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Formative e-assessment: some (more) theoretical resources
Formative e-assessment: some (more) theoretical resources
Formative e-assessment: some (more) theoretical resources
Formative e-assessment: some (more) theoretical resources
Formative e-assessment: some (more) theoretical resources
Formative e-assessment: some (more) theoretical resources
Formative e-assessment: some (more) theoretical resources
Formative e-assessment: some (more) theoretical resources
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Formative e-assessment: some (more) theoretical resources

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  • 1. Formative e-assessment: some (more) theoretical resources Dylan Wiliam www.dylanwiliam.net
  • 2. Formative assessment An assessment functions formatively when evidence about student achievement elicited by the assessment is interpreted and used to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions that would have been made in the absence of that evidence. Formative assessment therefore involves the creation of, and capitalization upon, moments of contingency (short, medium and long cycle) in instruction with a view to regulating learning (proactive, interactive, and retroactive).
  • 3. Types of formative assessment <ul><li>Long-cycle </li></ul><ul><ul><li>Span: across units, terms </li></ul></ul><ul><ul><li>Length: four weeks to one year </li></ul></ul><ul><li>Medium-cycle </li></ul><ul><ul><li>Span: within and between teaching units </li></ul></ul><ul><ul><li>Length: one to four weeks </li></ul></ul><ul><li>Short-cycle </li></ul><ul><ul><li>Span: within and between lessons </li></ul></ul><ul><ul><li>Length: </li></ul></ul><ul><ul><ul><li>day-by-day: 24 to 48 hours </li></ul></ul></ul><ul><ul><ul><li>minute-by-minute: 5 seconds to 2 hours </li></ul></ul></ul>
  • 4. Aspects of formative assessment Activating students as owners of their own learning Understand learning intentions Learner Activating students as learning resources for one another Understand and share learning intentions Peer Providing feedback that moves learners forward Engineering effective discussions, tasks and activities that elicit evidence of learning Clarify and share learning intentions Teacher How to get there Where the learner is Where the learner is going
  • 5. Five “key strategies”… <ul><li>Clarifying, understanding, and sharing learning intentions </li></ul><ul><ul><li>curriculum philosophy (goals and horizons) </li></ul></ul><ul><li>Engineering effective classroom discussions, tasks and activities that elicit evidence of learning </li></ul><ul><ul><li>classroom discourse, interactive whole-class teaching </li></ul></ul><ul><li>Providing feedback that moves learners forward </li></ul><ul><ul><li>feedback </li></ul></ul><ul><li>Activating students as learning resources for one another </li></ul><ul><ul><li>collaborative learning, reciprocal teaching, peer-assessment </li></ul></ul><ul><li>Activating students as owners of their own learning </li></ul><ul><ul><li>metacognition, motivation, interest, attribution, self-assessment </li></ul></ul>(Wiliam &amp; Thompson, 2007)
  • 6. … and one big idea <ul><li>Use evidence about learning to adapt teaching and learning to meet student needs </li></ul>
  • 7. Case studies <ul><li>Medicines management </li></ul><ul><li>Shadow Formation </li></ul><ul><li>Failing medical students, ALPS CETL </li></ul><ul><li>Open Mentor </li></ul><ul><li>Audiofiles for tutor feedback on written work </li></ul><ul><li>String comparison for error detection </li></ul><ul><li>Mobile image capture </li></ul><ul><li>Personal response sysytems </li></ul><ul><li>* (REAP CASE) </li></ul>
  • 8. Correct Incorrect

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