Strategic learning and the qualifications arms race
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This document discusses issues related to the proliferation of qualifications and reforms in the UK education system. It notes the many changes that have been made to A-levels, GCSEs, and other qualifications over time. Interviews with students and teachers suggest that the curriculum and exams have become too focused on recall and learning the mark scheme rather than developing understanding. This has led to a "performativity culture" where students are strategic learners aiming to get good exam results rather than acquiring knowledge and skills. The document calls for less frequent system-level changes and more efforts to ensure standards accurately reflect needs for higher education, careers, and international comparisons.
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The document discusses improving classroom assessment to meet requirements of continuous and comprehensive evaluation (CCE). It covers several topics related to modern assessment theory including developing assessments aligned to learning objectives, using formative and summative assessments, and locating students on a development continuum. The document also discusses cognitive levels of assessment items based on Bloom's taxonomy, with higher cognitive levels requiring more complex thought processes. Teachers can vary the difficulty of items by adjusting the vocabulary, content familiarity, format, and inclusion of diagrams or other supports.
TESTA, Durham University (December 2013)
This document summarizes a presentation about the TESTA (Transforming the Experience of Students Through Assessment) research project. The project studied assessment practices across several university programs to understand how to improve student learning. Key findings included that students learned best with a balance of formative and summative assessment, timely feedback, and clear goals and standards. The presentation reviewed assessment patterns found, common student feedback themes, and recommendations for changes to support learning like increasing formative tasks and streamlining assessment variety.
Lesssons from reform_around_the_world_0
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placement_Tony Marcus
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Connecticut mesuring and modeling growth
John Cronin presented on the use of student growth measures in teacher evaluations in Connecticut. Connecticut requires that 45% of evaluations be based on student growth, including state test scores and other indicators. Evaluations also consider teacher practice, whole school indicators, and feedback. However, Cronin discussed issues with using growth measures including measurement error, lack of instructional sensitivity, unfairness to teachers, and instability of results. Multiple years of data are recommended to account for these issues.
You tube-cit-2010-v2-web
1. The study examined using YouTube to have pre-service teachers create microteaching videos for an online teacher preparation course to practice instruction, get peer and instructor feedback, and develop networks.
2. Students initially struggled with the technology but quickly learned, and the videos helped the instructor better understand students' teaching styles and personalities.
3. While the scientific content was generally strong, many videos were too focused on content delivery rather than engaging or interesting for K-12 students; scaffolding and modeling of best practices is needed to improve instructional skills.
4. The study found video creation a valuable assessment for online courses, but recommendations include stronger alignment between video criteria and desired outcomes, as well as more specific peer
TESTA, School of Politics & International Relations, University of Nottingham...
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Module 4b assessment
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module 4b
This document discusses assessment in science education. It outlines the key components of assessment, including focus, purpose, process, and users. Formative and summative assessment are described, as are various methods of assessment like paper/pencil tests, performances, interviews, and portfolios. The document also discusses standards for assessment based on the National Science Education Standards, including ensuring assessments are consistent with learning objectives, measure both achievement and opportunity to learn, provide quality data, and make reasonable inferences. Effective assessment provides feedback to students and teachers to improve learning.
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This presentation structures the assessment in the DepEd K to 12 Basic education through 7 principles
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Editor's Notes
- Michael Gove - Exam boards exist to measure ability, not engage in crude social engineering. 28 September 2011
- Current A-levels already stretching Students hard-working and anxious about exams No reward for displaying skills beyond those expected