This document summarizes research on the use of assessment for learning (AfL) in educational institutions. The research was based on a study of assessment practices in an independent boys' school over 6 years and school inspections. Key findings included that teaching was mainly didactic, focused on activities rather than learning objectives. Peer interaction and self/peer-assessment were limited. The majority of assessment was summative rather than formative. Both teachers and pupils saw the most useful feedback as formative guidance on improvement. However, changing practices to fully implement AfL principles poses challenges.
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Evidence of teaching quality needs to take into account multiple sources, as teaching is multidimensional. Moreover, the likelihood of obtaining reliable and valid data and making appropriate judgments are increased with more evidence.
Students with behavioral problems and benefits of their virtual classroomsprivate practice
Students who feel disconnected from others may be prone to engage in deceptive behaviors such as academic dishonesty. George and Carlson (1999) contend that as the distance between a student and a physical classroom setting increases, so too would the frequency of online cheating. The distance that exists between faculty and students through the virtual classroom may contribute to the belief that students enrolled in online classes are more likely to cheat than students enrolled in traditional classroom settings
A review of School-Based Assessment (SBA) practiced in countries like Hong Kong, Australia, Nigeria etc. Articles are from the Web of Science between 2007-2012.
Moving Beyond Student Ratings to Evaluate TeachingVicki L. Wise
Evidence of teaching quality needs to take into account multiple sources, as teaching is multidimensional. Moreover, the likelihood of obtaining reliable and valid data and making appropriate judgments are increased with more evidence.
Students with behavioral problems and benefits of their virtual classroomsprivate practice
Students who feel disconnected from others may be prone to engage in deceptive behaviors such as academic dishonesty. George and Carlson (1999) contend that as the distance between a student and a physical classroom setting increases, so too would the frequency of online cheating. The distance that exists between faculty and students through the virtual classroom may contribute to the belief that students enrolled in online classes are more likely to cheat than students enrolled in traditional classroom settings
A review of School-Based Assessment (SBA) practiced in countries like Hong Kong, Australia, Nigeria etc. Articles are from the Web of Science between 2007-2012.
INCLUSIVE EDUCATION: HOW TO PROMOTE POSITIVE CLASSROOM BEHAVIOUR IN STUDENTS?Roudhahtul Isa
Halifah Husaini (08D0013), Aisah Lamit (08D0047), Roudhahtul Isa (08D0008), Diploma in Primary Education session 2008/2011.
PRESENTATION TOPIC: HOW TO PROMOTE POSITIVE CLASSROOM BEHAVIOUR IN STUDENTS?, Semester 5 (Year 2010), Course facilitator: Dr. Koay Teng Leong, Course name: INCLUSIVE EDUCATION, UNIVERSITI BRUNEI DARUSSALAM.
Sub-topics:
Presented by Halifah Husaini (08D0013):
- Relationship Building Strategies
- Social Skills Instruction
Presented by Aisah Lamit (08D0047):
- Antecedent Based Interventions
- Self Management Interventions
Presented by Roudhahtul Isa (08D0008):
- Group Oriented Management Systems
- Behavior Reduction Interventions
All rights reserved.
Bringing solutions to the in-class behavior problems of Students: Why do Students have behaviour problems?
SLOGAN: When children mishave, they tell us that they need help learning a better way.
Student Teacher relationship, rights and responsibilities of students and teachers, ideal teacher and student, reasons for bad teacher student relationship and ways to improve it.
INCLUSIVE EDUCATION: HOW TO PROMOTE POSITIVE CLASSROOM BEHAVIOUR IN STUDENTS?Roudhahtul Isa
Halifah Husaini (08D0013), Aisah Lamit (08D0047), Roudhahtul Isa (08D0008), Diploma in Primary Education session 2008/2011.
PRESENTATION TOPIC: HOW TO PROMOTE POSITIVE CLASSROOM BEHAVIOUR IN STUDENTS?, Semester 5 (Year 2010), Course facilitator: Dr. Koay Teng Leong, Course name: INCLUSIVE EDUCATION, UNIVERSITI BRUNEI DARUSSALAM.
Sub-topics:
Presented by Halifah Husaini (08D0013):
- Relationship Building Strategies
- Social Skills Instruction
Presented by Aisah Lamit (08D0047):
- Antecedent Based Interventions
- Self Management Interventions
Presented by Roudhahtul Isa (08D0008):
- Group Oriented Management Systems
- Behavior Reduction Interventions
All rights reserved.
Bringing solutions to the in-class behavior problems of Students: Why do Students have behaviour problems?
SLOGAN: When children mishave, they tell us that they need help learning a better way.
Student Teacher relationship, rights and responsibilities of students and teachers, ideal teacher and student, reasons for bad teacher student relationship and ways to improve it.
