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TOWN Phase 2 - Module 5

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• A suggested process
• Give participants time to discuss aspects before revealing them.
• Reveal this slide after brainstorm based on questions of previous slide. Pen and paper assessments mask unsophisticated strategies, we need to scaffold children according to what strategies they use. Accuracy and full range of skills should be assessed. Closed activities don’t allow for this.
• These sort of assessments are open ended. They can help guide teaching and learning and are useful for pre and post assessment comparison.
• These are revealed following discussion from previous slide. Strategic questioning is an essential component of Authentic assessment. Highlight importance of students doing more of the talking and thinking and the value of planning key questions and increasing aspects of questioning highlighted here.
• Participants ...... discuss
• These examples come from Assessment Resource centre. The task allows for complete understanding and especially helps when moderating for A-E assessment.
• RT mention Teaching ideas from Teaching Measurement, Teaching S &amp; G CD Rom activities (making a level) , Sample unit activities, Fractions Pikelets and lamingtons (crossing wall/building a bridge)
• Participants will be taken through the different types
• Participants need to be taken to the Assessment Resource site to show the range of activities available, especially showing the different work samples for A-E
• There are lots of quality examples of RAT in our support documents. Have participants look at one of the pattern block investigations in “Teaching Angles” and the sandwich weighing task in Teaching Measurement. Highlight sample units of work as sources of WM activities some of which are RATs. Let participants know the knew Patterns And Algebra CD Rom resource is out and contains lots of rich tasks. Highlight activities like 6.2 Length Design a Race track and building a bridge in Fractions Pikelets and lamingtons
• Explain how to use Frayer Model for pre and post assessment comparisons and to guide explicit teaching. Give participants a double-sided hard copy. Work through an example of pyramids. On the other side use the Frayer Model to confirm knowledge of Authentic Assessment. The Frayer Model is versatile and can be used for any aspect of numeracy.
• The full transcript can be found at: http://www.ltscotland.org.uk/video/f/feedbackonlearningdylanwiliamtrans.asp?strReferringChannel=learningaboutlearning
• ### Townvc5

1. 1. Welcome to TOWN 2013 Phase 2 Module 5 The presentation will commence at 3:30pm All schools will be asked to contribute to discussions; please have your feedback ready VMR: 600020601 Please remember to ‘mute’ your microphone ( when not participating in discussions through the meeting )
2. 2. Agenda for meeting 3:15 – 3:30pm Registration, login / roll call 3:30 - 3:45pm Welcome and acknowledgement Feedback from participants (Modules 1-4) 3:45 - 4:15pm Continuous assessment 4:15 - 4:40 pm Effective feedback 4:40 – 4:50pm What next? between-modules task 4:50pm - Close 5:00pm Questions, discussion Module 6 – Monday 4th November
3. 3. Back toBack to Feedback- Module 4 Suggestions – Introducing tape diagrams: • Did you use a lesson study approach? • Describe the lesson • How did students respond? •What was the impact on student engagement and learning? How did you know? • Will you continue to use tape diagrams? • Do students independently use tape diagrams in their problem solving? Student progress update to Region; Lesson Study implications; Continuing to use SFF activities: what is working well?
4. 4. Continuous assessment RATS – Rich Assessment Tasks Open-ended problem solving Observations Interviews
5. 5. The task of the teacher The task of the teacher is not necessarily to teach, but to create situations in which students learn. This focus emphasises what it is that students learn, rather than what teachers do. Most teachers appear to be quite skilled at regulating or controlling the activities in which students engage, but have only a hazy idea of the learning that results. Professor Dylan Wiliam (University of London) Keeping learning on track: Formative assessment and regulation of learning
6. 6. Aspects of formative assessment • Enhance teaching • Improve learning • Reflect a belief that all students can improve. It involves: • Asking the right questions to determine where the student currently is in their learning • Knowing what comes next in the sequence of learning • Knowing how to get them there.  You know what you have taught. How do you know what learning has occurred?  What role does continuous assessment and monitoring have in the teaching and learning process?  Share with your colleagues what continuous assessment and monitoring looks Assessment for learning is designed to:
7. 7. Using continuous assessment in the classroom What issues do you face when employing continuous assessment in the classroom?
