Assessment for learning

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  • The more staff talk about the finer aspects of classroom learning the greater improvement there will be in overall student achievement.
  • - What school a student attends matters much less than the teachers they have in the vast majority of countries around the world. - Every developed country around the world is working to improve their education system. Education and teacher quality will be in the spotlight for some time. - Improvement does not mean we are not going well. It means as teachers we always work towards doing better for our students.
  • Most teachers will know most of the ideas and concepts discussed today. Research suggests that most teachers know about the highest impact strategies to improve student learning but few implement them consistently. Competing priorities in the classroom and the busy life of a teacher. How effectively am I implementing these strategies?
  • Just about every country that has gone down high stakes testing road has plateaued or fallen in regards to educational achievement. Read about Finland for educational success story - minimal external testing, one of the lowest amount of instructional time, strong focus on teachers and inteerventions when students are not learning which is a key aspect of AFL.
  • AFL aims to empower the student to take responsibility for their learning. When the teacher becomes the learner and the learner becomes the teacher - learning is most powerful.
  • How have they interpreted the third q. - current assessment strategies - what were the terms of reference (Student achievement, meeting protocols, assessing outcomes? teacher satisfaction? student engagement etc...)
  • Move on, reteach with a new strategy, have some students re teach other students etc.
  • As humans we look for evidence that we are being effective and doing a good job? Powerful learning can happen when we look for evidence that what we are doing has not worked.
  • Resources to help on / clarify hinge-point ... Each faculty to report back to staff – optional today or at future staff meetings.
  • Assessment for learning

    1. 1. A ssessment for learning <ul><li>At the heart of quality teaching </li></ul>http://talkingaboutteaching.wordpress.com 2nd March 2012
    2. 2. Outline of the day <ul><li>A ssessment for learning - shared understanding </li></ul><ul><li>Investigating current assessment strategies and classroom practice. </li></ul><ul><li>Planning for future assessment strategies and classroom practice </li></ul><ul><li>Developing student skills - study skills </li></ul>
    3. 3. Aim <ul><li>Develop a common language & understanding of assessment for learning processes. </li></ul><ul><li>Reflect on our current teaching and learning practices and their impact on learning </li></ul><ul><li>Modify a program to improve assessment for learning approaches. </li></ul><ul><li>Lead to increased student self regulation and responsibility for learning. </li></ul>
    4. 4. Overwhelming research evidence <ul><li>- Classroom practice of teachers is the biggest influence on student learning that schools have some control over. </li></ul>Mckinsey report on World's top performing education systems 2007.
    5. 5. Why assessment for learning? <ul><li>- Assessment for learning approaches can be easily incorporated into teaching, in many cases with less work for the teacher to do. </li></ul><ul><li>- Inside the black box - Dylan William & Paul Black </li></ul><ul><li>- Integral in the majority of highest impact strategies that current research has identified. </li></ul>
    6. 6. Challenges
    7. 7. PD survey 2011
    8. 8. Assessment… Visible Teaching – Visible Learning Influence Effect Size Self-reported grades 1.44 Feedback .72 Providing formative evaluation to teachers .70 Frequent/ Effects of testing .46 Teaching test taking skills .22
    9. 9. Teachers <ul><li>Clear learning intentions </li></ul><ul><li>Challenging success criteria </li></ul><ul><li>Range of learning strategies </li></ul><ul><li>Know when students are not progressing </li></ul><ul><li>Providing feedback </li></ul><ul><li>Visibly learns themselves </li></ul>
    10. 10. Students … <ul><li>Understand learning intentions </li></ul><ul><li>Are challenged by success criteria </li></ul><ul><li>Develop a range of learning strategies </li></ul><ul><li>Know when they are not progressing </li></ul><ul><li>Seek feedback </li></ul><ul><li>Visibly teach themselves </li></ul>
    11. 11. Exploring assessment further ...
    12. 12. Current use of assessment <ul><li>What are some of the ways you currently assess students in your classroom? </li></ul><ul><li>How effective are your current assessment strategies? </li></ul><ul><li>What is your current understanding of 'Assessment for learning'? </li></ul>
    13. 13. Assessment 'of', 'for' and 'as' learning <ul><li>Assessment of learning - summative tasks at the completion of a unit that tell us what students have learned. </li></ul><ul><li>Assessment for learning - assessment that provides feedback to teachers (about students) on how learning is progressing and where learning should go next . </li></ul><ul><li>Assessment as learning - focuses on self assessment where students are active, engaged, and critical assessors. They can make sense of information, relate it to prior knowledge and master the skills involved. It builds the capacity of students so they can understand what to do next. </li></ul>
    14. 14. Assessment <ul><li>http://www.journeytoexcellence.org.uk/videos/expertspeakers/formativeassessmentdylanwiliam.asp </li></ul>
    15. 15. Dylan William <ul><li>What resonated with you from the video? </li></ul><ul><li>How would you modify your definition based on what you have just heard? (if at all) </li></ul>
    16. 16. Assessment for learning <ul><li>FUNDAMENTAL UNDERSTANDINGS: </li></ul><ul><li>A process not a task </li></ul><ul><li>It's only assessment for learning if you do something with the feedback you receive. </li></ul>
    17. 17. 5 Key strategies of classroom formative assessment <ul><li>Clarifying, sharing and understanding learning intentions and criteria for success </li></ul><ul><li>Engineering effective classroom discussions, activities, and learning tasks that elicit evidence of learning </li></ul><ul><li>Providing feedback that moves learning forward </li></ul><ul><li>Activating learners as instructional resources for one another </li></ul><ul><li>Activating learners as owners of their own learning. </li></ul>
    18. 18. Classroom assessment <ul><li>Professional reading </li></ul><ul><li>1. Which aspects do you feel are most important for your KLA to focus on to move forward? </li></ul><ul><li>consider: </li></ul><ul><li>- aspects currently used effectively. </li></ul><ul><li>- aspects which require greater focus? </li></ul>
    19. 19. Powerful assessment ... <ul><li>Provides teachers with timely feedback to know if their teaching has been effective while still in the classroom. </li></ul><ul><li>Looks for evidence that students have not learned. </li></ul><ul><li>Raises the question about what to do next when learning has not occurred. </li></ul>
    20. 20. Evaluating the quality of our programs <ul><li>Understanding by design / constructive alignment. </li></ul><ul><li>To what extent do we: </li></ul><ul><li>Have clear learning intentions and outcomes for the unit. </li></ul><ul><li>Have assessment that accurately determines student progress towards these outcomes. </li></ul><ul><li>Teaching and learning activities directly align with the outcomes and assessment activities. </li></ul>NB: FEEDBACK ASPECTS TO BE EVALUATED LATER
    21. 21. For a chosen faculty unit of work <ul><li>Reflect on the alignment of learning goals, activities and assessment. </li></ul><ul><li>Highlight any activities at present that provide 'hinge point' opportunities for the assessment for learning process. </li></ul><ul><li>Identify any formative assessment tasks or activities that are currently undertaken? </li></ul><ul><li>Develop or refine a formative assessment activity for the unit. </li></ul>
    22. 22. Discussion questions <ul><li>- How often do you check that students have understood what is taught? </li></ul><ul><li>- How many students do you check with? </li></ul><ul><li>- What happens when students do not understand work that is covered? </li></ul>
    23. 23. FEEDBACK
    24. 24. ARC –BOS assessment for learning guidelines <ul><li>http://arc.boardofstudies.nsw.edu.au/go/7-8/assessment-for-learning-in-years-7-10/#The-principles-of-assessment-for-learning </li></ul>

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