Formative e-assessment: some theoretical resources Dylan Wiliam www.dylanwiliam.net

A brief history of formative assessment A kind of assessment Any assessment taken before the last one A purpose for assessing “ Assessment for learning” A function that the assessment outcomes serve

A kind of assessment

Any assessment taken before the last one

A purpose for assessing

“ Assessment for learning”

A function that the assessment outcomes serve

Feedback metaphor Feedback in engineering Positive feedback Leads to explosive increase or collapse (bad!) Negative feedback Leads to asymptotic convergence to, or damped oscillation about, a stable equilibrium Components of a feedback system data on the actual level of some measurable attribute; data on the reference level of that attribute; a mechanism for comparing the two levels and generating information about the ‘gap’ between the two levels; a mechanism by which the information can be used to alter the gap. To an engineer, information is therefore feedback only if the information fed back is actually used in reducing the gap between actual and desired states.

Feedback in engineering

Positive feedback

Leads to explosive increase or collapse (bad!)

Negative feedback

Leads to asymptotic convergence to, or damped oscillation about, a stable equilibrium

Components of a feedback system

data on the actual level of some measurable attribute;

data on the reference level of that attribute;

a mechanism for comparing the two levels and generating information about the ‘gap’ between the two levels;

a mechanism by which the information can be used to alter the gap.

To an engineer, information is therefore feedback only if the information fed back is actually used in reducing the gap between actual and desired states.

Relevant studies Fuchs & Fuchs (1986) Natriello (1987) Crooks (1988) Kluger & DeNisi (1996) Black & Wiliam (1998) Nyquist (2003)

Fuchs & Fuchs (1986)

Natriello (1987)

Crooks (1988)

Kluger & DeNisi (1996)

Black & Wiliam (1998)

Nyquist (2003)

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).

Some principles A commitment to formative assessment Does not entail any view of what is to be learned Does not entail any view of what happens when learning takes place

A commitment to formative assessment

Does not entail any view of what is to be learned

Does not entail any view of what happens when learning takes place

Types of formative assessment Long-cycle Span: across units, terms Length: four weeks to one year Medium-cycle Span: within and between teaching units Length: one to four weeks Short-cycle Span: within and between lessons Length: day-by-day: 24 to 48 hours minute-by-minute: 5 seconds to 2 hours

Long-cycle

Span: across units, terms

Length: four weeks to one year

Medium-cycle

Span: within and between teaching units

Length: one to four weeks

Short-cycle

Span: within and between lessons

Length:

day-by-day: 24 to 48 hours

minute-by-minute: 5 seconds to 2 hours

Unpacking formative assessment Key processes Establishing where the learners are in their learning Establishing where they are going Working out how to get there Participants Teachers Peers Learners

Key processes

Establishing where the learners are in their learning

Establishing where they are going

Working out how to get there

Participants

Teachers

Peers

Learners

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

Five “key strategies”… Clarifying, understanding, and sharing learning intentions curriculum philosophy (goals and horizons) Engineering effective classroom discussions, tasks and activities that elicit evidence of learning classroom discourse, interactive whole-class teaching Providing feedback that moves learners forward feedback Activating students as learning resources for one another collaborative learning, reciprocal teaching, peer-assessment Activating students as owners of their own learning metacognition, motivation, interest, attribution, self-assessment (Wiliam & Thompson, 2007)

Clarifying, understanding, and sharing learning intentions

curriculum philosophy (goals and horizons)

Engineering effective classroom discussions, tasks and activities that elicit evidence of learning

classroom discourse, interactive whole-class teaching

Providing feedback that moves learners forward

feedback

Activating students as learning resources for one another

collaborative learning, reciprocal teaching, peer-assessment

Activating students as owners of their own learning

metacognition, motivation, interest, attribution, self-assessment

… and one big idea Use evidence about the outcomes of instruction to meet student needs

Use evidence about the outcomes of instruction to meet student needs

The learning milieu Feedback must cause a cognitive engagement in learning Mastery orientation vs. performance orientation (Dweck) Growth pathway vs. well-being pathway (Boekaerts)

Feedback must cause a cognitive engagement in learning

Mastery orientation vs. performance orientation (Dweck)

Growth pathway vs. well-being pathway (Boekaerts)