Appreciating our Teachers
Teacher Appreciation Week 2020
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| Happy Teacher Appreciation Week 2020 |
The encouragement, support - and above all, the wonderful care of our young people is fantastic to see during these highly uncertain and challenging times.
Senior Management of Limerick and Clare Education and Training Board thank you all for your outstanding work. Your professionalism, care and collegiality is a source of great comfort to our students and their families.
Thanks to your innovation, adaptability and concern for students of all abilities and needs, they education and development continues. Your strong human connection with our students has, is and always will be central to our teaching.
Donncha Ó Treasaigh
Director of Schools
Assessment for Learning at a Distance
Gráinne Dennison, Joe Lynch, Gina O Connor
Having navigated through a significant period of distance education, our learning has developed across three realms;
This newsletter focuses on assessment in our schools
Teachers assess as part of their daily practice and in doing so use assessment that can be either formative or summative in nature. In a distance learning environment teachers have been listening to their students online, looking at submitted written work and have considered how students have answered and responded to questions. These assessment moments have been used to plan next steps in learning. Occasionally assessments like those at the end of the school year are more structured, the purpose is to take a snapshot of where students are in their learning ( by comparing against success criteria or features of quality) in order to plan for the next steps and report to parents/guardians.
Using Key Elements of Assessment for Learning:
A key focus of the work of LILTA has been the development and embedding of formative assessment practices in line with and in support of the roll out of Junior Cycle. Key documents that informed this work were the booklets designed by the NCCA ( Link here ).
Gráinne Dennison, Joe Lynch, Gina O Connor
Having navigated through a significant period of distance education, our learning has developed across three realms;
- Wellbeing and student relationships
- Learning
- Assessment of student’ learning
This newsletter focuses on assessment in our schools
Teachers assess as part of their daily practice and in doing so use assessment that can be either formative or summative in nature. In a distance learning environment teachers have been listening to their students online, looking at submitted written work and have considered how students have answered and responded to questions. These assessment moments have been used to plan next steps in learning. Occasionally assessments like those at the end of the school year are more structured, the purpose is to take a snapshot of where students are in their learning ( by comparing against success criteria or features of quality) in order to plan for the next steps and report to parents/guardians.
Using Key Elements of Assessment for Learning:
A key focus of the work of LILTA has been the development and embedding of formative assessment practices in line with and in support of the roll out of Junior Cycle. Key documents that informed this work were the booklets designed by the NCCA ( Link here ).
Understanding more about the close relationship between assessment, feedback and effective learning is the first step towards assessment practices that empower rather than inhibit learning. Technology offers a new perspective through which this relationship can be explored.
Our thanks to Ramona McCarthy and the teachers of Ennis Community College for sharing their exploration of how they have taken the key elements of AFL (learning intentions, success criteria, formative feedback and reflecting on learning) and used them to embed formative assessment practices in a distance learning context
Subject specific examples can be seen here:
Key Tips:
Provide a way in which students receive regular feedback /from the teacher or from other students. For example, a student can create a podcast and other students can give audio feedback based on pre designed success criteria. Feedback is of utmost importance in relation to moving the learning forward and student engagement.This link demonstrates how the Talk and Comment Chrome extension can be used to provide oral feedback to students on work they submit using Google Docs via Google Classroom. This screencast demonstrates how to provide text-based feedback to students using the comment feature in Microsoft Teams.
This screencast produced by PDST https://www.pdst.ie/DistanceLearning/AssessmentandFeedback#classroom explains the importance of sharing learning intentions and success criteria when setting assignments on Google Classroom and demonstrates how they can be used to support the provision of feedback to students.
Create a method of reflecting on the work. See the examples from Ennis Community College (links above) where they used the above questions to support reflection.
Our thanks to Ramona McCarthy and the teachers of Ennis Community College for sharing their exploration of how they have taken the key elements of AFL (learning intentions, success criteria, formative feedback and reflecting on learning) and used them to embed formative assessment practices in a distance learning context
Subject specific examples can be seen here:
- 3rd Year History Lesson Plan Using Screencast-O-Matic by Rachel Ryan
- 2nd Year Science Lesson Plan Using Google Slides by Jason Comerford
- 3rd Year Geography Lesson Plan Using Screencast-O-matic by Rachel Ryan
- 1st Year Irish lesson Plan by Khan Academy Style by Anne Cullen
- Geography Lesson Using Screencast-O-matic by Sinead Cunningham
Key Tips:
- A direct copy of what we do in the classroom will not work. Prioritise key learning intentions, be strategic, learning online takes longer.
