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The changing face of Assessment

The changing face of Assessment

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    Assessment Assessment Presentation Transcript

    • Assessment: What are alternatives for a 21 st century learning environment?
    • What is assessment? Teachers
      • “ Figuring out where you’re at.”
      • “ Diagnostic, formative, summative – need to know, how going with it, what more you need to know.”
      • “ Measure of progress, success of and gaps in learning.”
      • “ Ongoing interpretation of where students’ learning is at with a particular lens.”
      • “ I’ll need to think about that-come back to me.”
    • What is assessment? Students
      • “ I don’t know...a test?...being judged.”
      • “ Assesment to me would be someone checking how much you know about something.”
      • “ ... being tested on something you've learnt or learned about before hand.”
      • “ I think that it's like a performance or somthing like that and then someone else like the teacher rights down what she thought of it and what it needs and everything else!.”
      • “ See how well you’re going.”
      • “ to me asessment means evaluating and reviewing and self-asessment means evaluating your own work.”
      • :...assessment is where you are judged on a piece of work for example if you have a bad piece of work they would assess your work and tell you what you did right and some things you can improve on.”
      • “ Assessment to me is very important because with my work i like to have comments that are nice comments rather than have a load of bad comments on what i did wrong.”
      • “ I think assessment is that after you finish your topic or you task you have to give your self a mark.”
    • Why we should consider alternatives in assessment
      • Research tell us:
      • social justice & equity
      • Respect for learner’s agency & different ways of knowing
      • Impact of multiliteracies, multimodalities & living in a digital world
      • Authenticity and real world contexts in an inquiry approach
      • Focus on what matters and helps students to develop rather than on making judgements
      • Traditional methods of assessment are no longer broad enough. Student responsibility central to reflective and metacognitive growth
    • Alternatives in assessment
      • Online learning environment – an interactive process
        • reflective journals/learning logs/portfolios – a hermeneutic approach
        • Inquiry mappers/inquiry log
        • Vital in an inquiry approach
      • Self assessment – being ipsative
      • Peer/group assessment
      • Student/teacher conferences
      • 3 way conferences – twice a year
      • Can still be robust – links with learning goals and evaluation
    • Positive characteristics for alternatives in assessment
      • Require students to perform, create, produce or do something
      • Use real world context or simulations
      • Are nonintrusive in that they extend the day-to-day classroom activities.
      • Allow students to be assessed on what they normally do in class everyday.
      • Use tasks that represent meaningful instructional activities
      • Focus on processes as well as products
      • Tap into higher level thinking and problem solving skills
      • Provide information about both the strengths and weaknesses of students
      • are multiculturally sensitive when properly administered
      • Ensure that people, not machines, do the scoring, using human judgement
      • Encourage open disclosure of standards and rating criteria
      • Call upon teachers to perform new instructional and assessment roles
      • (Brown & Hudson, 1998)
    • How these help our English language learners
      • Connect productively to their own world and becomes more meaningful and empowering; relevance and the importance of scaffolding.
      • Not all assessments have to be written – and how can digital technologies be used?
      • Self assessment encourages reflection and a commitment to their own learning.
      • Feedback – to and from peers/teachers/parents – provides motivation for further learning
      • Build and strengthen home-school partnerships
      • Develops metacognition
      • Greater opportunity for students from diverse backgrounds to succeed if allowed to utilise their own linguistic and cultural capital in assessment tasks. Additive vs subtractive. Break the culture of discouragement over school performance of language minority students.
    • Students in control!
      • In control of and connected to own learning – assessment not being done to them. Transforming learners and transforming learning for a new paradigm.
      • Ability to set intentions, assess and evaluate learning and be insightful.
      • L2 learners will have a clear pathway – reflective journals can be written collaboratively or in own language.
      • Developing higher thinking skills
      • Language progress is not based on (standardised) tests that are biased towards native (English) speakers.
    • A collaborative partnership
      • Learning to self assess and evaluate learning goals.
      • Negotiating learning where possible – language skills and key competencies
      • Using reflective journals – peer-peer feedback/teacher-student/parent-student
      • Building self knowledge and capability
      • Washback effect & importance of modelling
        • Unpacking skills: what do they look like?
    • What next? Possibilities
      • Creating assessment rubric for ESOL students in authentic task – or parts of main rubric to show progress
      • Creating own or peer assessment for a piece of work that can become part of report or in a 3 way conference
    • To think about...
      • How can our teaching and learning be transformed?
      • Is there a disconnect between student and teacher when defining assessment? How do we realign?
      • Do we negotiate learning with our students?
      • How can we teach children to be self assessors and evaluators?
      • How do we manage all this?
      • How can I encourage teachers to see alternatives in assessment for English language learners as valid and robust?