Guide Assessment4learning


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Guide Assessment4learning

  1. 1. Can we Assess IT?        
  2. 2. <ul><li>Introduce the task (aims/objectives) </li></ul><ul><li>Give machines achievable tasks </li></ul><ul><li>Supervise the machines (give feedback) </li></ul><ul><li>Machines work together (peer feedback) </li></ul><ul><li>Stand back and admire your work (evaluate) </li></ul><ul><li>Have the job inspected by Mr Bensley (summative/external assessment) </li></ul>Get the job done!
  3. 3. <ul><li>Unclear goals </li></ul><ul><li>Lack of supervision by Bob and Wendy </li></ul><ul><li>The machines don’t carry out the instructions given </li></ul><ul><li>Spud gives wrong advice to the machines </li></ul><ul><li>The machines compete with each other </li></ul><ul><li>They don’t check that the job is finished properly </li></ul><ul><li>Mr Bensley won’t sign off the job! </li></ul>How can it go wrong?
  4. 4. <ul><li>Assessment is one of the most powerful educational tools for promoting effective learning. </li></ul><ul><li>There is no evidence that increasing the amount of testing will enhance learning. Instead the focus needs to be on helping teachers use assessment, as part of teaching and learning, in ways that will raise pupils’ achievement. </li></ul><ul><li>The education system at the national level currently also appears to be concerned more with generating indicators of pupil performance than with making effective use of assessment information in the classroom. </li></ul><ul><li>Assessment for Learning: Beyond the Black Box </li></ul>A4L Research
  5. 5. <ul><li>Assessment practices shape, possibly more than any other factor, what is taught and how it is taught in schools. At the same time, these assessment practices serve as the focus (perhaps the only focus in this day and age) for a shared societal debate about what we, as a society, think are the core purposes and values of education </li></ul><ul><li>Assessment systems provide the ways to measure individual and organisational success, and so can have a profound driving influence on systems they were designed to serve. </li></ul><ul><li>Literature review on Elearning for Futurelab </li></ul>A4L Research
  6. 6. <ul><li>It can provide a framework in which educational objectives may be set and pupils’ progress charted and expressed. </li></ul><ul><li>It can yield a basis for planning the next steps in response to children’s needs </li></ul><ul><li>It should be an integral part of the educational process, continually providing both “feedback” and “feedforward”. </li></ul><ul><li>It therefore needs to be incorporated systematically into teaching strategies and practices at all levels.’ </li></ul><ul><li>National Curriculum Task Group on Assessment and Testing (TGAT): A Report, 1988 </li></ul>A4L Research
  7. 7. Ofsted Report 2001
  8. 8. <ul><li>Teachers’ comments gave insufficient guidance to pupils about how to improve their work </li></ul><ul><li>Insufficient time was given to enable students to reflect on the comments </li></ul><ul><li>Reports failed to describe students’ strengths and weaknesses clearly enough </li></ul>Ofsted Report 2001
  9. 9. <ul><li>A clear distinction should be made between assessment of learning for the purposes of grading and reporting, which has its own well-established procedures, and assessment for learning which calls for different priorities, new procedures and a new commitment. </li></ul><ul><li>In the recent past, policy priorities have arguably resulted in too much attention being given to finding reliable ways of comparing children, teachers and schools. </li></ul><ul><li>Assessment for Learning: </li></ul><ul><li>Beyond the Black Box </li></ul>A4L Research
  10. 10. <ul><li>it is embedded as an essential part of teaching and learning </li></ul><ul><li>it involves sharing learning goals with pupils </li></ul><ul><li>it aims to help pupils to know and to recognise the standards they are aiming for </li></ul><ul><li>it involves pupils in self-assessment </li></ul><ul><li>it provides feedback which leads to pupils recognising their next steps and how to take them </li></ul><ul><li>it is underpinned by confidence that every student can improve </li></ul><ul><li>it involves both teacher and pupils reviewing and reflecting on assessment data. </li></ul>Formative Assessment
  11. 11. <ul><li>Thus action that is most likely to raise standards will follow when pupils are involved in decisions about their work rather than being passive recipients of teachers’ judgements of it. </li></ul><ul><li>Involving pupils in this way gives a fresh meaning to ‘feedback’ in the assessment process. </li></ul><ul><li>What teachers will be feeding back to pupils is a view of what they should be aiming for: the standard against which pupils can compare their own work. At the same time, the teacher’s role – and what is at the heart of teaching – is to provide pupils with the skills and strategies for taking the next steps in their learning. </li></ul><ul><li>Assessment for Learning: Beyond the Black Box </li></ul>A4L Research
  12. 12. <ul><li>Assessment Fit for Purpose </li></ul><ul><li>Building a more open relationship between learner and teacher </li></ul><ul><li>Clear learning intentions shared with pupils </li></ul><ul><li>Understood, shared/negotiated success criteria </li></ul><ul><li>Celebrate success against agreed success criteria </li></ul><ul><li>Advice on what to improve and how to improve it </li></ul><ul><li>Peer and self assessment </li></ul><ul><li>Peer and self evaluation of learning </li></ul><ul><li>Taking risks for learning </li></ul><ul><li>Testing </li></ul><ul><li>Individual Target Setting </li></ul><ul><li>Using error positively </li></ul>QCA's Big Picture
  13. 13. <ul><li>a tendency for teachers to assess quantity of work and presentation rather than the quality of learning; </li></ul><ul><li>greater attention given to marking and grading, much of it tending to lower the self-esteem of pupils, rather than to providing advice for improvement; </li></ul><ul><li>a strong emphasis on comparing pupils with each other which demoralises the less successful learners; </li></ul><ul><li>teachers’ feedback to pupils often serves social and managerial purposes rather than helping them to learn more effectively; </li></ul><ul><li>teachers not knowing enough about their pupils’ learning needs. </li></ul><ul><li>Assessment and Classroom Learning, </li></ul><ul><li>Assessment in Education </li></ul>A4L inhibiting factors
  14. 14. <ul><li>the provision of effective feedback to pupils; </li></ul><ul><li>the active involvement of pupils in their own learning; </li></ul><ul><li>adjusting teaching to take account of the results of assessment; </li></ul><ul><li>a recognition of the profound influence assessment has on the motivation and self-esteem of pupils, both of which are crucial influences on learning; </li></ul><ul><li>the need for pupils to be able to assess themselves and understand how to improve. </li></ul><ul><li>Assessment and Classroom Learning, </li></ul><ul><li>Assessment in Education </li></ul>A4L Key Factors