- Differentiate with varied learning intentions (some, all, few) and varied success criteria. Consider how they link to the learning intentions of Level 2 Learning Programmes and /or a student’s education plan.
- Share / create success criteria with students. Rubrics provide students with structure and an overview of teacher expectations when completing assignments. In this short screencast, created by PDST you can learn how to create a rubric in Google Classroom.
- Assign manageable chunks of work.
Provide a way in which students receive regular feedback /from the teacher or from other students. For example, a student can create a podcast and other students can give audio feedback based on pre designed success criteria. Feedback is of utmost importance in relation to moving the learning forward and student engagement.This link demonstrates how the Talk and Comment Chrome extension can be used to provide oral feedback to students on work they submit using Google Docs via Google Classroom. This screencast demonstrates how to provide text-based feedback to students using the comment feature in Microsoft Teams.
This screencast produced by PDST https://www.pdst.ie/DistanceLearning/AssessmentandFeedback#classroom explains the importance of sharing learning intentions and success criteria when setting assignments on Google Classroom and demonstrates how they can be used to support the provision of feedback to students.
Create a method of reflecting on the work. See the examples from Ennis Community College (links above) where they used the above questions to support reflection.
Move beyond traditional assessment practices and consider how students can display and/or apply knowledge, skills or performances to be assessed. Thanks to Ciara Danagher, Colaiste Chiarain, Croom, who shares some examples of student work / photos in relation to demonstrating their knowledge of the food pyramid. Ciara’s powerpoint to accompany this can be accessed on Scoilnet
Consider students creating a portfolio of their work for assessment. See this link for powerpoints on how to create digital portfolios
Conversation can display learning so use class discussion online to assess how students' thinking has evolved. For example, a student is asked to research a question and share a link to one research piece of information i.e. YouTube clip, article and other students comment on how useful this is in relation to the research question. Students can create a powerpoint which they voiceover as a summative piece of work.
Capitalise on the education platforms that are in your schools e.g.Google Classroom and Microsoft Teams. Facilities like online forms and google docs provide tools that are easy to use for assessment purposes however ensure students can answer the questions from supplied learning resources. A set of 15 quiz questions or a 300-word limit will be sufficient to engage students for 30 minutes.These tools can also be used to measure engagement/attendance.
Support academic honesty. Explain to students what it is and why it is important to build on trust and integrity If a student cheats you will probably know, Don't get too hung up on it. If a teacher wonders about a student’s academic performance they can meet with that student to make an informed judgement. We need to trust not only students but also ourselves as teachers.
Support exam technique - students may not have fully developed their exam techniques and skills (timing, organisation, etc) - give feedback on these key study skills so they can continue to grow and learn. Provide visual supports such as posters with problem-solving steps or routines (ultimately the success criteria for solving the problem).It may also be necessary to give students with additional educational needs extra time or extra support (e.g. can a parent/guardian or other sibling act as scribe or reader?).
Finally use professional judgement: Ultimately, teachers need to use their professional judgement when assessing students and determining scores. Teachers can decide that a summative assessment should instead be formative and then reteach and support students in learning before attempting another summative assessment.
We would love to hear from other schools and teachers in relation to any tools, resources, tips you have that would be of use to others with a view to publishing them on this blog. If you would like to be included, please email either Grainne@lcetbdrive.com, Joe@lcetbdrive.com or Gina@lcetbdrive.com.
Resources:
PDST have created a selection of video tutorials showing various digital tools which can be used to support assessment and to provide effective feedback to pupils/students.
https://www.pdst.ie/DistanceLearning/AssessmentandFeedback#top
Other creative assessment ideas can be found here:
https://eh.bard.edu/covid-19/#1573147904009-2e7c7a75-5e40d7c6-b23ee470-b8e5
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