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Presentasjon av artiklene:
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Source: https://ebookscheaper.com/2022/03/07/the-evaluation-of-teaching-has-become-a-widely-accepted-practice/
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Overview of assessments, growth, and value added in a teacher evaluation context
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1. ELSIN 2013
Symposium
Effective use of Assessment for
Learning (AfL) for Improved Learning
and Progress: Challenges for
Educational Institutions
Dr Joanna Goodman
Cromwell Consulting Ltd.
http://cromwell-consulting.com/
2. Research Context
Findings based on:
• a study into assessment practices in an
independent school for boys aged 2 ½ to 13
during a period of about 6 years
• observations of assessment practices during
school inspections
ELSIN 2013, Dr Joanna Goodman
www.cromwell-consulting.com
3. Research Focus
ASSESSMENT for LEARNING
Classroom assessment aimed at
improving learning
“The process of seeking and interpreting evidence for use by
learners and their teachers to decide where the learners are
in their learning, where they needs to go and how to best get
there”. (AGR, 2002)
ELSIN 2013, Dr Joanna Goodman
www.cromwell-consulting.com
4. Assessment for Learning
Teaching
Part of the teaching
and learning cycle
aimed at
supporting student
learning
Learning
(Stobart and Gipps, 1997)
ELSIN 2013, Dr Joanna Goodman
www.cromwell-consulting.com
5. Assessment for Learning
“Any assessment for which the first priority in
its design and practice is to serve the purpose
of promoting pupils’ learning.”
(Black et al., 2002)
ELSIN 2013, Dr Joanna Goodman
www.cromwell-consulting.com
6. Effective Classroom Assessment
Embedded in
everyday
practice
Pupils
masters of
their learning
Pupil engagement
and
co-operative
working
Selfassessment,
peerassessment
Promoting
learning
through
active
engagement
Teacher
feedback
focused on
feeding
forward
ELSIN 2013, Dr Joanna Goodman
www.cromwell-consulting.com
7. The Essence of Effective AfL Practice
Pupils masters of their
learning
Sharing
learning
intentions
Pupil
engagement
and
co-operative
learning
ELSIN 2013, Dr Joanna Goodman
www.cromwell-consulting.com
Long-term
learning
independence
8. AfL: Learning Gains
AfL
understanding
AfL
strategies
Gain of
1–2
grades
Improvement in pupils’ learning = 0.4 – 0.7 effect size
“Effect size” is the ratio between the average improvement in pupils’
scores and the range of scores for typical groups of pupils on the same
tests.
Effect size of 0.4 = improvement of 1 – 2 grades in public
examinations
ELSIN 2013, Dr Joanna Goodman
www.cromwell-consulting.com
9. Challenges for the Teaching
Profession
• Lack of in-depth understanding of the AfL strategies by
the teaching profession
• Inconsistency in approach between schools and different
departments within the same schools
• Inadequate training and poor understanding of what AfL
involves
• Reluctance to change practice
• Satisfaction from own ends of using tried methods
• Poor implementation of the AfL principles
• Confusion between monitoring progress and changing
teaching methods
ELSIN 2013, Dr Joanna Goodman
www.cromwell-consulting.com
10. Disappointment with Poor
Implementation of the AfL Principles
Dylan Wiliam (2012) on 14 years of government
initiative:
There are very few schools where all the principles
of AfL, as I understand them, are being
implemented effectively.
The problem is that government told schools that it
was about monitoring of pupils’ progress; it wasn’t
about pupils becoming owners of their learning.
ELSIN 2013, Dr Joanna Goodman
www.cromwell-consulting.com
11. Issues with Implementation
Dylan Wiliam (2012):
The big mistake that Paul Black and I
made was calling that stuff
“assessment” , he said. Because when
you use the word assessment, people
think about tests and exams. For me ,
AfL is about better teaching.
ELSIN 2013, Dr Joanna Goodman
www.cromwell-consulting.com
12. Key Conclusions from my Data
Analysis
Focused Lesson Observation Data: interaction and feedback
Activity
Number of Lessons
Sum.
1
Teacher-led
questioning/discussions
17
“No hands up” approach
0
Peer-interaction
Group work
Peer-assessment
4
2
0
Self-reflection
Self-assessment
Oral evaluation
Formative
Focus
Explicit learning objectives
2
0
2
Summative activities
14
ELSIN 2013, Dr Joanna Goodman
www.cromwell-consulting.com
13. Proportion of Time Spent in Lessons on
Different Interactions
Average proportion of
lesson duration
Focus
Questioning/discussion
Focus
Summative Formative
Activity
21% of lesson time
Peer-interaction
11% of lesson time
Self-evaluation
4% of lesson time
Grading, scoring, ranking,
percentages, tests with
summative outcomes
29% of lesson time
12%
ELSIN 2013, Dr Joanna Goodman
www.cromwell-consulting.com
29%
14. Lesson Observation Data Summary
• Teacher-led discussion as main form of classroom
interaction
• More time devoted to class discussion in arts and
humanities (average 30 % of lesson time) than in
science and mathematics (average 16% of lesson
time)
• Restricted peer-interaction (in 4 out of 20 observed
lessons)
• In 14 out of 20 lessons teachers used assessment
based on summative practice
ELSIN 2013, Dr Joanna Goodman
www.cromwell-consulting.com
15. Key Conclusions from Lesson
Observations
• Teaching mainly didactic in style
• Teaching focused on activities, rather than
learning (lack of sharing learning objectives)
• Limited peer-interactions
• Limited engagement of pupils through self or
peer-assessment, or evaluation
• Mainly summative practice with focus on
grades/marks/scoring/ranking
ELSIN 2013, Dr Joanna Goodman
www.cromwell-consulting.com
16. Book Scrutiny Data
Marking/feedback strategies used:
• Ticks
• Grades or/and marks
• Praise/ego enhancing comments – focused on person, rather
than task
• Comments focused on presentational aspects
• Grades and comments, e.g. ‘D’ This is not finished
• Direct organisational instructions, e.g. Should be in the back of
book
• Praise, e.g. Well done!
