Send your ideas on assessment for learning
A GA discussion paper,
Level descriptions and assessment in Geography is on the GA website. It
is a very interesting and informative read.
Cindy Benson, Head of Geography, Alun School,
a sample of the dartboards she uses
at the start and end of topics. The start dartboard illustrates the key
questions. Students code each - green "totally understand" to red
"don't understand at all". The same dartboard appears at the end of the
topics along with boxes for student targets and teacher targets.
Student targets should reflect the ambers / red so should be subject
specific. Teacher targets address this & reflect assessment work. At
the beginning of the topic, the student staples a bullet point list of
how to meet their level characteristics for this topic and ticks it off
as we progress through the unit. I've attached an example of this too.
I know the Welsh levels are slightly different but I'm sure you can get
the general idea. (Dartboards reduced to A5 to
stick in books)
The following examples are from a rainforest unit,
World Cup and Disasters.
Dartboard rainforests (end of unit)
Level expectations in Rainforests unit
Natural disasters (end of unit)
Cindy has also been working on resources for
Garreth Stockton, Cheadle High School, has
re-written the whole of their Key Stage 3 scheme of work using a
standard template for each lesson plan.
Read first how
Garreth's approach to objective led lessons works. He also shares
topic of pre prepared lesson plans for Volcanoes with
Year 8, you can add your own lesson structure.
lessons 4 and 5;
lesson 6 and 7;
to make improvements in Geography
Alex Prior, Court Moor School,
Fleet, Hampshire has
produced a flow
chart with suggestions to help pupils improve their work. This is
the marking criteria
they use so pupils know exactly why they are given the grade for their
enquiries! Teachers feedback on the enquiries using
this form and
pupils use the feedback to set their target for next time. Teachers plan
their lessons using
Rainforest enquiry for Year 8.
Justin Maguire (St John's School in
Cyprus, a British Forces school), has sent this
stepping stone diagram
to help pupils move simply to higher standards using
very brief words. They applied
the idea to simple diagram that the kids would be familiar with
Rob Gray from Nottingham Bluecoat school has been working
on peer assessment activities. These guidelines are for pupils to use
when judging the other groups performance in producing a news report,
but they could also use them as a kind of checklist.
to produce a good news report
checklist and assessment sheet (Antarctica campaign)
How to get better at
writing geographically 4
We are now in our last year and we are going to
publish but before that we would like you to take a look at a few other
ladders of progression that may help your pupils to assess the quality
of their work.
The BPRS-funded geographical writing research group
from Staffordshire and Stoke-on-Trent is now 13 strong [my lucky
number]. The main focus of the research is on how to improve the
way you teach with the models of writing to support pupils in understand
how to get better.
Congratulations to Pauline Marsden, Julie Dale and Jon Clarke
who have had their work published in the journal Teaching Geography
April 2003. Pauline
Marsden describes her work for lower ability pupils. John Clarke
offers a model for better judgements and Julie Dale offers thoughts on
using the models below with higher ability groups. Joe Ball has
offered a version which is called 'Better decisions'.
Fiona Osmaston, Head of Geography Tamarside Community College,
'As Geography has been picked up as one of the subjects for TLF this
year in my school we have adopted your better descriptions/explanations
ideas. This has been trialled with year 8 top sets. Some students were
interviewed by myself and the KS3 strategy consultant. Overwhelmingly
they thought that a good piece of work was one which was neat, well
presented and with very few literacy errors. So top set year 8 have not
had marks given to them since they were interviewed but we have
identified what is good in their work and what they need to do to
improve by giving a generic statement bank to the kids. I've attached
this too. Students will be interviewed again before the end of term to
see how their perceptions have changed.'
The article is now published in
the October 2002 issue of teaching geography. Jean George at Hagley
Park High School and Jon Clarke at Cannock Chase High School
used BPRS to develop a method of helping KS3 students to understand
different levels of attainment in geographical writing. A ‘model’
was developed for describing progression in pupils’ written
descriptions and explanations.
assessment for learning - WALT rules
Anthony Cheetham, Highfields School, Wolverhampton has
offered this target marking approach for key stage 3 pupils - any
feedback would be welcome. The
guidance sheet is here.
Level descriptors for students
Rosey Hopwood from Maryhill High School, Media
Arts College, shares these very visual pupil friendly grids
How can I Improve my level in geographical skills and
How can I improve my level in geography
Caroline Johnstone, ChristChurch Middle School,
Stone, has created ladders to help pupils make understand their work
and to make progress; there is a ladder for each aspect of
geography. Step up
the Geographical ladder!
Paul Williams has offered this
attempt at rewriting level
descriptions for pupils. Paul is Head of Geography at Saint
John's International School, Bangkok, Thailand.
SLN geography can truly claim to be networking geographers globally.
Johanna Hazell, Head of Geography, St
Bartholomew's School, Newbury has offered these 'placemats' for
levels. Right click is the fastest way to download. The cartoons
make you smile too!
Let us know what you think and or offer alternatives
if you have them.
Philip McCullagh from Coulsdon High School,
Surrey, shares his pupil friendly levels on the
geography department webpages
by step - Monitoring progress in
Francine Wilson Jones
formerly of Wilnecote High School has offered a new version of this approach to
pupils jointly monitoring their own learning. The biggest
success is that:
- pupils begin to understand
different aspects of progress;
- Teaches can use it to
Variations for both GCSE and KS3 by Anthony Cheetham, Highfields School,
Wolverhampton are also available.
Osmaston and Alec Jiggins have offered other approaches
The full story & downloadable files here!
approach to assessment for learning
Marilyn Cannings and the team at Clough Hall
Technology College, Kidsgrove take this approach to key stage 3 assessment
Crime in the local community
It is used for peer reviews of work as well as
assessment of learning in their regular assessed pieces of work. They do
not give the pupils all the grid but a selection of appropriate levels
according to ability. Pupils shade in their minimum target level at the
beginning of the assignment. This example is
for Crime in the local community.
This page last updated
03 April 2012