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Assessment for Learning (Chinese language program)

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  • So today we will look at 4 simple questions..\nWhy do we assess?\nWhat do we assess?\nWhen do we?\nHow do we assess for learning?\n
  • It seems obvious really. We assess to find out what students know..\nWell...\n
  • I strongly recommend that whenever we as teachers begin a class, session, we find out what students know...\nIt is crucial in making connections between their previous knowledge and knowledge they will be learning.\nResearch shows us, that learning is a series of building blocks...\nWe integrate our previous knowledge with new knowledge.\nSo, during this session, we will stop and THINK, PAIR, SHARE\n
  • Challenge what you think...shift your thoughts...\nSee things new...\nWith that mind shift...comes action...you do things differently...think things differently.\nHoping today you..will see or hear something that makes your mind shift...\nUsually that mind shift will require some NEW action..\n
  • Our aim as teachers is to maximize learning...\nSo many teachers think that preparing students for tests is the sole aim of assessment.\nThey are missing a large part of the learning process.\n\nImagine, aliens landed....Using hands, what do you think learning looks like?\n
  • Sometimes as teachers we forget that learning is a process and because we taught something doesn’t necessarily mean students have learnt it.\n
  • Need to remember our target is learning.\nVery often, especially when teaching languages we can get caught up in external assessments, how to prepare students for exams etc., And forget that our primary goal is ‘learning’ NOT testing.\n
  • So this formal type of examination was useful for the time...it examined what was known.\nIt gave the best positions to the most knowledgable.\n\nWhat we are going to explore today...is not assessment as testing, but...\nAssessment can actually support learning.\n
  • Sometimes I call this the poverty of practice...\nIt’s when teachers do the same thing despite research and findings that show a better way.\nAssessment is one of those things.\nWe still test students and this is reasonable.\nWhat I want to show is that along the LEARNING timeline....there are things we can do to help students succeed at the summative assessments.\n
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  • So, I urge you to rethink your assessment practices.\nChoose one or two things that really turn that light globe on today.\nYour thinking may shift...and this would be great.\n
  • The focus is learning and not testing.\nIt is active.\n\n
  • goal of success.\nthe traditional method of testing has no place in a language-learning classroom....teach - test - grade.\n
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  • So is Assessment is for learning...What do we assess?\nDo we assess everything we teach?\nDo we only assess\n
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  • Do we assess everything?Do we have tests every week?\n
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  • Just overview:\nLearning target\nBuilding blocks\nKnowledge or subskills\nCritical junctures\nAssessment for learning \n\n
  • We check in with students during the learning process.\n\nTo see if we need to re-teach an area or go faster or slower.\n
  • Put this in your classroom.\nRemind students that learning is a process...a bit forward...back..forward again.\n\n
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  • Before you teach....\nSome teachers..say they don’t have time...get into content.\nMissing opportunity to connect learning and building on learning.\n
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  • Recognise their achievements\nHighly motivational\n
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  • Learning needs to be a partnership. It’s not..us and them.\nThe student needs to be actively involved in their learning.\n\n
  • Right from the first steps of planning....students need to be engaged in the process.\n
  • Learners learn best when they:\n•Understand clearly what they are trying to learn, and what is expected of them\n•Are given feedback about the quality of their work, and what they can do to improve it\n•Are fully involved in deciding what needs to be done next and who can give them help if they need it.\n•Are given advice about how to go about making improvements\n AifL 2004\n\n\n
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  • Are given advice about how to go about making improvements\n
  • We are going to look at 5 elements of Assessment for Learning.\n
  • We will look at 5 ways...we can improve our Chinese program.\nThese are not optional.\nI have seen too many Chinese programs fail or at best struggle along.\nIt’s not the way we have always assessed students.\nBut evidence all points to AFL is a key to student success.\n\nPeople have asked me for many years...how is it your program is successful?\n
  • \nNot having targets is like...running a race and not knowing the destination...\n
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  • Allows students to reflect on their learning, get feedback, and demonstrate their ability and skills.\nIt is also provides feedback to parents.\n
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  • One of my pet peeves is the ‘Good Job’ statement.\nResearch has found that this type of statement does not work as well, for learning.\nWe need to give specific feedback\n
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  • The gap in between...is feedback that will allow students to attain the goal.\n\n
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  • So when you start planning a Unit of work...ask those 2 questions.\n
  • So when you start planning a Unit of work...ask those 2 questions.\n
  • So when you start planning a Unit of work...ask those 2 questions.\n
  • So when you start planning a Unit of work...ask those 2 questions.\n
  • So when you start planning a Unit of work...ask those 2 questions.\n
  • So when you start planning a Unit of work...ask those 2 questions.\n
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  • Transcript

    • 1. Assessment for Learning1.Why? 2.What?3.When? 4.How?
