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4th READ Global Conference

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  • 1. Assessing Learning Goals in the Classroom Yeap Ban Har
  • 2. 4th READ Global Conference | May 12–16 2014 | St Petersburg | Russian Federation Measuring for Success | The Role of Assessment in Achieving Learning Goals | Keynote 3 Assessing Learning Goals in the Classroom Yeap Ban Har Marshall Cavendish Institute | Singapore Pathlight School | Singapore
  • 3. Assessing Learning Goals in the Classroom and How to Make It Happen More Often in More Classrooms
  • 4. Presentation Outline o What is Classroom Assessment o How to Make It Happen o The Next Steps
  • 5. Classroom Assessment o carried out by teachers and students in the course of daily activity | Airasian & Russell 2007 o provides real time information to support teaching and learning | Clarke 2012
  • 6. Four Critical Questions Related to Classroom Assessment What is it that we want students to learn? How do we know they have learnt it? What if they cannot learn it? What if they already learnt it? | DuFour 2004
  • 7. What is Classroom Assessment Case Study | Let’s experience it.
  • 8. Experiencing a Lesson  Let’s experience an opening segment of a primary-level mathematics lesson. Multiply a two-digit number with a one-digit number to get a two-digit product.  ×  = 
  • 9. Three-Part Lesson Format  Acquisition  Consolidation  Guided  Independent  Extension
  • 10. How to Make It Happen Case Study | Let’s look at the case of Singapore. |Mayflower Primary School Singapore
  • 11. Two Basics o Is there a culture of asking the critical questions? o Is there provision for assessment in instruction?
  • 12. Case Study | Singapore
  • 13. “ ” Thinking Schools, Learning Nation The focus on using school subjects to develop thinking. | Singapore Ministry of Education 1997
  • 14. “ ” Teach Less, Learn More The focus on helping students develop a range of competencies to extend their learning. | Singapore Ministry of Education 2004
  • 15. “ ” Student-Centred Values-Driven The focus on balancing academic learning with a range of competencies including affective ones. | Singapore Ministry of Education 2012
  • 16. Singapore Education System  Starting off as an education system characterized by low achievement, Singapore embarked on an on-going journey to reform its education in the early 1980’s. The shift to higher-order thinking began in the late 1990’s. Increasingly, the system is trying to wean itself off too much content, too much emphasis on testing to balancing content with process, academic with non- academic learning, and to have a greater emphasis on holistic assessment.
  • 17. Let’s look at three possible enablers for measuring for success. Learning Standards How do learning standards affect classroom assessment?
  • 18. Learning Goals  There is a national syllabus. | www.moe.gov.sg
  • 19. | www.moe.gov.sg lowersecondaryscience
  • 20. | www.moe.gov.sgprimarymathematics
  • 21. Another possible enabler for measuring for success. Textbooks and Other Curriculum Resources How do teachers and students use textbooks to assess students’ current level of learning and plan for subsequent learning?
  • 22. Textbooks | New Syllabus Mathematics 1
  • 23. A third possible enabler for measuring for success. Focus on Holistic Assessment Formal testing is strongly discouraged in Primary 1 and Primary 2. This policy, introduced in 2009, is now a common practice in all primary schools in Singapore. How has this explicit policy paved the way for more classroom assessment?
  • 24. “ ” The prototyping schools focused their efforts on building children’s confidence and desire to learn by using age-appropriate assessment in the lower primary years. Instead of a heavy emphasis on year-end pen- and-paper examinations, they used a range of assessment modes and bite-sized forms of assessment for richer feedback on learning. Grace Fu 2010 Senior Minister of State | Ministry of Education Singapore This was part of the speech at PERI Holistic Assessment Seminar held in 2010 to share how pilot schools did classroom assessment in the lower primary levels.
  • 25. Classroom Assessment and Affective Learning Goals It is seen as a necessary change to achieve affective learning goals such as building confidence and motivation to learn. It is also used as a tool to assess how well the affective learning goals have been achieved.
  • 26. Example of Holistic Assessment | Peer Assessment Source | St Anthony’s Primary School
  • 27. |Keming Primary School Singapore
  • 28. Policy on Summative Assessment | PERI Report
  • 29. Lessons from Looking at Singapore from a system that used to focus on teacher-directed, summative testing |Keming Primary School Singapore
  • 30. Making Classroom Assessment Happen  What is Valued?  Rhetoric  Teacher Evaluation  National Test  Leadership
  • 31. Making Classroom Assessment Happen  What Tools Are Available?  Instrument  Using Instrument  Using Data for Action  Planning the Action
  • 32. Making Classroom Assessment Happen  What are the Platforms for Developing Teacher Assessment Skills?  Pre-service Teacher Education  In-service Professional Development
  • 33. Looking Ahead & Challenges Singapore has been fairly successful in getting schools achieve content-related ‘micro’ learning goals. We have a rigorous examination culture and do a good job preparing students for examination.
  • 34. |Edgewood Elementary School New York |Dunman SecondarySchool Singapore
  • 35. Looking Ahead & Challenges The challenge for Singapore is to for schools to help students achieve ‘macro’ learning goals. We have to make classroom assessment just as rigorous and prepare students for tests of life, not just a life of tests.
  • 36. “ ” … moving from learning to count to learning what counts … 4th READ Global Conference | May 12–16 2014 | St Petersburg | Russian Federation Measuring for Success | The Role of Assessment in Achieving Learning Goals | Keynote 3 Assessing Learning Goals in the Classroom

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