I gave a one hour overview to librarians from NH about assessment. My approach to assessment focuses on collection of performance assessments, mapping session level outcomes to program outcomes, aggregating data by outcome, SHARING what you learn, and contributing to program level assessment. I plan for and organize assessment methods into “tiers” with tier one assessments capturing student development of information literacy from a variety of academic experiences, and tier two assessment methods capturing librarians contribution to students development of information literacy. One librarian asked me after the discussion: where should I begin, especially with limited access to students? My recommendation is always to start with what’s already being done. Where are students already being assessed? Look there and see what you can learn about the challenges students are having. Then create your plan, and “start small, but start” as Deb Gilchrist and other ACRL Immersion faculty always mantra.
https://docs.google.com/presentation/d/1pOxo0s29jsQw9PVr7fp1AA7HKeOL8T_YiupQjyZFpGM/edit?usp=sharing
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
5. Image Credit: www.pages-igbp.org
This module is assessed through a 5000
word essay to critically review the use
of assessment for teaching and
learning in either English or
mathematics.
How can assessment enhance learning in ….
(your chosen Mathematics or English focus)
6. Image Credit: Capstone Capital
from the Latin “Assidere”
meaning to sit beside.
so it is … collaborative, supportive,
affirming, developmental
8. Easley and Zwoyer, (1975). In Crooks, T (1988). “The Impact of Classroom
Evaluation Practices on Students,” Review of Educational Research, 58 (4), p 469.
9. Image Credit: http://combiboilersleeds.com; http://www.russianschool.com
ATTAINMENT ACHIEVEMENT
Attainment is the headline data, for
example the results at the end of
key stage 2 and at GCSE
Achievement is the standards which
pupils reach and takes account of their
starting points and the progress they
have made to reach those standards.
11. Assessment of
Learning
Assessment as
Learning
Assessment for
Learning
This is summative in nature
and takes place periodically
e.g. at the end of a unit or
module of work. The results
are reported in grades or
marks or levels and can be
tracked over time. The most
well known of these will be
the end of KS2 SATs
This is instructive in nature
and is work built into the
practice of the lessons
where the students are
engaging in assessment
activity (of their own or
their peers’ work)
This is formative in nature
and takes place all the time
in lessons, it is about the
information that you, as the
teacher, are gathering to
inform the learning. It will
include questions,
observations, expectations
and target setting
12. Clarke, S (2014) Outstanding Formative Assessment:
Culture and Practice. London: Hodder Education
If we think of our children
as plants … summative
assessment is the process
of simply measuring them.
The measurement might be
interesting to compare, but
in itself, they do not effect
the growth of the plant
14. Assessment of
Learning
This is summative in nature
and takes place periodically
e.g. at the end of a unit or
module of work. The results
are reported in grades or
marks or levels and can be
tracked over time. The most
well known of these will be
the end of KS2 SATs
Assessment as
Learning
This is instructive in nature
and is work built into the
practice of the lessons
where the students are
engaging in assessment
activity (of their own or
their peers’ work)
Assessment for
Learning
This is formative in nature
and takes place all the time
in lessons, it is about the
information that you, as the
teacher, are gathering to
inform the learning. It will
include questions,
observations, expectations
and target setting
15. Assessment done
by the children
Assessment
done to children
This is directed by the
teacher in which the pupils
has no agency. The teacher is
finding out what children
know according to the
teacher’s agenda. The criteria
are set by the teacher.
Assessment done
with children
This is more dialogic with
the teacher situating
discussion and conversation
where the children have
some agency in both how
they are being assessed and
what they are being
assessed on. There may be
dialogue over the
assessment criteria.
The children determine what
they want to present to the
teacher for assessment and
may determine the
assessment criteria.
17. Assessment done
by the children
Assessment
done to children
This is directed by the
teacher in which the pupils
has no agency. The teacher is
finding out what children
know according to the
teacher’s agenda. The criteria
are set by the teacher.
Assessment done
with children
This is more dialogic with
the teacher situating
discussion and conversation
where the children have
some agency in both how
they are being assessed and
what they are being
assessed on. There may be
dialogue over the
assessment criteria.
The children determine what
they want to present to the
teacher for assessment and
may determine the
assessment criteria.
