Students take
risks
Be the best you can be
Datum:
M. Carty & J. Rifeser 2015
Niveau
Schreiben
Writing
Niveau
3
1. Man muss Meinungen geben (ich denke).
2. Man muss Konnekive benutzen (und, aber, weil).
3. Man muss das Glossar oder ein Wörterbuch benutzen.
1. You must give opinions (I think).
2. You must use connectives (and, but, because).
3. You must use your glossary or a dictionary.
Niveau
4
4. Man muss den Komparativ (besser als, musikalischer
als) oder den Superlativ (am besten) benutzen.
5. Man muss Wörter nicht auslassen.
6. Man muss Nomen in Deutsch groß schreiben (Punkte,
Mutter, Freundin).
4. You must use the comparative (better than, more musical than)
or the superlative (the best)
5. You must not leave words out.
6. You must write capital letters for all nouns (points, mother,
female friend).
Niveau
5
7. Man muss das Verb in Deutsch ans Ende kicken mit
weil, wenn, obwohl, dass oder selbst wenn.
8. Man muss Verben ziemlich akurat schreiben (ich bin/
er/sie ist / wir sind / ich denke / du denkst /er/sie denkt /wir
denken/ ich war/ wir waren).
9. Man muss Meinungen erklären. (ich denke…, weil…).
7. You must kick the verb to the end in German with ( because,
when, although, that or even if).
8. You must write verbs quite accurately (I am/ he/she is/we are/ I
think/ you think/ he/she thinks/ we think/ I was/ we were).
9. You must explain opinions (I think… because…).
Niveau
6
10. Man muss Paragraphen mit vielen Details schreiben.
11. Man muss zwei oder drei akurate und komplexe
Strukturen benutzen.
12. Man muss drei Meinungen mit drei Konnektiven
geben.
10. You must write paragraphs with lots of details.
11. You must use two or three accurate and complex structures.
Niveau
7
13.Man muss drei oder vier akurate, komplexe Sätze mit
akuraten Verben schreiben.
14. Man muss die Wortstellung ziemlich richtig haben.
15. Man muss Ideen organisieren ( Zuerst … Zum
Schluss).
Niveau
8
16. Man muss kreative , originelle, komplexe Sätze
schreiben.
17. Man muss sehr akurat schreiben.
18. Man muss die Wortstellung meistens richtig haben.
Be the best you can be
Pupils take
ownership, self12. You must give three opinions with three connectives.
correcting their
13. You must write three or four accurate, complexown
sentences
with
work
accurate verbs.
14.You must have the word order quite correct.
according to level
15. You must organise your ideas (firstly…, finally…).
descriptors written
16. You must write creative, original, complex
bysentences.
the department
17. You must write very accurately.
18. You must have the word order mainly totally correct.
Mein Zielniveau
M. Carty & J. Rifeser 2015
AfL and self-correction at KS3
Sample: Y8 class in their first year of learning German
Afl 1
Autumn
Term
Pupils in KS3
correct their
own work,
making use of
previously
taught
grammatical
concepts
Pupils write an
assessment
with an
audience and a
purpose
Be the best you can be
M. Carty & J. Rifeser2015
AfL and self-correction at KS3
Sample: Y8 class in their first year of learning German
Pupils in KS3
correct their
own work,
making use of
previously
taught
grammatical
concepts
Afl 2
Spring Term
Be the best you can be
Pupils write an
assessment
with an
audience and a
purpose
M. Carty & J. Rifeser 2015
How is the school going to benefit?
continuity
transferability
Be the best you can be
How can we continue to raise
‘grammatical awaireness through
guided exploration‘
(J. Burch et.al. 2001)?
M. Carty & J. Rifeser 2015
Where are we heading now?
Grammatical
Discourse
Communicative competence
(Canale & Swain)i
Socio-linguistic
Be the best you can be
Inter-cultural
(Byram)
Strategic
M. Carty & J. Rifeser 2015
Progress – reflection on own practice
Formative assessment
1) Content (Structure, register & form, nuance,
engagement of the reader)
2) Grammar & spelling
Focus on devising separate assessment criteria for
content and grammar/spelling
Be the best you can be
Name:______________
Mein Zielniveau
Schreiben
Writing
Die Wortstellung
1.Ist das Verb am Ende nach weil /obwohl/dass/da/wenn?
2.Denn, und, aber kickt das Verb nicht. Hast du es richtig?
3.Ist das Verb die zweite Idee?
4.Ist das Partizip am Ende?
