AFL+Resources

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Assessment for Learning and the IBDP
There are a number of AfL techniques that I have found to have been particularly helpful with IBDP classes:

Give students a copy of the specification and a programme of study that identifies the order that I will teach the topics in. Also outline what AfL principles I will be using mainly by looking at IB assessment areas and learning outcomes.
 * Using the students’ IGCSE scores and ALIS data I calculate how an average student with his/her IGCSE marks (A*=8, A=7, B=6 etc.) would do at IBDP – this becomes their Predicted Points Score (PPS); I share this with the students and I find that it forms the basis of a discussion about expectations and targets for the two years of study.
 * An electronic mark book helps to keep track of how students are performing in comparison to their PPS.
 * Target setting is carried out using a SWOT analysis in January of Year 12. It also includes their PPS and students are asked to set a target grade.
 * Students are given a revision timetable prior to the Term 2/3 holidays – their revision is checked during the first lesson of each week.
 * Yr 13 target setting takes place during August/September; marks from end of year 12 exams are compared with their PPS on a spreadsheet. I then discuss how the students need to perform if they are to achieve their PPS grade and the grade above their PPS. Again a SWOT analysis forms the basis of the discussion.
 * Again the electronic mark book is used to keep track of the students’ progress.
 * A revision timetable is again issued prior to the Easter holidays and revision is checked during the first lesson of each week.
 * Once the final marks are awarded in August I discuss with each subject teacher how individual students have done in comparison with their PPS – this is the student’s residual score. We reflect upon the performance of individuals and ask how we can improve the teaching and learning that takes place.

Many of the documents and resources used can be found on the [|downloads] page of the website http://www.twostarsandawish.co.uk/ which is the website of a great friend and former colleague of mine- Steve Margetts. Many of the ideas on this page have originally come from him and I have shamelessly plagiarized his ideas here. The downloads are Anglo and A level centric but can be adapted to IBDP or whatever you wish.

In addition to the above, there are a number of AfL strategies that can be incorporated into your day to day teaching:


 * start each lesson with 10 minutes of silent reading of recent articles and websites ; this is particularly useful in Business and Economics. Students then contribute to the wiki


 * Learning objectives are given to students at the start of each topic.
 * At the end of each topic the same learning objectives are revisited and the students are asked to traffic light their level of understanding. We do not move on to the next topic until every student understands the learning objectives.
 * We discuss mark schemes prior to the first piece of work being handed out.
 * Give all students time to consider their response and then I decide who to ask; sometimes using a [|random names generator] or pass on the question is used.
 * Give students role during group discussions – chair, scribe, observer and challenger. These roles are rotated during the course; students are aware of these roles at the start of the course.
 * Provide pupils with a choice between different answers and asking them to vote.
 * Self and peer assessment enables students to apply mark schemes and give them an insight into how their work can be improved upon.
 * Revision and interim tests are used to highlight gaps in the student’s knowledge; they are based upon the learning objectives that students are already aware of and familiar with.
 * Students mark their own work before they hand it in.
 * Students swap work, mark each others and then collaborate to produce a top answer.