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DIALOGUE, DISCOURSE, DIVERSITY
          JULY 2009


•ASSESSMENT FOR LEARNING
•FEEDBACK
 -WHO GIVES IT?
 - HOW DO WE GET I...
Aims
• to reflect on the attributes of a quality
  assessment task

• to link those qualities to the Professional
  Standa...
Professional Standards for Teachers
   of Languages and Culture


• Promote reflection
• Stimulus for professional
  dialo...
• Professional standards for
  accomplished teachers of
  languages and cultures.
Accomplished languages and cultures
  te...
Which standards does assessment
relate to?
• Language Pedagogy
  “….approach to assessment
  examines understanding,
  lea...
ACTIVITY
• What makes a quality
  assessment task?

Take a few minutes to think about this and discuss it
    with your co...
The 10 principles: Assessment for
              Learning




Assessment Reform Group, 2002
http://www.qca.org.uk/qca_4336....
1. Assessment for learning
  should be part of effective
  planning of teaching and
  learning



2. Assessment for learni...
3. Assessment for learning
  should be recognised as
  central to classroom
  practice



4. Assessment for learning
  sho...
5. Assessment for learning
  should be sensitive and
  constructive because any
  assessment has an
  emotional impact



...
7. Assessment for learning
  should promote
  commitment to learning
  goals and a shared
  understanding of the
  criteri...
9. Assessment for learning
  develops learners’
  capacity for self-
  assessment so that they
  can become reflective
  a...
Our challenge at SSCL
 Merewether High School

• To overcome the
  perception that Saturday
  School is not as important
 ...
RESEARCH PROJECT (PART OF HALF YEARLY
ASSESSMENT)

Teachers:
• Meet and brainstorm ideas
Students:
• from 7-10 are require...
•   PROJECT

•   Outcomes:


•   TASK

•   Marking Guidelines:

•   Points to Note
•   It is important to follow the due d...
Why have the planning sheet and
 the parent evaluation and student
 progress sheet?
• requires some planning – can’t
  lea...
Feedback to
  teachers
STUDENT QUESTIONNAIRE AND
 PLAN (due 17 May)
                 th


My Choice is:

I am going to create and include (explai...
Parent Evaluation and Student
Progress (due 31 May)    st


Project Task:   ___________
•   In relation to his/her project...
Student’s Response ( due 31    st
                                    May)

I am:
• Having difficulty
• Doing well
• Doing...
Reflection Statement

The following statement is
  designed to assess the
  suitability of the task for each
  student and...
The least challenging part of
the task for me was …….
 because……..

The most challenging part of
  the task for me was…….
...
From the project I learned:

You may list as many things as you wish.
  There is no need to complete all of
  the sections...
Parents’ Comments 1
So far my child has done:
Parent comment:
• So far Nick is doing very well with his
   project and the...
Parents’ Comments 2
“…. is very responsible in doing her
  assignments considering her lack of
  time due to school homewo...
Students’ Comments
“There aren’t many
   differences between my
   family and my friend’s. The
   only obvious difference
...
Students’ Comments cont’d
“ I learnt what a mind map
   was.”
“I also learned to organise all
   the information so that
 ...
Student comments cont’d
“The most enjoyable part for me
  was finishing it.”

“Sorry but too much normal
  school homework...
What can teachers learn from the
planning and evaluation sheets?

• Students’ preferred learning
  styles
• Students’ inte...
Feedback to
  students
17-20   Applies a wide range of sophisticated linguistic structures to
        express original ideas.
        Uses langua...
Less teacher speak
Teacher Comments:
You have demonstrated strengths in the following
      areas:
……………………………………………………………...
Where to from
 here?
Due Dates and Marks
Date 28th March Student Questions and Plan
  sheet due               (10 Marks)

Date 4th April Parent...
kristine.horan@det.nsw.edu.au



supai.zhao1@det.nsw.edu.au



pamela.m.burns@det.nsw.edu.au
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Assessment for Learning

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Assessment for Learning Who learns what and how? Presentation given by Kristine Horan, Supai Zhao and Pamela Burns at AFMLTA conference Sydney 2009

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Transcript of "Assessment for Learning"