8. 8. Should students be a part of the assessment process? One of the most constructive and empowering educational goals we might frame would be to equip students to monitor their own progress. Effective assessment is a continuous process, predicated on the teacher's and the pupil's mutual recognition of the goals of the learning and the criteria for success. Gilar Leder (Ed.) Assessment and learning of mathematics, 1992 Why do you think self-monitoring would be empowering for students? How can teachers make this possible?
9. 9. ASSESSMENT AND RICH TASKS
10. 10. What Makes Assessment Effective? • Assessment connects to prior learning • Students are given time to think before responding • Assessment engages students, is relevant and valued • Students demonstrate mathematical skills in context (Curriculum support website – Assessing and reporting K-12)
11. 11. What is Authentic Assessment? • Authentic means genuine, to make valid • gives a ‘snapshot’ of student understandings at a given point in time • informs teachers where the student is “at” and where they need to “move to” - Assessment for Learning • identifies student strategies and skills • engages the learner
12. 12. Other forms of Assessment for Learning • Completing simple drawings/diagrams • Open ended puzzles (e.g. square saw) • Describing/explaining/reflecting (verbal and written) • Classifying • Matching activities • Quizzes • Pre and post tests e.g. Frayer model • Cloze activities e.g. directions • Practical activities • Observing games e.g. rabbit ears/ circle champions • Portfolios/ work samples • Self assessment e.g. Rubrics • Peer assessment • Questioning & recording e.g. daily evaluations/grid sheets • RT rubrics/WM
13. 13. Common Quality Elements of Interview-based Assessments • accurate snapshot of student performance • clear directions/ relevant help for teaching and learning • identifies the strategies students are using • group students and differentiate curriculum • can map student progress onto the Numeracy continuum
14. 14. Open ended Assessments - Example: The Square Saw The square saw can be used for a variety of assessment areas E.g. pre and post test for identifying equivalent fractions %, decimals, fractions or for showing multiplication facts, factors, multiples etc
15. 15. Strategic Questioning • Key Questions around the central concept • Closed Questions • Open Questions • Prompting students to further respond • Hands down questioning • Responding positively to students with explicit feedback • Building on ‘wrong’ answers • Distributing questions around the class • Encouraging students to ask questions
16. 16. Rich Assessment Tasks (RATS) What are they? How do I design them?
17. 17. Why Rich Assessment Tasks (RATS) ? “When teachers gave more intellectually demanding tasks there was a strong relationship between the quality of tasks and student work. Teachers giving tasks with higher levels of intellectual quality got higher levels of authentic work from students than teachers who assigned less challenging tasks.” Newmann, Lopez and Bryk (1998)
18. 18. Rich Assessment Tasks • Provides students with opportunities to demonstrate understanding, knowledge and practical skills • Allows for a full range of student performance • Connect to previous learning or relevant curriculum • Encompasses a variety of outcomes • Promotes learning and engagement
19. 19. Looking at Rich Tasks- Our Street
20. 20. Our Street Task Continued
21. 21. Stage 3 RAT Measurement and Area Task MS3.1 and MS3.2 You are working at a dog boarding kennel and you have been asked to design a dog exercise yard. You have been given 32 metres of fencing wire and four posts. a. Use an appropriate scale on the grid paper. Mark the positions of the fence posts with an x and record the measurements. b. Design two more different dog exercise yards and record the measurements for each of your dog exercise yards. c. Record the area of each of your dog exercise yards. d. Explain which of your yards would give a dog the best space for exercise. Justify your answer.
22. 22. RAT Example Helping Hand The scenario: 'Madeline is very good at reading digital clocks. All of the clocks in her house are digital. For Madeline’s birthday her grandparents bought her an analogue wristwatch but she is having trouble reading the time.' Write to Madeline helping her to tell the time on her new watch. Use diagrams as part of your response.
