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.

Ben Beaumont: Buidling Teachers Assessment Literacy Through Structured Video CPD

122 views

Published on

Eaquals Prague 2018

Published in: Education
  • Before I came across this program, my confidence was a little low. Having achieved a 'C' grade in a GCSE mock exam just prior to it, I wasn't sure how I was going to better this. However, thanks to Jeevan's program, I was able to see how I could maximise my grade in a maths exam. At the end of the day, this is the most important thing � the result on the paper! After a month of following Jeevan's program, I achieved a strong 'B' grade (a couple of marks off an A) in my next GCSE mock exam. I achieved the highest grade in my entire year group and I am now being considered to take my GCSE maths exam in November this year, where I would have just begun year 11. My teacher was surprised; how did I make such a big improvement in maths in such a short space of time?!◆◆◆ http://ishbv.com/jeevan91/pdf
       Reply 
    Are you sure you want to  Yes  No
    Your message goes here
  • Your GCSE Maths program has helped me immensely in maths. I am much more confident with this subject and I'm striving for better grades. I really appreciate the time you took in making this program because it has boosted many students self-confidence with their exams. ◆◆◆ http://t.cn/AirraVnG
       Reply 
    Are you sure you want to  Yes  No
    Your message goes here
  • Be the first to like this

Ben Beaumont: Buidling Teachers Assessment Literacy Through Structured Video CPD

  1. 1. Building teachers’ assessment literacy through structured video CPD Friday 27th April 2018 Ben Beaumont TESOL Qualifications Manager Trinity College London ©Eaquals Eaquals International Conference | Prague | 26-28 April 2018 #eaquals18prague
  2. 2. What we’ll be looking at: 1. Why these assessment literacy resources have been made 2. How teachers can fill the gaps in their knowledge 3. What resources are now available 4. Feedback from teachers and trainers ©Eaquals #eaquals18prague
  3. 3. What don’t teachers generally learn on training courses? ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 3 Many pre-service teacher education programs still cannot benefit from the research evidence that link professional standards with a critical reflection of assessment because they only offer short assessment courses that provides a general introduction to assessment. Greenberg & Walsh 2012 Why not on pre-service courses? • There’s a lot to learn on initial teacher education courses. • Assessment literacy is tied up with specific exams, so which methodology / approach / system do you teach?
  4. 4. What is needed? Teachers need to know about exams, how they’re marked and what makes good scores. Transparency in everything. If it’s a good test and the marking is standardised, there’s nothing to fear. Why not show marking criteria? Constructive alignment linked to evidenced-based awareness of what learners actually need to be effective communicators (for ELT) is key, and teachers need to know what this is and how this happens. “A contextual understanding of AL may provide a more useful approach to teacher assessment education.” Xu & Brown 2016 ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 4
  5. 5. Teachers and assessments 1. “I honestly think that one my weakest points as a teacher is student assessment (one of the reasons why I've always hated doing placement tests).” 2. “With all of the classes and extra responsibilities that we have to take on any given term, it can be easy to 'forget' about the overall aims of the course and just teach the lessons as they come.” 3. “I use tests but I don’t know how to write questions. I can write open questions but I don’t really know what’s ‘behind’ them” ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 5
  6. 6. Start with an idea… ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 6
  7. 7. And give yourself more work! “basic mastery of educational assessment knowledge, which includes the fundamental principles of the ‘what’, ‘why’, and ‘how,’” Xu & Brown 2016: 159 We’d create: 1. A series of basic, introductory videos, 10-15 minutes each. 2. Each video would raise initial awareness of an area of assessment literacy considered helpful for teachers and/or managers. 3. The videos would be divided into five sections, each last two-minutes each. This would enable ‘bite-sized’ use/delivery. 4. The videos would be followed by further reading, to help teachers with their professional development. ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 7
  8. 8. Video content: trinitycollege.com/TESOL-AL ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 8 1. What is assessment literacy 2. Types of assessment 3. Constructive alignment 4. Classroom assessment 5. Assessment considerations 6. Bloom’s Taxonomy in assessment 7. Assessment washback 8. Affective filter 9. Progress testing 10.Diagnostic assessment for learner profiles 2.0 Overview 2.1 Initial assessment 2.2 Diagnostic assessment 2.3 Formative assessment 2.4 Summative assessment 1.0 What is AL 1.1 AL for students 1.2 AL for teachers 1.3 AL for managers 1.4 AL for policy makers 11. GESE: overview 12. ISE: overview
  9. 9. • 12 free videos (10-17 mins) • Divided into timed segments • Worksheets to support learning • Guidance on further reading • Suitable for in-house CPD sessions • Useful for training input www.trinitycollege.com/TESOL-AL
  10. 10. Worksheets ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 10 • Time references • Tasks for: o Before the video o While watching o Discussion points o Further reading www.trinitycollege.com/TESOL-AL
  11. 11. Feedback from teachers 1. “I think putting these questions on the last slide in your powerpoint, for example, would be a great way to see how the students felt about the lesson over a myriad of levels. 1) What was easy? 2) What was difficult? 3) Favourite part of the lesson? / Least favourite part? I am going to try this with my next observed and see what kind of feedback I get.” 2. “John Biggs's article [on constructive alignment] and those videos will certainly help me plan better lesson and select activities with more caution.” 3. “I liked his thoughts about 'hands up' assessments and how they are not that great. I think on a day when we are tired or its or last class of the day, it's easy to have students put their hands up and just choose whoever wants to answer.” ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 11
  12. 12. ©Eaquals Eaquals International Conference, Riga, 27 – 29 April 2017 www.eaquals.org 12 References & further reading • Alderson, J. C., & Wall, D. (1993). ‘Does washback exist?’ Applied Linguistics, 14:1, 115-129. • Bachman, L., & Palmer, A. (2010). Language assessment in practice. Oxford: OUP. • Brown, K. (1993). World Englishes in TESOL programs: An infusion model of curricular innovation. World Englishes, 12(1), 59-73. • Canale, M. (1983). ‘From communicative competence to communicative language pedagogy’. Language and Communication, 1:1, 1-47. • Hallett, F. (2010). ‘Do we practice what we preach? An examination of the pedagogical beliefs of teacher educators.’ Teaching in Higher Education. 15:4. 435-448. • McKinley, J. & Thompson, G. (2018). ’Washback Effect in Teaching English as an International Language’ [online]. Available at <http://www.englishappliedlinguistics.com/uploads/2/4/1/9/2419477/washback_effect_in_ teaching_english_as_an_international_language_author_version.pdf>. Accessed 11/04/18. • Messick, S. (1996). ‘Validity and washback in language testing.’ ETS Research Report Series (1). • Pachler, N., Makoe, P., Burns, M. & Blommaert, J. (2008). ‘The things (we think) we (ought to) do: Ideological processes and practices in teaching’, Teaching and Teacher Education. 24:1. 437-450. • Shulman, L. (1986). ‘Those who understand: Knowledge growth in teaching’. Educational Researcher 15/2: 4-14. • Stîngu, M. M. (2012). ‘Reflexive practice in teacher education: Facts and trends’. Procedia-Social and Behavioral Sciences. 33:1, 617-621. ben.beaumont@trinitycollege.com / www.trinitycollege.com/TESOL-AL

×