• Little guidance on next steps in learning
ELSIN 2013, Dr Joanna Goodman
www.cromwell-consulting.com
17. Book Scrutiny Outcomes
• Pupils rarely involved in self-assessment or
evaluation
• Little evidence of independent work or note-taking
• Little evidence of extended project work
• Over-use of worksheets
• Little opportunity to assess pupils’ reasoning
• Inconsistence in marking strategies between
different subjects
ELSIN 2013, Dr Joanna Goodman
www.cromwell-consulting.com
18. Teacher Views and Practice
• “Pupils are programmed to need grades”
• None agreed that comments without grades could be more
useful to future learning and motivation
• Some teachers were not able to say if pupils evaluated their
work or examples of self-evaluation included: “Achieve a
better % mark in assessment” or “Aim for a higher grade in
the next test”
• Most teachers demonstrated reliance on test and
examinations to assess attainment thus confirming the
practice of measuring attainment for summative purposes
• No evidence of specific target setting focused on
tasks
ELSIN 2013, Dr Joanna Goodman
www.cromwell-consulting.com
19. Pupils’ Views and Comments
All pupils agreed that the most useful feedback for
them was formative guidance: “corrected and told
us how to be done right”.
Teacher Data
Pupil Data
TENSION
ELSIN 2013, Dr Joanna Goodman
20. Pupils: Examples of Useful Feedback
to Future Learning
Eric:
Roman:
Marc:
Jason:
When it tells me what I need to
improve on.
Well…, when it tells me how I’ve gone
wrong anywhere and where I can
improve. That kind of thing.
When I know what’s right or wrong.
Yes, that’s helpful.
It tells you what you have done
wrong and why.
ELSIN 2013, Dr Joanna Goodman
www.cromwell-consulting.com
21. Developing Learning Sustainability:
Challenges for Schools
Crucial Challenge
To develop strategies of working
successfully within the system of
high-stake tests, for certification
purposes , and developing selfregulated learners through
formative practices.
ELSIN 2013, Dr Joanna Goodman
www.cromwell-consulting.com
23. Pupils’ Involvement in Their Own
Learning
The only kind of learning which significantly
affects behaviour is self-discovered, selfappropriated learning (Rogers, 1991)
Part of being a self-regulated learner is to
accept responsibility for learning, just as
teachers must take responsibility for creating
a context which helps learning (Stobart, 2008)
ELSIN 2013, Dr Joanna Goodman
www.cromwell-consulting.com
24. HE: some specific challenges regarding
assessment
Important to empower students to work with and understand qualifications and grades
Removing barriers: the older the students, the less they like self- and peer-assessment
To encourage collaborative learning and group presentation (reluctance where roles are
‘fuzzy’)
Student expectations: tutor feedback with grade
Clarity of communication
Cultural change
ELSIN 2013, Dr Joanna Goodman
www.cromwell-consulting.com
25. Conclusion: Assessment Practices in
British Schools
Evidence from my study:
• Teachers mainly used assessment for summative
and managerial purposes
• Lacked in-depth understanding of AfL strategies
• Saw little reason to change their practice
Evidence as observed by Black et al, 2003
• Teacher feedback to pupils served mainly
managerial functions
• Teacher tests encouraged rote learning rather than
developing understanding
ELSIN 2013, Dr Joanna Goodman
www.cromwell-consulting.com
26. Key References
Assessment Reform Group (1999). Assessment for Learning: Beyond the
Black Box. Cambridge: Cambridge University Press.
Black, P., Harrison, C., Lee, C., Marshall, B., Wiliam, D. (2002). Working
inside the Black Box: Assessment for Learning in the Classroom. London:
nferNelson.
Black, P. and Wiliam, D. (1998). Inside the Black Box: Raising Standards
Through Classroom Assessment. London: GL Assessment.
Goodman, J. (2011). Assessment Practices in an Independent School: The
Spirit versus the Letter. London: King’s College London.
Rogers, C. (1991). On Becoming a Person. Boston. MA: Houghton Mifflin.
Stobart, G. (2008). Testing Times: The uses and abuses of assessment.
Oxon: Routledge.
ELSIN 2013, Dr Joanna Goodman
www.cromwell-consulting.com