18. Modelling Drawing Picture Mind-Map
Labelling Diagram Answering Qs Talking to …
Written Test Concept Map Practical Skills Test
Observing Investigation / Enquiry Peer Marking
Self-Marking Game Quiz
21. Image Credit: A
Give us time “snapshots” of
achievement
Indicate linear progression
Tell us some of what
children know
Be objective (in many cases)
Indicate where we should go
next with learning
Find out everything that
children know
22. "We all want progress, but if you’re on
the wrong road, progress means doing an
about-turn and walking back to the right
road; in that case, the man who turns
back soonest is the most progressive"
C. S. Lewis - Mere Christianity
23. Image Credit: http://blog.capterra.com
1 Can it be shared with students?
2 Is it manageable and useful for teachers?
3 Will it identify where students are falling behind soon enough?
4 Will it help shape curriculum and teaching?
5 Will it provide information that can be shared with parents?
6 Does it avoid making meaningless sub-divisions?
7 Will it help to track progress across the key stage?
Questions from Micheal Tidd @michaelt1979
25. Image Credit: http://blog.capterra.com
1 Can it be shared with students?
2 Is it manageable and useful for teachers?
3 Will it identify where students are falling behind soon enough?
4 Will it help shape curriculum and teaching?
5 Will it provide information that can be shared with parents?
6 Does it avoid making meaningless sub-divisions?
7 Will it help to track progress across the key stage?
Questions from Micheal Tidd @michaelt1979
26. Assessment promotes effective learning when it is:
• part of the teaching and learning process
• shared with the pupils
• helps pupils to know where they are heading and how to improve
• involved pupils in peer and self-assessment
• provides feedback to the pupils which identifies how they can progress
• is underpinned by the belief that all pupils can achieve and improve
• involves both the teacher and the pupils reviewing and reflecting on
the assessment data
• collects a wide variety of evidence of types of achievement to allow all
pupils to present their best
28. Image Credit: http://www.shirleyclarke-education.org
The most powerful educational tool for
raising achievement and preparing
children to be lifelong learners is ….
… formative assessment
Clarke, S (2014) Outstanding Formative Assessment, Hodder: London.
29. Across terms,
teaching units
4 weeks to
a year
Monitoring,
curriculum
alignment
Within and
between
teaching units
1 to 4 weeks
Student
involved
assessment
within and
between
lessons
minute by
minute and
day-by-day
Engagement
and
responsivenes
s
Long Cycle Medium Cycle Short Cycle
Span
Length
Impact
33. Responsorial Questions: asking for immediate reactions to the stimulus /
activity / question / idea
Closed or technical questions: can be used to prompt understanding
Opinion based questions: such questions help pupils ‘hear what they think’
and are a first step towards deeper evaluation
Creative and predictive questions: encourage pupils to use their
imagination and apply their thinking to a variety of situations
Analytical and evaluative questions: invite pupils to identify patterns and structures, to
seek for hidden meanings and to make judgments based on evidence and ideas
36. Responsorial Questions: asking for immediate reactions to the stimulus /
activity / question / idea
Closed or technical questions: can be used to prompt understanding
Opinion based questions: such questions help pupils ‘hear what they think’
and are a first step towards deeper evaluation
Creative and predictive questions: encourage pupils to use their
imagination and apply their thinking to a variety of situations
Analytical and evaluative questions: invite pupils to identify patterns and structures, to
seek for hidden meanings and to make judgments based on evidence and ideas
37. Not being clear about why you are
asking the question
Asking too many closed questions
that need only a short answer
Asking too many
questions at once
Asking difficult questions without
building up to them
Asking bogus ‘guess what’s in my
head’ questions
Dealing ineffectively with wrong
answers or misconceptions
Focusing on a small number of
pupils and not involving the whole
class
Not treating pupils’ answers
seriously
38. HIGH STAKES - LOW STAKES
Willingham
Sweller
Types of Test:
http://universityofhullscitts.org.uk/scitts/site/pt/mo
nitoring_assessment/tests.html
40. Benefit 1 The testing effect: Retrieval aids later retention,
Benefit 2 Testing identifies gaps in knowledge,
Benefit 3 Testing causes students to learn more from the next learning episode,
Benefit 4 Testing produces better organization of knowledge,
Benefit 5 Testing improves transfer of knowledge to new contexts,
Benefit 6 Testing can facilitate retrieval of information that was not tested,
Benefit 7 Testing improves metacognitive monitoring,
Benefit 8
Testing prevents interference from prior material when learning new
material,
Benefit 9 Testing provides feedback to instructors,
Benefit 10 Frequent testing encourages students to study.