  1. 1. DIALOGUE, DISCOURSE, DIVERSITY JULY 2009 •ASSESSMENT FOR LEARNING •FEEDBACK -WHO GIVES IT? - HOW DO WE GET IT?
  2. 2. Aims • to reflect on the attributes of a quality assessment task • to link those qualities to the Professional Standards for Accomplished Teachers of Languages and Cultures • to examine the process of assessment for learning through the experience of staff at the Saturday School of Community Languages, Merewether HS • to discuss the possible application of the above to participants’ own contexts
  3. 3. Professional Standards for Teachers of Languages and Culture • Promote reflection • Stimulus for professional dialogue http://www.decs.sa.gov.au/curric/files/links/prof_standards.pdf
  4. 4. • Professional standards for accomplished teachers of languages and cultures. Accomplished languages and cultures teaching is reflected through the following dimensions: • educational theory and practice • language and culture • language pedagogy • ethics and responsibility • professional relationships • awareness of wider context • advocacy • personal characteristics
  5. 5. Which standards does assessment relate to? • Language Pedagogy “….approach to assessment examines understanding, learning and performance, and uses assessment to foster learning as well as evaluate learning.............” “…..select assessment tasks which are appropriate to the purposes of the assessment and use the assessment for effective feedback and reporting.”
  6. 6. ACTIVITY • What makes a quality assessment task? Take a few minutes to think about this and discuss it with your colleagues. Jot down no more than 5 points.
  7. 7. The 10 principles: Assessment for Learning Assessment Reform Group, 2002 http://www.qca.org.uk/qca_4336.aspx
  8. 8. 1. Assessment for learning should be part of effective planning of teaching and learning 2. Assessment for learning should focus on how students learn
  9. 9. 3. Assessment for learning should be recognised as central to classroom practice 4. Assessment for learning should be regarded as a key professional skill for teachers
  10. 10. 5. Assessment for learning should be sensitive and constructive because any assessment has an emotional impact 6. Assessment for learning should take account of the importance of learner motivation
  11. 11. 7. Assessment for learning should promote commitment to learning goals and a shared understanding of the criteria by which they are assessed 8. Learners should receive constructive guidance about how to improve
  12. 12. 9. Assessment for learning develops learners’ capacity for self- assessment so that they can become reflective and self-managing 10. Assessment for learning should recognise the full range of achievements of all learners
  13. 13. Our challenge at SSCL Merewether High School • To overcome the perception that Saturday School is not as important as mainstream school • To encourage students and teachers to focus on the process rather than just the product.
  14. 14. RESEARCH PROJECT (PART OF HALF YEARLY ASSESSMENT) Teachers: • Meet and brainstorm ideas Students: • from 7-10 are required to complete a research project. • are given a selection of topics from which to choose. • are given a selection of media to use for the presentation of their research eg power point, photo story, oral presentation
  15. 15. • PROJECT • Outcomes: • TASK • Marking Guidelines: • Points to Note • It is important to follow the due dates carefully as each section is significant and is marked. • It is necessary to plan your project and return it to the class teacher on the ‘Student Question and Plan’ sheet. • You will need to hand in the ‘Parent Evaluation and Student Progress’ sheet. • It is essential that you seek clarification or ask for help at any time if you are uncertain of anything. • Due Dates and Marks • 17th MAY Student Questions and Plan sheet due (10Marks) • 31st MAY Parent Evaluation and Student Progress sheet due (5 Marks) • 21st JUNE Project Due (85 Marks)
  16. 16. Why have the planning sheet and the parent evaluation and student progress sheet? • requires some planning – can’t leave the project till the night before • teacher can give assistance before it’s too late • parental involvement – parents are aware of requirements of the project & can assist • promotion of our school and accountability
  17. 17. Feedback to teachers
  18. 18. STUDENT QUESTIONNAIRE AND PLAN (due 17 May) th My Choice is: I am going to create and include (explain your section or choice): I need to do these things in order to complete my project (eg research write, draw etc): Teacher’s Response:
  19. 19. Parent Evaluation and Student Progress (due 31 May) st Project Task: ___________ • In relation to his/her project my child is: – EXPERIENCING DIFFICULTY – COPING WELL – COPING VERY WELL & ENJOYING THE PROJECT • So far they have: • Parent Comment: Parent Signature: Date:
  20. 20. Student’s Response ( due 31 st May) I am: • Having difficulty • Doing well • Doing really well I have used my time: • Not very well • Effectively • Very wisely Comment: How can we help? Signature: Date:
  21. 21. Reflection Statement The following statement is designed to assess the suitability of the task for each student and will be used in the development of future tasks. Please take the time to complete this section honestly and thoughtfully.
  22. 22. The least challenging part of the task for me was ……. because…….. The most challenging part of the task for me was……. because……… The most enjoyable part of the task for me was because………
  23. 23. From the project I learned: You may list as many things as you wish. There is no need to complete all of the sections below or you may wish to add more. You should include statements about time management or research as well as things about the language and culture.
  24. 24. Parents’ Comments 1 So far my child has done: Parent comment: • So far Nick is doing very well with his project and there are no difficulties. We don’t believe he will have any difficulties but could you pay particular attention to his spelling. • Has been planning and drawing for the project to get ready to publish it. • Research/made enquiries about family members – constructed scaffold- researched basic Chinese family structure. Working well. • Researched family names, bought cardboard. Collected information for power point and started writing speech. We have given Louisa most of the Chinese names. She will be collecting more information.
  25. 25. Parents’ Comments 2 “…. is very responsible in doing her assignments considering her lack of time due to school homework and work responsibilities” “The timing of the assignment isn’t ideal as it clashes with her half yearly & assignments which need to be completed for her report.” “ I think Sophie is getting a better understanding of differences of Australian & Chinese family life & learning more about her heritage”
  26. 26. Students’ Comments “There aren’t many differences between my family and my friend’s. The only obvious difference was the time that we brushed our teeth.” “.. some things don’t translate across cultures.”
  27. 27. Students’ Comments cont’d “ I learnt what a mind map was.” “I also learned to organise all the information so that when I make a book it looks organised” “I learnt that google language tool exists”
  28. 28. Student comments cont’d “The most enjoyable part for me was finishing it.” “Sorry but too much normal school homework at ….” “No comment.” “I’m having a few problems with vocabulary.”
  29. 29. What can teachers learn from the planning and evaluation sheets? • Students’ preferred learning styles • Students’ interest areas • Areas of students’ strengths and weaknesses • Data for planning of future lessons and tasks
  30. 30. Feedback to students
  31. 31. 17-20 Applies a wide range of sophisticated linguistic structures to express original ideas. Uses language and visual imagery that is appropriate to the specified age group. Uses culturally appropriate language tools to enhance meaning. Clearly demonstrates awareness of the similarities and differences between Australian and........ families. 13-16 Applies a range of linguistic structures to express original ideas. Most language and visual imagery is appropriate to the specified age group. Uses culturally appropriate language tools to enhance meaning. Demonstrates awareness of the similarities and differences between Australian 9-12 Applies a range of basic linguistic structures to express scaffolded ideas. Some language and visual imagery is appropriate to the specified age group. Makes some use of culturally appropriate language tools to enhance meaning. Demonstrates some awareness of the similarities and differences between Australian and ……..
  32. 32. Less teacher speak Teacher Comments: You have demonstrated strengths in the following areas: ……………………………………………………………… ……………………………………………………………… ……………………………………………………………… ....................................................................................... In future tasks you should consider the following: ……………………………………………………………… ……………………………………………………………… ………………………………………………………………
  33. 33. Where to from here?
  34. 34. Due Dates and Marks Date 28th March Student Questions and Plan sheet due (10 Marks) Date 4th April Parent Evaluation and Student Progress sheet due (10 Marks) Date 9th May Project due (70 Marks) Date 9th May Reflection Statement due (10 Marks) Increase the range of choice in the project to cater for different interests and learning styles. Incorporate more teaching and learning strategies into lessons that cater for different interests and learning styles.
  35. 35. kristine.horan@det.nsw.edu.au supai.zhao1@det.nsw.edu.au pamela.m.burns@det.nsw.edu.au
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