    • 2. Assessment for Learning Why?
    • 3. What does Assessment look like in your Think, Pair, Share , 谈,
    • 4. Get ready for a ‘mind shift’
    • 5. Assessment for Testing?
    • 6. Assessment for Learning
    • 7. Our Target is Learning Learning
    • 8. Once upon a time in China..... 605ADAssessment for Testing OR Assessment for Learning
    • 9. The Poverty of practice
    • 10. Assessment for TestingAssessment for Learning
    • 11. Using Assessment for Learning techniques, students made almost twice the progress over a year.(William, Lee, Harrison and Black - 2004)
    • 12. Assessment for Learning It is not an add-on. It is not optional.• It is a component in effective instructional practice
    • 13. Why do we assess? We can Support learningWe can provide feedback aboutlearning Plan the next stages of learning Improve teaching and
    • 14. Assessment is activelymoving students toward a
    • 15. Why? The focus is on learning! Assessment for Learning moves students toward the learning goal. We assess for learning as good teaching practice.
    • 16. Assessment for Learning What?
    • 17. What do you assess?Everything I teach At the end of a Unit of workEnd of Chapter Test Weekly Test Not everything! Important thingsOngoing Assessment Think, Pair, Share , 谈,
    • 18. What do we Assess?
    • 19. The traditional model of AssessmentTeach TestMove on
    • 20. Repeat......Teach Test Move on
    • 21. Teach - Test - Move on
    • 22. Assessment for Learning Model During vs. After
    • 23. ‘On the Plane’ Speaking task Target I can introduce myself and family to a Chinese speaker Repairing communication I can introduce skills my family Role-play ‘On members the Plane’ with a I can describe partner my nationality Peer-Assessed Family Tree  Portfolio I can ask and reflection by state age studentI can state Class Survey /my name and presentation inquire about of results toothers names the class Taking Roll Observations Check in with students
    • 24. Assessment for Learning
    • 25. When to Assess?
    • 26. Give a variety of options for demonstrating their skills Assessment evidence may come from things pupils
    • 27. Give a variety of options for demonstrating their skills Assessment evidence may come from things pupils say
    • 28. Give a variety of options for demonstrating their skills Assessment evidence may come from things pupils say write
    • 29. Give a variety of options for demonstrating their skills Assessment evidence may come from things pupils say write mak e
    • 30. Give a variety of options for demonstrating their skills Assessment evidence may come from things pupils say write mak do e
    • 31. Give a variety of options for demonstrating their skills Assessment evidence may come from things pupils say write mak do e in response to their learning experiences.
    • 32. Give a variety of options for demonstrating their skills Assessment evidence may come from things pupils say write mak do e in response to their learning experiences.
    • 33. PodcastSurvey DiaryCartoon
    • 34. Goal Interview a Sports Person4 Subskill Assessment Listening Quiz3 Subskill Assessment Role-play with partner2 Subskill Assessment Label sports/match sentences1 Subskill Assessment Informal checklist
    • 35. Assessment for LearningWhen?
    • 36. Do you activate Prior Knowledge?
    • 37. KWL
    • 38. Learning IntentionBuildingblocks Assessment
    • 39. Let’s try it!Think, Pair, Share , 谈,
    • 40. Let’s go to the Olympics Identify Critical Junctures
    • 41. Do you provide Learning Intentions to students?Develop student-friendly Learning Maps at time of planning.
    • 42. Assessment + Feedback = success
    • 43. feedbackmoves the learner forward to the Goal
    • 44. feedback provides the learner information with: Where I want to beWhere I am
    • 45. feedbackSuggestions, hints, or cues for improvement....more effective for learning than praise or comments about
    • 46. Develop Feedback mechanisms in your classroom
    • 47. feedbackCelebrate Learning!
    • 48. Assessment for Learning How?
    • 49. As teachers, we need toreject the notion that...Assessment is something we do to
    • 50. ENGAGE Learners in the Assessment process
    • 51. I learn best when I understand what the Learning Target is.
    • 52. I learn best when I am given feedback about thequality of my work, and what I can do to improve it.
    • 53. I learn best when I am fully involved in deciding what needs to be done next.
    • 54. I learn best when I am given opportunities to reflect on my learning and are given advice on how to make improvements.
    • 55. Assessment for Learning is NOT Optional! An essential component of an Outstanding Chinese Program
    • 56. 1. Student-Friendly Learning Intentions• Provide students with a clear and understandable vision of the learning target.I can..... I can tell... I can read.. I am able to .....I know..... I will be able to ..... I can write... I am learning how to.....
