London Central
Regional Support Group
Assessment Recording and Transition
24th March 2009
Sue Dean
Listening to you, working for you
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We will consider
 Effective practice in assessing languages
 Informal assessment and assessment for
learning
 Summative assessment
 Building up pupil portfolios and using the
European Languages Portfolio
 Effective practice in the transfer of
information to promote progression between
settings
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Introduction – assessment
 Assessment is an integral part of teaching and learning
and represents one of the most challenging aspects of a
teacher’s role.
 It calls for a number of skills in making judgements on
children’s learning: how children plan, listen, ask
questions, observe, interpret, make judgements, work
together and evaluate what they have done.
 In addition teachers need to consider the process of
self-assessment which includes the children in appraisal
of their own learning and in the setting of their long and
short term targets.
Page 1 module 6 – Training the Trainer part 1
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Pause for thought…
 What do we think we mean by assessment?
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Assessment of learning
 Assessment of learning (summative
assessment) – summarises where learners
are at a given point in time – provides a
snapshot of what has been learned (in terms
of both attainment and achievement)
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Assessment for learning
 Assessment for learning (formative assessment) –
any assessment activity which informs the next steps
to learning.
 Depends on actually using the information gained.
Using evidence and dialogue to identify where pupils
are in their learning, where they need to go and how
best to get there.
 Clear evidence about how to improve individual
attainment; clear feedback for and from pupils so
there is clarity on what they need to work on and how
best they can do so; a clear link between the
children’s learning and lesson planning.
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How might we gather information?
 Observations…
 ‘A Bit About Me’ – take the questionnaire…
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Observations with a focus - LLS
 Planning, analysing and evaluating ways of learning
 Communicating: understanding and being
understood
 Practising language
 Memorising
 Applying prior knowledge
 Dictionary skills
Language learning Strategies - Progression by strand pages 85 – 90
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Observers
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Look for communication styles
Look for body language
Look for non-verbal communication
How do individuals extract
information?
How do individuals respond to
questioning?
How do individuals record their
findings?
How do individuals share their
findings?
When questioned, how do individuals
extend their responses?
Outcomes –
How will the information gained inform the
organisation and management of and planning for
learning opportunities?
Language Learning Strategies – The Primary National Strategies
Video – learning styles
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http://nationalstrategies.standards.dcsf.gov.uk/primary/publications
/languages/framework/lls/1205069/
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Characteristics of successful use of AfL
 Assessment is embedded in a view of learning and
teaching
 Learning goals are shared with the children
 Teachers help children to recognise the standards
for which they are aiming
 Children are involved in peer and self-assessment
 Teachers provide feedback which leads to children
recognising their next steps and how to take them
 The school ethos is underpinned by the belief that
every child can improve
 Both children and teachers are involved in
reviewing and reflecting on assessment data
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Pause for thought – assessment in your school
 Is assessment used to inform short term planning?
 Are the children engaged in the assessment of their
own learning?
 Are curricular targets and success criteria understood
and used by staff and children?
 Is feedback on learning (oral and written, self and peer
assessment) well understood and used to inform and
encourage further learning?
 Is assessment for learning used across the curriculum?
 Are parents and carers regularly informed and involved
in the assessment of their children’s learning?
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What does OFSTED say?
 The Changing Landscape of Languages
 Assessment needed improvement, as it
did during the earlier pathfinder
inspections. Systems for assessment
were not well developed and, although
teachers gave feedback to pupils in
lessons, few pupils knew how they could
improve.
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Planning for learning
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Schools usually used the Key Stage 2 framework and
the QCA schemes of work for medium- and long-term
planning unless they used a commercial publication.
A difficulty in using the latter was that language learning
objectives in individual lessons were not always clear:
schools sometimes followed the schemes too closely
without tailoring them to their own circumstances.
Some schools with mixed-year classes had yet to work
out their plans for ensuring that they planned effectively
for progression.
Page 37 – Changing Landscape of Languages
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The KS2 Framework – Expectations
 The Framework sets out clear expectations
as to what most children should be able to
do by the end of each year in Key Stage 2.