5.Ist der Infinitiv am Ende?
Word order
1.Is the verb at the end after weil/obwohl/dass/da/wenn?
2.Denn, und, aber don’t kick the verb. Do you have it right?
3.Is the verb the second idea?
4.Is the past participle at the end?
5.Is the infinitive at the end?
Rechtschreiben
6.Ist das Wort akkurat?
7.Ist es ie oder ei?
8.Hat das Wort ein Umlaut ä ö ü?
9.Ist es sh oder sch?
10.Hast du ein Wort vergessen? ( kann / hat /ist …)
Spelling
6.Is the word accurate?
7.Is it ie or ei?
8.Does the word have an umlaut ä ö ü?
9.Is it sh or sch?
10.Did you forget a word? (can/has/is?) ( kann / hat /ist)
Verben und Zeitformen
Das Präsens
11.Ist die Verbendung akurat? (ich bin/ er/sie ist / wir sind / ich denke / du denkst /er/sie
denkt /wir denken/ ich war/ wir waren)
Das Perfekt
12.Ist das Partizip mit haben?
13.Ist das Partizip mit sein?
14. Endet das Partizip mit t oder mit en?
15. Beginnt das Partizip mit ge / be / ver …?
16. Das Partizip ist nicht normal. Was ist es?
Das Futur
17.Ist die Form von werden richtig? (ich werde/ du wirst / er/sie/es wird / ihr werdet / wir werden
/ sie/Sie werden)
18.Ist es ein Infinitiv?
Modalverben
19.Ist das erste Verb richtig? Ich darf / er muss / wir können ….
20.Ist das zweite Verb ein Infinitiv?
21.Ist der Infinitiv am Ende?
Verbs and tenses
The Present tense
11.Is the verb ending accurate? (ich bin/ er/sie ist / wir sind / ich denke / du denkst /er/sie
denkt /wir denken/ ich war/ wir waren)
The perfect tense
12.Is the participle with haben?
13.Is the participle with sein?
14.Does the participle end in t or en?
15. Does the participle begin with ge / be / ver …?
16. The participle is not normal. What is it?
The Future tense
17.Is the form of werden correct? (ich werde/ du wirst / er/sie/es wird / ihr werdet / wir werden /
sie/Sie werden)
18.Is it an infinitive?
Modal verbs
19. Is the first verb correct?
20. Is the second verb an infinitive?
21. Is the infinitive at the end?
Negative
22.Ist es kein / keinen / keine / kein oder keine?
23. Ist es kein (e)(en) oder nicht?
Negatives
22. Is it kein / keinen / keine / kein oder keine?
23. Is it kein (e)(en) oder nicht?
Nomen und Artikel
24.Hast du das Nomen groß geschreiben? (Punkte, Mutter, Freundin)
25.Ist es Singular oder Plural?
26.Ist es der /die / das oder die?
27.Ist es ein / eine /ein (mein /meine /mein /meine)?
Nouns and articles
24.Have you writen the noun with a capital letter? (Punkte, Mutter, Freundin)
25.Is it singular or plural?
26.Is it der/die/das oder die?
27.Is it ein/eine/ein (mein/meine/mein/meine)?
Adjektive
28.Ist die Adjektivendung richtig?
29.Hast du den Komparativ richtig geschrieben? (besser als, musikalischer als)
30.Hast du den Superlativ richtig geschrieben? (am besten)
Adjectives
28.Is the adjective ending correct?
29. Have you used the comparative correctly? (besser als, musikalischer als) better than, more
musical than)
30. Have you used the superlative correctly? (am besten) (the best)
Be the best you can be
Satzzeichen
AfL Feedback
sheet
Grammar/spelli
ng
Punctuation
M. Carty & J. Rifeser 2015
Sources
DCSF-00341-2008 available at https://www.education.gov.uk/publications-dfe
[accessed 15th March 2014]
Doughty, C. & Williams, J. (1998). ‘Issues and terminology’, Focus on Form in
Classroom Second Language Acquisition. Cambridge: Cambridge University
Press, pp. 1-12.
Harris, V. & J. Burch et al. (2001). Something to Say. London: CILT.
James Burch et.al. (unknown) Growing Grammar in the Classroom
Johnstone, R. (1989). Communicative Interaction. London: CILT
Ofsted Modern Language Survey Visits December 2013
Presentation by Alex Leggett, Sept 2013, Learn Project – University of Bristol
(2000, 200 students yr3-13), Lampton, and Inset OPS common denominators
Be the best you can be
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