Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Syd Uni Formative Assessment


Published on

Here are the slides for my lecture to 2nd year Master of Teaching students, March 2016

Published in: Education
  • Login to see the comments

Syd Uni Formative Assessment

  1. 1. Formative Assessment How may assessment guide teaching and learning? Cameron Paterson
  2. 2. Mindfulness is “the awareness that emerges through paying attention on purpose” (Jon Kabat-Zinn)
  3. 3. “After 30 years of doing such work, I have concluded that classroom teaching…is perhaps the most complex, most challenging, and most demanding subtle, nuanced, and frightening activity that our species has ever invented…The only time a physician could possibly encounter a situation of comparable complexity would be in the emergency room of a hospital during or after a natural disaster.”
  4. 4. Image: 3 volunteers
  5. 5. John Hattie & Helen Timperley, The Power of Feedback: er-feedback.pdf Grant Wiggins, Seven Keys to Effective Feedback: leadership/sept12/vol70/num01/Seven-Keys-to-Effective-Feedback.aspx
  7. 7. “The most powerful single modification that enhances achievement is feedback.” (John Hattie) Image: Kenny Bengsston
  8. 8. “Much of the feedback that students get has little or no effect on their learning.” (Dylan Wiliam)
  9. 9. “Teachers who spend time crafting helpful comments are wasting their time if they also give a mark.” (Dylan Wiliam) Image:
  10. 10. 16/20
  11. 11. What is a grade? “…an inadequate report of an inaccurate judgement by a biased and variable judge of the extent to which a student has attained an undefined level of mastery of an unknown proportion of an indefinite material.” (Paul Dressel, Facts and fancy in assigning grades, 1957. p.6)
  12. 12. Interest in learning is diminished and thinking is more superficial
  13. 13. “Students need some feedback about how they are doing in terms of marks, grades or levels, but I suggest this should be no more than once every two or three years in primary schools, maybe once a year in lower secondary , and perhaps once a term when before school-leaving or university- entrance exams.” (Dylan Wiliam) Image: iStockphoto
  14. 14. “If I had to reduce all of the research on feedback into one simple overarching idea it would be this: feedback should cause thinking.” (Dylan Wiliam)
  15. 15. Students must be required to respond to feedback
  16. 16. Ladder of Feedback Suggest Concerns Value Clarify Image: iStockphoto
  17. 17. “Experience success and failure not as a reward and punishment, but as information.” (Jerome Bruner)
  18. 18. Student-Teacher Feedback • Question Formulation Technique • Critical Incident Plan • Exit Cards, eg. One-Minute Essay • End of Unit Reflections • I learned…I liked…I wish…I wonder… • I used to think…Now I think… • Pedagogy discussions at the end of term • Student Surveys • Reflective essay using examples from your own work during the year to show how you have grown as a learner
  19. 19. Reflective Essay “At the beginning of History this year I was more dependent on rope learning/spoon feeding to try and help me to become a more independent learner. Although I think spoon feeding might have helped me get a better mark in an assignment or exam after that you are left with nothing you can ever really use again. Using the different teaching methods such as practical exercises, assignments each term and teacher vs textbook and many others to make us, the students, think for themselves when trying to get an understanding of the topics. This experience is something that we can take and build on in the future to help us in places like senior years and university.” (Max, Year 9, 2015)
  20. 20. Austin’s butterfly:
  21. 21. KiSH Critique 1. Be Kind Presenting your work for critique puts you in an incredibly vulnerable position. For the critic, on the other hand, it’s easy to get carried away when you’re critiquing work, especially when you feel like you know exactly what a piece of work would benefit from, and inadvertently say very hurtful things. Thus, this ground rule cannot be stressed enough. 2. Be Specific Even if you are being kind, you are not doing anybody any favours if you are vague. ‘I think Melanie’s writing is really good’ does not cut it in a critique. ‘I like the way Melanie uses lots of different verbs in her writing so that you feel like you’re a part of the action’ is much better. 3. Be Helpful Critique is not just about naming what is strong and weak in a piece of work, it is also about working out how to go about improving that work.
  22. 22. Kind  I really like the way you………………..  Excellent ……………….. throughout  The most successful thing about this was ………………..  I enjoyed reading this because ………………..  It was especially good when you ……………….. Specific  In the first/second/third paragraph ………………..  I think ……………….. is quite difficult to understand/could be explained better/could include more detail etc.  Your sentence/paragraph about ……………….. was ……………….. because……………….. Helpful  Think about adding ………………..  Think about taking away………………..  Have you thought about………………..?  To improve your………………..try………………..  Perhaps you could………………..
  23. 23. Documentation:
  24. 24. Reggio educators refer to documentation as “visible listening” Image – Wamda:
  25. 25. Qualitative forms of sharing evidence like student work, photos, and video are powerful ways to provide a more complete picture of student learning Image:
  26. 26. Kid Cam: Image: Tim Kaegi
  27. 27. “Assessment is an intrinsic part of documentation” (Carla Rinaldi in Documentation and Assessment: What is the Relationship? )
  28. 28. Image – All Things Learn: culure-of-learnacy-part-01/john-hattie-quote/
  29. 29. Assessment is a conversation, not a number
  30. 30. Learning or Performance?
  31. 31. “The Board of Studies does not require a number to be used (in relation to assessment) until Year 12.” “Grading is an end of course judgement.” “School protocols squash the reality of what the Board requires out of sight.” • Too much testing • Focus more on learning objectives and less on covering content
  32. 32. I BLEW IT!I tried something new and innovative and it didn’t work as well as I wanted This coupon entitles me to be free of criticism for my efforts I’ll continue to pursue ways to help my students be successful
  33. 33. I used to think… Now I think… A routine for reflecting on how and why our thinking has changed
  34. 34. Image: iStockphoto
  35. 35. A B C D/F Volume So loud I can’t hear myself think Loud enough that I can’t hear myself speak Loud-ish in some parts of the room but quiet in others So quiet I can hear the toilets flush Tempo Rapid: Hands are hurriedly smacked together Fast: Hands are quickly brought together Leisurely: Hands are hit together at an unhurried pace Slow: Fingers are slowly tapped together Dynamics Erupts suddenly, builds to a deafening crescendo that is sustained for a second or more, then fades slowly and reluctantly Builds up for a second, peaks, then fades No change in dynamics: Half-hearted throughout Begins with a silent pause, pitter-pats for a second, then fizzles Applause Rubric
  36. 36. Cameron Paterson E: T: cpaterso