Roediger et al (2011)
47. Type of Prompt
Praise OK (‘good’) but should be targeted for improvement.
• The reminder prompt – a reiteration of the learning
intention, "Say more about..."
• The scaffolded prompt – the teacher decides what (s)he
would like the child to write, then giving the opportunity back
to the child to practice, "Can you describe ...", "Give me an
example ...", "What's the opposite point of view?"
• The example prompt – this models a choice of possible
improvements, but asks if the child has an idea of his or her
own, "X would/might say ..., What do you think?"
Marking should:
• providing opportunity for prompt
and regular written or spoken
dialogue with children
• include constructive suggestions
about ways in which the child
might improve his/her work
• agreed steps for the next child
• follow-up from the agreed
targets with children to see how
far they have achieved them
• comments on specific, positive
aspects of work
• recognition of effort as well as
quantity; not in a vague way, but
linking effort to specific skills or
understanding
• praise and comments focused on
the learning objective
Teachers should give children time to
act on the feedback they are given
52. Biggs, M et al (2008)
Peacock, A (2016)
Black, P et al (2003)
53. Image Credit: http://i.telegraph.co.uk
Ofsted does not expect to see a particular frequency or quantity
of work in pupils’ books or folders. Ofsted recognises that the
amount of work in books and folders will depend on the subject
being studied and the age and ability of the pupils (2015:10)
Ofsted recognises that marking and feedback to pupils, both written and oral, are
important aspects of assessment. However, Ofsted does not expect to see any specific
frequency, type or volume of marking and feedback; these are for the school to decide
through its assessment policy. Marking and feedback should be consistent with that
policy, which may cater for different subjects and different age groups of pupils in
different ways, in order to be effective and efficient in promoting learning (2015:10)
While inspectors will consider how written and oral feedback is used to promote
learning, Ofsted does not expect to see any written record of oral feedback provided
to pupils by teachers (2015:10)
Ofsted (2016) School Inspection Handbook, London: HMSO
54. Image Credit: http://i.telegraph.co.uk
Scrutiny of pupils’ work, with particular attention to … how well
teachers’ feedback, written and oral, is used by pupils to improve their
knowledge, understanding and skills. (Section157)
Ofsted (2016) School Inspection Handbook, London: HMSO
In evaluating the accuracy and impact of assessment, inspectors will consider how well -
• teachers use any assessment for establishing pupils’ starting points, teacher assessment and testing to
modify teaching so that pupils achieve their potential by the end of a year or key stage; inspectors
should note that Ofsted does not expect to see any particular system of assessment in place
• assessment draws on a range of evidence of what pupils know, understand and can do across the
curriculum
• teachers make consistent judgements about pupils’ progress and attainment, for example within a
subject, across a year group and between year groups. (Section158)
Section 159-162 deal with the impact of literacy and Section 163 with the impact of the teaching
of mathematics.
https://www.youtube.com/watch?feature=youtu.be&v=FDkpqKL4DSg&app=desktop - There is a danger that what we are calling assessment
A
A
A
A
A
A
Attainment is the headline data, for example the results at the end of key stage 2 and at GCSE. Attainment is important because it is associated with a range of positive outcomes, including better income, employment, and health. Achievement is the standards which pupils reach and takes account of their starting points and the progress they have made to reach those standards.
A
A
We can think of assessment in these three broad headings as described above.
We can think of assessment in these three broad headings as described above.
We can think of assessment in these three broad headings as described above.
So what are the “pros” and “cons” of any of these methods? What are they best suitable for in terms of activity, age, ability, task etc…
There are a range of apps that are useful for assessment in a number of ways offering support, grading, curation and feedback - ask not what you can do for the app but what the app can do for you - you can find all of these on the iTunes or the GooglePlay stores.
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
A
And of course a couple of book recommendations!
A
A
Are there any more questions you have about this? Contact me if you do p.hopkins@hull.ac.uk or start a conversation on CANVAS about this and share with your peers.
Are there any more questions you have about this? Contact me if you do p.hopkins@hull.ac.uk or start a conversation on CANVAS about this and share with your peers.
