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Assessment and Monitoring Standards

Formative Assessment and AFL in media learning
  - The Feed-forward lesson
- Students as examiners
- Peer assessment process
- Individual or group presentations
- Tutorials
- Suggested activities for learning further about assessment


Formative Assessment and AFL in media learning
Evidence base would include:

- Lesson plans reference assessment outcomes (summatively)
- Lesson plans identify opportunities for formative feedback
- Marking of pupil work
- Moderation of coursework
- Use of assessment data to plan lessons
- Use of assessment data to monitor pupil progress
- Target setting with pupils

Julian McDougall (2006) elaborates on well publicised Assessment for Learning strategies used in classrooms to develop 5 very particular uses of assessment in media classrooms:
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The Feed-forward lesson
This is described as a lesson situated within a scheme of work, particularly where they are working on a sustained project such as a practical. At the beginning of the work the students will have identified a clear target for improvement across the scheme of work. This might focus on an academic skill or the greater acquisition of technical knowledge e.g use of MacPro. The feed forward lesson will shine a spotlight on this expectation and either as whole, small group or individual reflections, students would be expected to report how close they are to reaching this target and make any adjustments before moving on.

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Students as examiners
Making students aware of grade criteria and the expectations of how to achieve in certain grades is one of the crucial tenets of Assessment for Learning. Trainee teacher knowledge of grading and levelling will improve where they are engaged in peer learning activities with pupils in classrooms. In advance of encountering assessment with pupils, trainees can practise these processes with respect to their own work at taught sessions in the university or wherever they are training.

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Peer Assessment Process
A very good way to get to know what is expected of pupils in examination settings is to conduct mock examination and marking sessions with trainee teachers. Trainees can sit a media question from GCSE/A level.

Step 1 –examine the mark scheme and ensure the key assessment objectives of the piece are understood in advance of sitting the paper.

Step 2 –Use the essays produced by trainees to conduct a peer assessment drawing on the mark scheme. Mark schemes are downloadable from the main Exam Board websites.

Step 3 – put the trainees in teams and ask them to moderate the marking ordering the work in a rank order scale.

Step 4 – using the rank ordering, conduct a mock moderation of the work debating each piece’s merits by the mark scheme.

NB : This activity will be more difficult where teachers on GTP schemes are on their own. But it can work individually – trainers would be well advised to help GTP trainees seek contact with others in nearby schools for this kind of activity.

Once trainees have had experience in this kind of activity, they should be able to develop this as part of their teaching in school. Set as a target that they must prepare for a peer marking session with one of their groups.
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Individual or group presentations
The monitoring of pupil attainment can take place in many settings – within and beyond the classroom. It may be immediate oral feedback or later written guidance. The use of the oral presentation enables teachers to view the differences between written assignments, which for some pupils will not demonstrate the full extent of their understanding, and their emerging knowledge as expressed verbally. In particular the chance to explain and justify decisions during production is a vital means of teachers continuing to monitor progress.
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Tutorials
McDougall recommended these as a possible strategy to use with A2 students working on research projects. However, he equally noted they had a hit-and-miss potential without encouraging students to prepare well for the tutorial in terms of specific questions and areas for further guidance.

These assessment strategies will enable trainee teachers to develop

a) a wide view of how well the class is working and where to further intervene (Q10, Q26)
b) closer understanding of summative criteria and how to prepare to teach towards it (Q11, Q26a)
c) a close-up view of individual capabilities and difficulties (Q27)
d )a means to intervene and support at a personalised level (Q10, Q29)

Used individually and collectively these strategies as reported on teaching plans, as evaluated by trainees and commented upon by markers and moderators constitute evidence for achievement.
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Suggested activities for learning further about assessment
Tutors could use the grid below – blanking out the different kinds of strategies for assessment and have trainees reflect what strategies are evidence of meeting which standards.

Assessment Standards Media Assessment Strategies
Q10 Have a knowledge and understanding of a range of teaching, learning and behaviour management strategies and how to use and adapt them, including how to personalise learning and provide opportunities for all learners to achieve their potential.
 Reading and practising assessment strategies e.g. peer marking; moderation; looking at mark schemes; plans show evidence of questioning aimed at individuals
Q11 Know the assessment requirements and arrangements for the subjects/curriculum areas in the age ranges they are trained to teach, including those relating to public examinations and qualifications. Peer marking;
Mock and marking of exam questions;
Exploring mark schemes
Peer marking with pupils in school
Q12 Know a range of approaches to assessment, including the importance of formative assessment. Varying approaches – oral, written, formative and summative
Q13 Know how to use local and national statistical information to evaluate the effectiveness of their teaching, to monitor the progress of those they teach and to raise levels of attainment Feed forward lesson is based on targets laid out at beginning of work – pupils are working to progress. Making grade criteria explicit; tutorials;
Q26 (a) make effective use of a range of assessment, monitoring and recording strategies and (b) assess the learning needs of those they teach in order to set challenging learning objectives a repertoire of formative and summative techniques
The feed-forward lesson
Q27 Provide timely, accurate and constructive feedback on learners’ attainment, progress and areas for development The feed forward lesson, peer marking, presentation and tutorials
Q28 Support and guide learners to reflect on their learning, identify the progress they have made and identify their emerging learning needs. The feed forward lesson, peer marking, presentation and tutorials

 


Overview of routes into training in Media Teaching

Achieving QTS in Media Teacher Training

The media graduate and subject knowledge

Taught curriculum in a GTP programme

The English graduate and subject knowledge

Planning

Assessment and Monitoring Standards

Diversity, Equality, Inclusion Issues

Practical work

Assignment setting and writing

Wider Reading and access to resources