Assessment should be a powerful tool for learning, not merely a political solution to perceived...
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“Assessment should be a powerful tool for learning,not merely a political solution to perceived problemsover standards and accountability “
[ATL, Doing our level best]
Assessment 1Assessment 1
Assessment ! What is it?
Assessment 1 Assessment 1 Learning outcomesLearning outcomes
You should be able to :
• distinguish between formative & summative assessment
• understand the differences between Norm referenced, Criteria referenced & Ipsative assesment
• understand what is meant by Assessment for Learning
Assessment 1 Assessment 1 Audience participationAudience participation
And now a quick test
Assessment Assessment 1 1 Purposes of assessmentPurposes of assessment
• Diagnosis - pupils' strengths and weaknesses to monitor progress
• Guidance - decision making
• Selection - placing pupils in the most appropriate situation (set, group)
• Prediction - potential of the pupils for future achievement
• Evaluation - effectiveness of the learning and teaching
• Accountability - the quality of the teaching and effectiveness of the school
Assessment Assessment 1 1 Purposes of assessmentPurposes of assessment
Professor Wynne Harlen summarised the purposes of teacher assessment in the National Curriculum
• To be diagnostic - by indicating particular difficulties so that remedial action may be taken
• To provide the teacher with feedback about the children's achievements so as to guide decisions about the next steps to be taken
• To provide information about the overall achievement of individual children at the end of each key stage
• To provide information about the achievement of groups of children for reporting on the performance of the school
Assessment 1 Assessment 1 Modes of assessmentModes of assessment
terminal continuous
formal informal
external internal
summative formative
norm-referenced ipsative criterion-referenced
Assessment 1 Assessment 1 DefinitionsDefinitions
• Summative - where the assessment is designed to measure attainment at the end of a particular stage
• Formative - where the assessment is designed to provide information about the progress of a pupil at a particular point in time
Assessment 1 Assessment 1 More definitionsMore definitions
• Norm referenced :
• Criteria referenced :
• Ipsative :
pupil performance is compared to that of their peers
pupil performance is compared to a set of predetermined criteria
present pupil performance is compared to past performance
Assessment 1 Assessment 1 Audience participationAudience participation
3 volunteers please
Assessment 1 Assessment 1 Assessment for LearningAssessment for Learning
Research indicates that improving learning through assessmentdepends upon 5 deceptively simple, key factors :
• the provision of effective feedback to pupils
• the active involvement of pupils in their learning
• adjusting teaching to take account of the results of assessment
• a recognition of the profound influence assessment has on the motivation and self-esteem of pupils, both of which are crucial influences on learning
• the need for pupils to be able to asses themselves and understand how to improve
[Beyond the Black Box (1999)]
Assessment 1Assessment 1 Questioning QuestioningThe only point of asking questions is to raise issues about which the teacher needs information or about which pupils need to think. So :
• frame worthwhile questions which explore issues critical to pupils’ understanding
• extend wait-time to allow longer, better developed answers (rather than quick, expected answers)
• the aim is thoughtful improvement, rather than getting it right first time
• allow pupils to discuss their thinking in pairs/ small groups so that a respondent is speaking on behalf of others
• expect all pupils to contribute answers; sometimes the teacher may decide on ‘no hands up’ in order to draw all pupils into thinking rather than those whose hands go up first
[B&NES Briefing on AfL 2006]
Assessment 1Assessment 1 Feedback FeedbackTo be effective, feedback should cause thinking to take place about learning.
• Pupils ignore comments when marks are also given
Things to think about :
• Written tasks should, like oral questions, encourage pupils to develop and show understanding of key features of what they have learned
• Opportunities for pupils to follow up comments should be planned as a apart of the overall learning process
And ………..
Assessment 1Assessment 1
Less emphasis should be placed on :
• grading and marking (more on formative comments)
• quantity of work & presentation (more on the quality of the learning)
• comparing pupils’ work with one another (more on developing the individual’s own progress)
[B&NESBriefing on AfL 2006]
Assessment 1 Assessment 1 Peer & Self AssessmentPeer & Self Assessment
[B&NESBriefing on AfL 2006]
Criteria for evaluating learning should be made transparent to pupils so that they have a clear over-view both of the aims of their work and of what it means to complete it successfully.
Skills of peer-assessment aid self-assessment
Assessment 1 Assessment 1 Sharing Lesson ObjectivesSharing Lesson Objectives
[B&NESBiefing on AfL 2006]
Research shows that pupils are more motivated and task-orientated if they know the learning intentions and arealso able to make better decisions about how to undertake the task.
So be clear about :
• WALTs
• WILFs
•Success Criteria — We’ll know we’ve achieved this because..
•The ‘Big Picture’ — How the lesson fits into the overall topic
Assessment 1 Assessment 1 Effective AssessmentEffective Assessment
[Beyond the Black Box(1999)]
This happens when teachers :
• decide how and when to assess pupils’ attainment at thethe same time as they plan the work
• are proficient in using a range of assessment techniques inthe classroom• prepare and make use of manageable systems for recording the progress of individual pupils
Assessment 1 Assessment 1 Learning outcomesLearning outcomes
You should be able to :
• distinguish between formative & summative assessment
• understand what is meant by diagnostic assessment
• understand the differences between Norm referenced, Criteria referenced & Ipsative assessment
• understand what is meant by Assessment for Learning
Assessment 1 Assessment 1 ReferencesReferences
Black, P. and William, D (2001) Inside the black box;raising standards through classroom assessment.King’s College, London.
Black, P., Harrison, C., Lee, C., Marshall, B., William, D. (2002)Working inside the black box; assessment for learning in the classroom.King’s College, London
Black, P., Harrison, C., Lee, C., Marshall, B., William, D. (2002)Assessment for learning; putting it into practice.Open University Press
Assessment Reform Group (1999) Assessment for learning; beyond the black box.University of Cambridge, Faculty of Education
Assessment 1 Assessment 1 ReferencesReferences
Pedagogy & Practice: Unit 12_ Assessment for Learning (on Moodle)
Assessment for Learning (AfL) : Whole school training materialshttp://www.teachfind.com/national-strategies/assessment-learning-afl-whole-school-training-materials?current_search=97905
Assessment for Learning Toolkit http://www.tes.co.uk/teaching-resource/Assessment-For-Learning-Toolkit-6020165/
The Assessment for Learning Strategyhttps://www.education.gov.uk/publications/eOrderingDownload/DCSF-00341-2008.pdf
QIA 5 : Assessment for Learninghttp://sflip.excellencegateway.org.uk/pdf/4.2sflguidance_5.pdf
Assessment 1 Assessment 1 ReferencesReferences
Assessment Reform Group (2002) Assessment for learning; 10 principles
NCinAction: Assessing pupils’ workhttp://curriculum.qcda.gov.uk/key-stages-3-and-4/assessment/nc-in-action/index.aspx
QIA Skills for life improvement programmehttp://sflip.excellencegateway.org.uk/pdf/4.2sflguidance_5.pdf
AfL – Impact of National Strategy supporthttp://www.ofsted.gov.uk/resources/assessment-for-learning-impact-of-national-strategy-support
http://www.aaia.org.ukAssociation for Achievement and Improvement through Assessment
Assessment 1 Assessment 1 The EndThe End