Assessment in Inquiry


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  • Assessment in Inquiry

    2. 2. Inquiry Learning <ul><li>Inquiry learning is difficult to do well. </li></ul><ul><li>Inquiry learning, done well, will require changes to classroom practice, school structures and procedures, school resources, and classroom programmes. </li></ul>
    3. 3. Seven BIG Learning Messages <ul><li>Intelligence is not fixed </li></ul><ul><li>Effort is as important as ability </li></ul><ul><li>Learning is strongly influenced by emotion </li></ul><ul><li>We all learn in different ways </li></ul><ul><li>Deep learning is an active process </li></ul><ul><li>Learning is messy </li></ul><ul><li>We learn from the company we keep </li></ul>
    4. 4. Successful Inquiry <ul><li>Involve students in initial planning </li></ul><ul><li>Sharing learning goals </li></ul><ul><li>Negotiating success criteria </li></ul><ul><li>Planning questions which further learning </li></ul><ul><li>Using strategies which maximise student thinking and articulation </li></ul>
    5. 5. Not all students learn in the same way <ul><li>How you perceive information </li></ul><ul><li>How you process information </li></ul><ul><li>How you organise and present information </li></ul>A learning style has three main aspects
    6. 7. Balance between opportunity and capacity
    7. 8. What do we think is important for our students to learn? What do we need to teach?
    8. 9. What is important for our students to learn? <ul><li>Information literacy skills </li></ul><ul><li>reasoning </li></ul><ul><li>critical thinking </li></ul><ul><li>the ability to justify or refute our existing knowledge </li></ul><ul><li>problem solving </li></ul><ul><li>communication skills </li></ul>
    9. 10. <ul><li>Learning to Learn Skills </li></ul><ul><li>Goal setting </li></ul><ul><li>Organisation and time management </li></ul><ul><li>Tracking and asking for assistance </li></ul><ul><li>Self and peer reflection </li></ul><ul><li>Critiquing </li></ul><ul><li>Presenting Skills </li></ul><ul><li>Use of ICT </li></ul><ul><li>Use of software </li></ul><ul><li>Layout and design </li></ul><ul><li>Vocabulary studies </li></ul><ul><li>Listening </li></ul><ul><li>Speaking </li></ul><ul><li>Public speaking </li></ul><ul><li>Discussion </li></ul><ul><li>Taking notes </li></ul><ul><li>Making notes or drafting </li></ul><ul><li>Using thinking skills </li></ul><ul><li>Citing references </li></ul><ul><li>Sorting and organising </li></ul><ul><li>Interpreting and analysising </li></ul><ul><li>Synthesising and applying </li></ul><ul><li>Questioning skills </li></ul><ul><li>Selecting skills </li></ul><ul><li>Key words (Identifying and using) </li></ul><ul><li>Searching the Internet </li></ul><ul><li>Using contents page and index </li></ul><ul><li>Skimming and scanning and reading for detail </li></ul>Research Skills
    10. 11. <ul><ul><ul><ul><ul><li>Basic, Scientific and Technological Literacy </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Visual and Information Literacy </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Cultural Literacy and Global Awareness </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Adaptability and Managing Complexity </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Curiosity, Creativity and Risk Taking </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Higher Order Thinking and Sound Reasoning </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Teaming, Collaboration and Interpersonal Skills </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Personal and Social Responsibility </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Interactive Communication </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Prioritising, Planning and Managing Results </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Effective Use of Real World Tools </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>High Quality, Meaningful Results </li></ul></ul></ul></ul></ul>21st Century Skills <ul><li>Inventive Thinking: </li></ul>Effective Communication: High Productivity: Digital Age Literacy:
    11. 12. What is assessment?
