Lara Robinson assessment for learning dance

Assessment for Learningin Dance : Assessment for Learning in Dance Examining the Research Based Principles for Classroom Practice developed by the Assessment Reform Group.


Assessment for learning as part of the Personalised Learning Agenda : Assessment for learning as part of the Personalised Learning Agenda Most whole school policies require all staff to consider AfL in their lesson planning and delivery. Taking extracts we will look at ways to implement these strategies that you all undoubtedly informally use already as part of your own classroom teaching Assessment for Learning embraces differentiation as well as preferred learning styles as part of raising learners’ achievement. Assessment data can be used to track learners’ progress (using the Pupil Achievement Tracker) and to calculate Value Added They focus has moved away form merely assessment for data towards assessment for progression. Assessments provide teachers with information helping to gauge learners’ understanding/ ability at any given moment in time. Assessment for Learning is about empowering and motivating all learners to improve. The acquisition of data alone does not help learners to take control of their own progress


Learners understand the goals they are pursuing and the criteria that will be applied in assessing their work. Teachers should equip learners with the desire and the capacity to take charge of their learning through developing the skills of self-assessment : Learners understand the goals they are pursuing and the criteria that will be applied in assessing their work. Teachers should equip learners with the desire and the capacity to take charge of their learning through developing the skills of self-assessment At key stage 3 a levelling system should be in place and at key stage 4 and 5 exam boards provide grade descriptors By giving learners the assessment criteria you empower them to recognise their current level of attainment With support they should be able to access the next grade or level by identifying strengths and weaknesses and targeting their efforts in the areas that will yield the most reward, therefore taking some responsibility for their own learning and progress


Motivation can be preserved and enhanced by assessment methods which protect the learner’s autonomy, provide some choice and constructive feedback, and create opportunity for self-direction. : Motivation can be preserved and enhanced by assessment methods which protect the learner’s autonomy, provide some choice and constructive feedback, and create opportunity for self-direction. Motivated students are more likely to take responsibility for their own learning and therefore be more successful Feedback can be given to groups as well as individuals. For example “ if you find performing this move difficult you can spend some time doing this exercise”. Not only is this providing clear differentiation but allows learners to select their own focus for improvement. A choice of routes forward is empowering AfL should enable all learners to achieve their best and to have their efforts recognised.


Communicating assessment criteria involves discussing them with learners using terms that they can understand, providing examples of how the criteria can be met in practice and engaging learners in peer- and self-assessment. Teachers should equip learners with the desire and the capacity to take charge of their learning through developing the skills of self-assessment : Communicating assessment criteria involves discussing them with learners using terms that they can understand, providing examples of how the criteria can be met in practice and engaging learners in peer- and self-assessment. Teachers should equip learners with the desire and the capacity to take charge of their learning through developing the skills of self-assessment Language needs to be positive during feedback and easily understood Learners may need to be helped to access the descriptors particularly those with literacy difficulties. Extracting key phrases and providing examples can help Peer assessment benefits all parties and fosters a sense of ownership of the assessment process for learners. Careful pairing of learners and agreed guidelines on use of language and a format for peer appraisal will minimise any negativity Self-assessment is a key skill learners need to develop not just in the school environment but for the world of work. Most learners are incredibly honest when appraising their own work


Learners should become as aware of the ‘how’ of their learning as they are of the ‘what’. : Learners should become as aware of the ‘how’ of their learning as they are of the ‘what’. Learning to Learn is another key strategy that helps learners to take control of their own development Data is available for staff identifying learners’ preferred learning styles Many dance students may well be kinaesthetic learners. They will respond very well to a specific teaching style of experiential learning. Physically repeating movements will help them progress as dancers. If teachers are aware of learners’ preferred learning style, planning and teaching style can accommodate this


Comments that focus on the work rather than the person are more constructive for both learning and motivation. : Comments that focus on the work rather than the person are more constructive for both learning and motivation. This is very difficult in practical dance lessons where the body is the tool and physical capability is very ‘obvious’ for all to see. Students are often painfully aware of their own weaknesses so an emphasis on progression through the levels is crucial. Opportunities should enable all learners to achieve their best and to have their efforts recognised, and encouragement for learners to improve upon their own work.


Summary of key ideas : Summary of key ideas Share the assessment criteria and make it accessible Develop templates that facilitate the assessment process Spend time on negotiated, peer and self-assessment Motivate learners to move forwards by positive language and targets Assessments need not be formal and feedback need not be formal Feedback which offers a variety of routes forward differentiates and is empowering


Tasks : Tasks With a colleague discuss how (e.g. use of video), when (e.g. end of scheme) and why (e.g. for report data) you tend to assess learners at any particular key stage Using the GCSE Dance performance of a solo criteria, In pairs, one of you is the ‘learner’ and one is the ‘teacher’. The learner is performing at either the top or bottom band of the descriptors. Decide how to feedback in the most effective manner (e.g. through questioning). Remember the aim is to motivate and ensure progress is made as a result Discuss some necessary ‘rules’ to ensure fair and supportive peer appraisal (e.g. positive language) Develop 3 questions to ask a learner that would aid their progress as a result of an assessment (e.g. what one thing could you focus on for your next assessment?)


Further information : Further information qca.org.uk dfes.gov.uk teachernet.gov.uk/teachingandlearning teachers tv lara@robinson.net