23. 23. Designing A Rich Assessment Task • Choose a real world topic • Decide what area/concepts you want to assess • Think of an investigating question • Set criteria, including marking criteria • Create scaffolds for students requiring support
24. 24. Ways to Make Rich TasksWays to Make Rich Tasks • FIND ONE – Support documents – COGS – etc.. • WHAT IF’S - using NAPLAN questions to form complex problems • WRITE FROM SCRATCH - Use hobbies - Weekend activities - Culture etc Example
25. 25. Assessment Resource Centre http://arc.boardofstudies.nsw.edu.au
26. 26. Why re-invent the wheel?
27. 27. Monitoring and Tracking using Numeracy Continuum • Authentic Assessment to know student levels • Planning teaching around concepts of majority of class • Visual Wall mapping and celebration of movement • Student self regulation & feedback; knowing where to next? • Forming class groups based on levels • Differentiating activities based on framework • 5 week data entry points around integrated program blocks • Monitoring of tracking levels K-6 on Excel Spread sheet system • Aligning school reporting systems with assessment points and language
28. 28. Effective Feedback Types of feedback Quality of feedback
29. 29. The Frayer Model
30. 30. The next step in the process of teaching and assessing is feedback … feedback is at or near the top of those treatments which have the greatest effect on student learning. Feedback is not only an outcome of student performance, but an essential part of the learning process. Professor Steve Dinham Feedback on Feedback (2008) Teachers providing feedback to their students closes the loop of teaching, learning and assessment. Through providing good quality feedback, teachers enable students to take responsibility for their learning and progress. Students need constructive feedback that can help them learn better – feedback needs to be specific so that students are able to take action. Feedback should also be shared with parents in ways that strengthen their capacity to actively support their child’s learning. The Australian Association of Mathematics Teachers. Position paper on the practice of assessing mathematics learning. 2008
31. 31. • ...the most powerful single moderator that enhances achievement is feedback. The simplest prescription for improving education must be "dollops of feedback" -- providing information how and why the child understands and misunderstands, and what directions the student must take to improve. • The most fundamental component of teaching is imparting information to students, assessing and evaluating the students understanding of this information, and then matching the next teaching act to the present understandings of the student. John Hattie (University of Auckland) Influences on Student learning: Inaugural lecture 1999
32. 32. Feedback on learning - Professor Dylan Wiliam A very important way of looking at feedback is whether it's ego involving or task involving. Ego involving: You did very well - it focuses on that person’s position in the class. Task involving: What you need to do to improve.... The research clearly shows that ego involving feedback is rarely effective and, in fact, can lower achievement. In other words, in many cases rather than giving that kind of praise you would have been better off shutting up and giving no feedback at all! Research shows that when feedback focuses on what students need to do to improve, and, in particular, how to go about it... then you get very large impacts on student achievement. I think that good feedback causes thinking. We need to give students feedback that helps them move forward; that makes it clear that ability is incremental rather than fixed. If we send the message to students that ability is fixed then if you’re not confident or think that you might actually fail when other people will succeed, you will disengage and basically, you will decide that you would rather be thought lazy than stupid.
33. 33. (This is a summary of a video transcript. The video can be found at: http://www.journeytoexcellence.org.uk/videos/expertspeakers/feedbackonlearni ngdylanwiliam.asp
34. 34. Where to next? TOWN Phase 2 Module 5: Between VCs activity‐ The following tasks need to be completed before the video conference for Module 6: 1.Using one of the lesson plans in your email package, determine how you will assess the students during the lesson. 2.Teach the lesson and provide feedback at the next VC regarding: the lesson and key concept that was assessed how you assessed the students’ understanding during the lesson how you recorded the assessment information how you overcame any difficulties or issues any implications for your future teaching and assessing. 3.Continue to update student progress in your records and data wall. 4.Continue to teach lessons and activities from the TOWN resources.
35. 35. Where to next? Module 6: Term 4 Monday 4th November 2013 • Feedback: continuous assessment and feedback strategies, progress on data wall, implementing SFF activities Planning for sustainability Completing TOWN tracking sheets Completing TOWN Phase2 Teacher Assessment
36. 36. Thank you – Please send your attendance sheets suzanne.gibson@det.nsw.edu.au or fax: 9208 7629 Module 6: Term 4 Monday 4th November 2013 ivana.zekanovic@det.nsw.edu.au rowena.whittle@det.nsw.edu.au suzanne.gibson@det.nsw.edu.au