 These consist of statements about language
learning in general and abilities in Oracy,
Literacy and Intercultural Understanding in
particular
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Overview – the core strands
 Expectations and outcomes:
How useful would these statements be as a basis
for setting assessment tasks; for self evaluation by
children and for day to day assessment?
Oracy – page 67
Literacy – page 71
Intercultural understanding – page 75
KAL – page 78
LLS – pages 84
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Using assessment information to plan for
progression by strand
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Oracy
Literacy
Intercultural Understanding
Knowledge About Language
Language Learning Strategies
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Oracy objective – Rhymes and short spoken texts
 Ce Petit Cochon (French)
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Ce petit cochon va au marché
Ce petit cochon reste chez lui
Ce petit cochon a du bon rôti
Et ce petit cochon n’a rien.
Alors, le tout-petit crie:
“Eee Eee Eee Eee Eee! “
Tout au long de chemin.
www.mamalisa.com
www.mome.net
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Oracy objective – Rhymes and short spoken texts
 Este cerdito (Spanish)
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Este cerdito va al mercado
Este cerdito se queda en casa
Este cerdito come rosbif
Este cerdito no come nada
Este cerdito grita wee, wee, wee
Y corre todo el camino a casa
www.mamalisa.com
www.mome.net
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Oracy objective – rhymes and short spoken texts
 Dieses Kleine Schweinchen (German)
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Dieses kleine Schweinchen geht zum Markt
Dieses kleine Schweinchen bleibt zu Hause
Dieses kleine Schweinchen isst Roastbeef
Dieses kleine Schweinchen isst nichts
Also das Kleinste schreit wee wee wee
Und läuft den ganzen Heimweg
www.mamalisa.com
www.mome.net
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Oracy objectives
O3.1 – Identify rhyming words
O3.1 – Perform finger rhymes singing songs
O3.2 – Listen with care
O3.2 – Speak clearly and confidently
O3.4 – repeat words and phrases, use physical
response…
 O4.1 – Learn finger rhymes
 O4.3 - identify specific sounds
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 Progression by strand
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Literacy objectives
 L3.3 – Write simple, familiar words using a model
 L4.1 – Match phrases and short sentences to
pictures or themes
 L5.3 – Choose words, phrases and sentences and
write them into a gapped text
http://ngfl.northumberland.gov.uk/languages/default.htm
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Intercultural understanding objectives
 IU3.1 – increase awareness of linguistic and
cultural diversity
 IU4.3 – compare characteristics of simple
stories between cultures
 IU6.3 – Perform songs, plays, dances – use
ICT to present information, having a greater
sense of audience
http://ngfl.northumberland.gov.uk/Foundation/nurseryrhymes/rhymes_set1.html
http://www.mamalisa.com/?t=hes&p=129&l=T
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Oracy and Intercultural Understanding Outcomes
 Enjoy listening to and speaking in the
language
 Listen to and respond to familiar spoken
words, phrases and sentences
 Recognise a rhyme well known to native
speakers
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Appreciating Diversity
 Some learning outcomes may be more
difficult to exemplify and capture within a
single objective or with a single task but
can be linked to a number of objectives,
activities or tasks.
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Intercultural Understanding
 Objective IU3.1
 Learn about different languages spoken by
children at school
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Activities and Tasks
 Talk about the different languages they know
or have heard around them through family
members, friends, the media, in the
neighbourhood or when visiting other
countries.
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Activities and Tasks
 Children and teacher compile a list of languages
spoken by children within the school.
 Locate the country/countries where these
languages are spoken using maps, atlases and
globes
 www.northwood.org.uk
 www.lgfl.net
 www.espresso.lgfl.net
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Activities and Tasks
 Use ICT to create a ‘live and growing’
resource of different languages e.g. sound
files of greetings in different languages
 www.languageguide.org
 http://www.standards.dfes.gov.uk/primary/pu
blications/languages/framework/iu/y3/iu3_1/
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Informal Assessment
 Teaching activities highlighted in bold in the
Framework particularly illustrate the nature
and level of the learning activities
 They can also be used to help teachers
develop informal formative assessment for
learning and teaching
 Discuss in groups
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Activities – Year 4
Oracy O4.1 – (Speaking)
 Participate in a
performance of a finger
rhyme, poem or short text
clearly and audibly for an
audience
Oracy O4.2 – (Listening)
 Count how many times they
hear a particular number,
phrase or word: respond
with physical movement, or
by repeating the word
verbally; or by piling up
counters or bricks.