    • 57. Learning Intentions - S.M.A.R.T• Small• Measurable• Achievable• Realistic• Time limited
    • 58. Display the Learning Intentions in the classroom. We are learning to.... What I am looking for....
    • 59. Display the Learning Intentions in the classroom.We are learning to name the What I am looking for is a correctlyparts of the body in Chinese. labelled body template.
    • 60. Do you show students what good work looks like?
    • 61. Planning Tips 1.     What are your Learning Intentions? 2.     How are you going to accomplish them? (What steps will you take to accomplish your objective? What activities will you do? How will you acquire the learning? Under what conditions will the learning occur?) 3.     How you will measure success? (What evidence will you have to demonstrate that learning has taken place? What criteria will be used to evaluate your evidence? Who will do the evaluation?) 4. What feedback do you give?
    • 62. Student-friendly Learning Intentions Think, Pair, Share , 谈,
    • 63. Do they know the criteria for success?
    • 64. My Chinese Learning Log! I!am!now!able!to…! ! The!thing!I!most!enjoyed!about!today’s!lesson! was…!!This!is!because…! ! At!the!start!of!the!lesson,!I!didn’t!know…! ! I!need!to!improve!on!my…! ! I!have!learnt!today!that…! ! I!feel!more!confident!about!…!
    • 65. My Writing Goals
    • 66. My Reading Goals
    • 67. My best work
    • 68. Weekly Reflection Sheets
    • 69. Download a Chinese Learning Portfoliohttp://images.creativechinese.com/wp-content/uploads/2011/04/language_portfolio1.pdf
    • 70. Two stars and a wish The success criteria (or ‘steps to success’)The feedback must be linked to the Learning Outcomes
    • 71. Traffic Lights Checklist I need help to meet the success criteria I think my work is quite good.! This is my best work!
    • 72. 3. Feedback is essential!What do students say?Assessment is not related to what we do inclassNot enough information on criteria or markingschemesWe do not know what teachers wantInadequate or superficial feedbackTeacher obsession with what’s on the testToo little choice and flexibilityAssessments are not authentic or based onreal-lifeSome teachers just enjoy making things “hard”Testing does not help us “learn”Teachers do not always follow up on the97
    • 73. feedback provides the learner information with: Where I want to beWhere I am
    • 74. feedbackSuggestions, hints, or cues for improvement....more effective for learning than praise or comments about
    • 75. Feedback must be :SpecificMeasurableObservableUnderstandableMatched to the Learning Goal
    • 76. How can you improve thefeedback students? you give Think, Pair, Share , 谈,
    • 77. 4. How does this work in your classroom?Current position Goal
    • 78. Design Assessments
    • 79. Two Essential Questions to ask yourself.......• What do I want my students to be able to do?• How will I know and they know that they can do it? Assessment evidence may come from things pupils
    • 80. Two Essential Questions to ask yourself.......• What do I want my students to be able to do?• How will I know and they know that they can do it? Assessment evidence may come from things pupils say
    • 81. Two Essential Questions to ask yourself.......• What do I want my students to be able to do?• How will I know and they know that they can do it? Assessment evidence may come from things pupils say write
    • 82. Two Essential Questions to ask yourself.......• What do I want my students to be able to do?• How will I know and they know that they can do it? Assessment evidence may come from things pupils say write mak e
    • 83. Two Essential Questions to ask yourself.......• What do I want my students to be able to do?• How will I know and they know that they can do it? Assessment evidence may come from things pupils say write mak do e
    • 84. Two Essential Questions to ask yourself.......• What do I want my students to be able to do?• How will I know and they know that they can do it? Assessment evidence may come from things pupils say write mak do e in response to their learning experiences.
    • 85. Two Essential Questions to ask yourself.......• What do I want my students to be able to do?• How will I know and they know that they can do it? Assessment evidence may come from things pupils say write mak do e in response to their learning experiences.
    • 86. 4. Design activities thatchallenge and motivate! •  video clips •  observations •  audio clips •  photographs •  transcript •  drawings •  diaries •  models •  reports •  checklists •  PowerPoint presentations •  highlighting •  notes •  cartoons •  posters •  storyboards •  ...
    • 87. Authentic Tasks
    • 88. Plan a Learning Progression
    • 89. Peer Assessment
    • 90. Rubrics
    • 91. Assessment for LearningWhy? What?When? How?
    • 92. What’s next?• 1. Identify the Learning Target.• 2. Write student-friendly Targets/ Learning Intentions• 3. Show students what good work looks like• 4. Encourage students to reflect on learning• 5. Use Feedback to move students toward their Goal
    • 93. 1 Question 1 2 Things I knew already 1 23 new Things Iwould like to usein my classroom. 1 2 3 Think, Pair, Share , 谈,