    12. 13. What is assessment? <ul><li>An ongoing process aimed at understanding and improving student learning </li></ul><ul><li>Evidence that students know, can do and understand </li></ul><ul><li>It’s more than just collecting data </li></ul>
    13. 14. Assessment <ul><li>Focus on how we come to know, as opposed to what we know Focus on the development of information-processing and problem-solving skills </li></ul>
    14. 15. Authentic assessment <ul><li>Assessing the students’ ability to use what they’ve learning in tasks similar to those in the outside world. </li></ul>
    15. 16. What can be assessed? <ul><li>Student learning characteristics </li></ul><ul><li>-Ability differences </li></ul><ul><li>-Learning styles </li></ul><ul><li>Student motivational characteristics </li></ul><ul><li>-Interest </li></ul><ul><li>-Effort </li></ul><ul><li>-Goal orientation </li></ul><ul><li>Learning </li></ul><ul><ul><ul><li>-Content knowledge </li></ul></ul></ul><ul><ul><ul><li>-Ability to apply content knowledge </li></ul></ul></ul><ul><ul><ul><li>-Skills </li></ul></ul></ul><ul><ul><li>-Dispositions and attitudes </li></ul></ul><ul><ul><li>-Performances </li></ul></ul>
    16. 17. Why do we need to assess?
    17. 18. Importance of Assessment <ul><li>To find out what the students know (knowledge) </li></ul><ul><li>To find out what the students can do, and how well they can do it (skill; performance) </li></ul><ul><li>To find out how students go about the task of doing their work (process) </li></ul><ul><li>To find out how students feel about their work (motivation, effort) </li></ul>
    18. 19. Ways we can assess <ul><li>True –False Item </li></ul><ul><li>Multiple Choice </li></ul><ul><li>Completion </li></ul><ul><li>Short Answer </li></ul><ul><li>Essay </li></ul><ul><li>Practical Exam </li></ul><ul><li>Papers/Reports </li></ul><ul><li>Projects </li></ul><ul><li>Questionnaires </li></ul><ul><li>Inventories </li></ul><ul><li>Checklist </li></ul><ul><li>Peer Rating </li></ul><ul><li>Self Rating </li></ul><ul><li>Journal </li></ul><ul><li>Portfolio </li></ul><ul><li>Observations </li></ul><ul><li>Discussions </li></ul><ul><li>Interviews </li></ul>
    19. 20. Self Assessment <ul><li>Data Gathering </li></ul><ul><li>Understanding </li></ul><ul><li>Reflection/Analysis </li></ul><ul><li>Creativity </li></ul>
    20. 21. <ul><li>Evidence of Data Gathering </li></ul><ul><li>Have I gathered enough information? </li></ul><ul><li>Do I have sufficient evidence of research? </li></ul><ul><li>Have I described/defined the problems that are at the core of my inquiry? </li></ul>Self Assessment
    21. 22. <ul><li>Evidence of Understanding </li></ul><ul><li>Do I understand the information/material I am researching? </li></ul><ul><li>Have I used my own words to summarise my research? </li></ul>Self Assessment
    22. 23. <ul><li>Evidence of Reflection/Analysis </li></ul><ul><li>Does my work show that I have used the information to form my own ideas? </li></ul><ul><li>Have I addressed the issues at the core of my inquiry? </li></ul><ul><li>Have I drawn conclusions? </li></ul>Self Assessment
    23. 24. <ul><li>Evidence of Creativity </li></ul><ul><li>Have I created anything that shows my own views and opinions of my inquiry? </li></ul><ul><li>Have I taken any action to do something about my findings? </li></ul>Self Assessment
    24. 25. Assessment Conversations <ul><li>“ When kids are given choices in what they read and what they write, and time to think about what they are doing, their writing and reading get better. </li></ul><ul><li>When we trust them to set goals and to evaluate their learning in progress, we will begin to realize that they know much more than we allow them to tell us through our set curriculums, our standardized tests, our writing samples.” </li></ul><ul><li>Linda Reif </li></ul>
    25. 26. <ul><li>‘ In times of change the learners will inherit the earth, </li></ul><ul><li>while the knowers will find themselves beautifully equipped to deal with a world that no longer exists.’ </li></ul><ul><li>Eric Hoffer </li></ul>
    26. 27. Working in your team - <ul><li>Looking at your inquiry plan for next year: </li></ul><ul><li>Decide on exactly what it is that you are going to assess </li></ul><ul><li>Decide the best way that the skill, understanding, knowledge, application, attitude, performance, etc. can be assessed. </li></ul><ul><li>List the criteria you will assess against. </li></ul><ul><li>Design an authentic task to assess that skill, understanding, knowledge, application, attitude, performance, etc. </li></ul>