Video
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Multi-link cubes
Colour mixes
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Sequences
Montrez- moi ..
Richard Winston - MFL
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Consultantto
Services
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J’aime la lecture
J’ai deux grands chiens et cinq poissons
Mon anniversaire est le cinq mai
J’habite à Besançon en France
Moi, j’ai deux sœurs, je n’ai pas de frère
J’aime dessiner
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Activities – Year 4
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Literacy L4.1 (Reading)
Play Picture Domino or Bingo using familiar
phrases. Progress from picture to text, and then
from text to text
Choose text cards as the teacher calls out words
and phrases
Read aloud words with good pronunciation.
Read aloud words and phrases that they can
pronounce accurately, using cards, storybooks etc
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Activities – Year 4
Literacy L4.4 – (Writing)
 Set up Graffiti Board. Children try out
language. At this level they might use letters
in bold colours and shapes and illustrate
their attempts using ICT to write captions
and word lists
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Activities – Year 4
Intercultural Understanding IU4.4
 Revise the location of country/countries where the
language is spoken, using the Internet, maps, globes
or atlases and drawing on the experience of class
members
 In groups select one of these countries and mark the
route from home to the destination or vide versa
 Recognise the diversity of this country and that of the
community of the school. Discuss celebrations and
learn about how special days are celebrated by
children in other cultures, e.g. birthdays, national
holidays
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Spotlight
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Setting up a task for children’s self-assessment –
Year 6 oracy outcomes
O6.2 – ‘deliver a presentation and perform to the
class or assembly’
Children learn to talk about the weather in the
target language
Children devise own PowerPoint presentations
describing the weather in a particular country or
countries.
Children coached in positive criticism prior to
presentations and success criteria explained
Children perform in their groups in front of the class
and those listening decide if all criteria had been
met and ideas for improvement.
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Summative Assessment
 The key to successful language learning and
teaching lies in engaging the motivation of the
learner.
 Motivation is enhanced by a sense of achievement.
 In addition to ongoing regular feedback it is
worthwhile undertaking more formal assessments
at given intervals so that pupils can appreciate and
celebrate how much they have learned.
Podcast – Mayplace
Paris London Room – Bexley MLE
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Assessment tasks
 Asset Languages
 Breakthrough French
 Teacher Assessment samples
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Languages Ladder
 The Languages Ladder, part of the government’s
Language Strategy, is the National Recognition
Scheme against which you can assess
achievement in language learning for learners of all
ages, studying any language. The Ladder enables
children and teachers to assess achievements
using ‘Can do’ statements in the main skills of
listening, speaking, reading and writing. There is
also voluntary external assessment at the end of
each stage.
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Language Learning Portfolios
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By using pupil portfolios as part of effective practice in assessing
languages we can involve children in their own learning progress
and assessment by:
Breaking down language content into small attainable steps
Giving children the opportunity to reflect upon how they are developing
their understanding skills and learning strategies
Children recording their progress in their portfolio
Children building up a dossier of their best work
Children presenting their work on audio and video in displays, books;
collecting examples for their dossier
Children and teachers discussing progress using ‘I can’ and ‘I have
(learned)’ statements
Children receiving badges, certificates and merits. Recognising the
success of individual children and the whole class motivating and
developing positive attitudes
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European Language Portfolio
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Aligned to the Languages Ladder and to the levels of
achievement on the Common European Framework.
The European Language Portfolio forms part of language
learning and teaching and can be integrated into the course and
teaching materials.
It is a learning tool, in which children record their language
learning and intercultural experiences.
It is essentially the property of the child used under the guidance
of the teacher
www.nacell.org.uk/resources/pub_cilt/portfolio.htm
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Effective transition – what does it mean
for children?
 Successful transition between Key Stage 2 and Key
Stage 3 is crucial if pupils are to realise their full
potential during the years of secondary schooling.
 It will become increasingly important for teachers of
secondary pupils to know what they have learnt,
understood and achieved during Key Stage 2 if
they are properly to provide for progression and
continuity in language learning.
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Contact between key stages
 Communication is the key to effective transition.
 Through direct communication and contact
productive relationships between primary and
secondary teachers and co-ordinators of languages
can be established.
 Representative staff from partner primaries, often
the subject co-ordinator, and staff from receiving
secondary schools and Specialist Language
Colleges need opportunities to meet, discuss and
understand each others’ aims and perspectives.
 It is particularly helpful if arrangements for
reciprocal visits and observation of each others’
classes can be made.
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Developing approaches to moving on…
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Such fruitful contact can be facilitated in a number of ways. Local
Authorities can play a valuable role in setting up fora and networks
in order to establish contact and agree policy and practice. Head
Teachers and senior managers can make good use of existing
networks for this purpose.
Secondary schools and their partner primary schools will already
have in place arrangements for the transition of Year 6 pupils into
Year 7 covering general educational issues and specific curriculum
subjects.
It may be possible to incorporate information about achievement in
languages into these established structures. Primary and
secondary teachers working together to produce a bridging unit of
work straddling the end of Year 6 and the beginning of Year 7.
Year 6 primary and Year 7 secondary teachers working together
devising schemes of work which incorporated features of both the
Key Stage 2 and Key Stage 3 frameworks.
Secondary teachers planning ICT activities for Year 6 and Year 7
pupils.
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What do we need to know?
 It is helpful for Key Stage 3 staff to see any school
policy documents or statements about primary
language provision just as it is useful for Key Stage
2 staff to know how the teaching of Year 7 is
organised. In this way issues of continuity can be
addressed directly and all stakeholders are part of
the process.
 The children themselves and their parents will need
to understand how the transferable skills which will
have been developed in Key Stage 2 will help
progress in Year 7. This is particularly relevant if
children will not be continuing with the same
language from primary to secondary school.
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Transferring information…
 If individual pupil records are to be transferred they
need to be informative, reliable and manageable. They
should not be an excessive burden for primary teachers
to compile nor constitute an unrealistic mass of
information for secondary teachers to assimilate.
 They should add a language dimension to the pupil data
already transferred to receiving secondary schools and
indicate what the pupil knows, understands and can do
in the language(s) learnt.
 Further exemplar material on assessment and transition
will be available on-line and in Part 3 of the Framework
documentation – Planning for Entitlement.
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Co-ordination of effective transfer arrangements
 Secondary and primary colleagues working in
partnership will need to understand how language
learning is organised in each phase.
 Approaches are likely to vary from one Authority to
another.
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Working together to agree an approach
 Cross-phase clusters will need to agree on the following
issues:
 What kind of information about Key Stage 2 teaching is most
useful for Key Stage 3 staff?
 What kind of information about Key Stage 3 teaching is most
useful for Key Stage 2 staff?
 What kind of pupil records are most helpful to pass on from
partner primaries to the teachers of pupils in Year 7?
 What opportunities Year 6 pupils might have to meet Year 7
teachers before transferring?
 What kind of opportunities there are for cross-phase
curriculum developments?
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Information
 What information should we be passing on?
 How should this information be ‘packaged’?
 What about a transition activity?
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Over To You
 What assessment procedures are in place at
your school?
 How will you adapt your assessment
procedures to meet the needs of pupils’
learning?
 What processes are in place to support and
inform pupils’ transition?
 How might these be improved?
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Sharing Good Practice
 http://www.ltscotland.org.uk/mfle/aboutmoder
nlanguages/assessmentisforlearning/Introdu
ction.asp
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Guidance
 http://www.nacell.org.uk/bestpractice/assrec.
htm
 http://www.primarylanguages.org.uk/Teacher
s/assessing_and_recording/Teacherobservation-and-recording/learning_styles/
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The National Curriculum
 http://www.ncaction.org.uk/subjects/mfl/index.htm
 http://www.nc.uk.net/nc/contents/mflks2.htm
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Slide 1