Formative assessment in efl blended instruction, april, 4, google hangout session
Formative Assessment in EFL Primary Schools in Cyprus - ealta
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Transcript of Formative Assessment in EFL Primary Schools in Cyprus - ealta
Diapositiva 1Need for research
Formative Assessment (FA)
Classroom Based Assessment
Increased interest in FA in mainstream education (Turner 2012)
FA-related research in the area of second/foreign language is still limited (Rea-Dickins 2008).
Research in Cyprus on FA and assessment of English in primary schools in general is even more limited (Tsagari & Pavlou 2008)
FA Principles
Formative use of summative tests (Black & Wiliam, 2012; Kiryakova, 2010)
Formative Assessment Term Scriven (1967):
Clark (2010):
Assessment for Learning (AfL) (Asghar, 2010; Blanchard, 2008; Boyle & Charles, 2010)
Learning-Oriented Assessment (LOA) (Pryor & Crossouard, 2008)
Classroom Evaluation (Crooks, 1988)
Variety of definitions according to different focus:
Sharing learning goals and criteria
“assessment conducted during instruction in order to give teachers and students a clear idea of how students’
performance levels compare with the learning target
(learning goals or objectives) and how they might close the gap between their current level of understanding and the target”
(Brookhart et al. 2010, p. 1)
Learner’s perspective-self assessment
“students guide their own subsequent learning, or for helping teachers modify their teaching methods and materials, so as to make them more appropriate for students’
needs, interests, and capabilities”
formative use of summative tests
“formative assessment is assessment that informs teachers about what students have learnt; [this] indicates what students may be finding difficult and helps teachers to adjust their teaching to maximize students’
learning”
FA Definitions
Definition of FA “Practice in a classroom is formative to the
extent that evidence about student achievement is elicited, interpreted, and
used by teachers, learners, or their peers, to make decisions about the next steps in
instruction that are likely to be better, or better founded, than the decisions they would have taken in the absence of the
evidence that was elicited” Black and Wiliam, 2009:9
Learning Theories and FA
Motivates and encourages learners
Promotes self-esteem
Advances learners’
Need for Research Ambiguity in terminology and definition of FA
Teachers’
(Pavlou and Ioannou-Georgiou 2005; Tsagari and Pavlou 2008)
The guidelines of the new curriculum for EFL in primary and pre-primary education, promote the use of FA (MOEC 2012)
Research Questions
2.
Do English teachers use FA? If yes, which strategies (e.g. questioning, observation, feedback) do they use and what types of feedback do they provide to learners?
3.
4.
5.
What background knowledge of FA do English primary school teachers have?
6.
Classroom Observations Classroom observations aim to reveal:
-
-
-
-
-
-
-
Classroom Observations
Atlas.ti will aid in the analysis
Semi-structured interviews Stimulated recall
– Practices
Semi-structured interviews Stimulated recall
Contribute in methodological triangulation
Video-recorded
Questionnaires
Teacher questionnaires will aim to investigate: – Beliefs and knowledge on FA
– Training on FA
– Experiences of the use of FA
– FA Strategies
questions relevant to FA
– Open-ended questions
Significance - Contribution of the study
Examine the implementation and effectiveness of FA and show its significance
Better conceptualisation of FA
Framework of FA will be provided in EFL primary schools
Shed light on T’s understanding, perceptions, knowledge, attitudes and practices relevant to FA
Significance - Contribution of the study
Identify whether the guidelines of new curriculum relevant to FA are followed
Provide useful information to stakeholders about the implementation and effectiveness of FA
The findings will be used by teachers and teacher trainers in conferences, teachers´ trainings and in-service development.
Bibliography Airasian, P. W. (2001). Classroom assessment: Concepts and applications. New York: McGraw-Hill.
Asghar, A. (2010). Reciprocal peer coaching and its use as a formative assessment strategy for firstyear students. Assessment & Evaluation in Higher Education, 35(4), 403-417.
Assessment Reform Group. (2002). Assessment for Learning: 10 principles Retrieved 18/02/2013, 2013, from http://www.aaia.org.uk/content/uploads/2010/06/Assessment-for-Learning-10-
principles.pdf
Bachman, L., & Palmer, A. (1996). Language testing in practice. Oxford: Oxford University Press.
Bell, B., & Cowie, B. (2000). Formative Assessment and Science Education. New York: Kluwer Academic Publishers.
Berry, R. (2008). Assessment for Learning. Hong Kong: Hong Kong University Press.
Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31.
Black, P., & Wiliam, D. (2012). Assessment for Learning in the Classroom In J. R. Gardner (Ed.), Assessment and Learning
(2 ed., pp. 11-32). London: SAGE Publications LTD.
Blanchard, J. (2008). Learning awareness: constructing formative
assessment in the classroom, in the school and across schools. Curriculum Journal, 19(3), 137-150.
Bibliography Block, D. (2003). The Social Turn in Second Language Acquisition. Edinburgh: Edinburgh
Bloom, B. S., Hastings, J. T., & Madaus, G. F. (1971). Handbook on the formative and summative evaluation of student learning
Boyle, W. F., & Charles, M. (2010). Leading learning through Assessment for Learning? School Leadership & Management, 30(3), 285-300.
Brookhart, S. M., Moss, C. M., & Long, B. A. (2010). Teacher inquiry into formative assessment practices in remedial reading classrooms. Assessment in Education: Principles, Policy & Practice, 17(1), 41-58.
Cauley, K. M., & McMillan, J. H. (2010). Formative Assessment Techniques to Support Student Motivation and Achievement. The Clearing House, 83(1).
Chin, C., & Teou, L. Y. (2010). Formative assessment: Using concept cartoon, pupils’
drawings, and group discussions to tackle children’s ideas about biological inheritance. Educational Research, 44(3), 108-115.
Clark, I. (2010). Formative assessment: There is nothing so practical as a good theory'. Australian Journal of Education, 54(3), 341-352.
Crooks, T. J. (1988). The impact of classroom evaluation practices on students. Review of Educational Research 58, 438-448.
Frey, B. B., & Schmidt, V. L. (2007). Coming to Terms With Classroom Assessment. Journal of Advanced Academics, 28, 402-423.
Kiryakova, G. (2010). Using information technologies to carry out formative assessment. Trakia Journal of Sciences, 8(3), 11-20.
Bibliography McQueen, R. A., & Knussen, C. (2002). Research Methods for Social Sciences. Essex: Pearson Education.
MOEC. (2012). Ministry of Education and Culture Retrieved 21/09/2012, 2012, from http://www.moec.gov.cy/analytika_programmata/nea-analytika-programmata/anglika_dimotiko.pdf
Pavlou, P., & Ioannou-Georgiou, S. (2005). The use of tests and other assessment methods in Cyprus State Primary Schools EFL. In P. Pavlou & K. Smith (Eds.), "Serving Tea to Young Learners": Proceedings of the International Conference on teaching and assessing young learners.
(Vol. 53-72). Israel: ORANIM.
Pryor, J., & Crossouard, B. (2008). A sociocultural theorisation of formative assessment. Oxford Review of Education, 34(1), 1-20.
Rea-Dickins, P. (2008). Classroom based assessment. In E. Shohamy & N. H. Hornberger (Eds.), Encyclopedia of language and Education
(2 ed., Vol. 7, pp. 1-15)
Scriven, M. (1967). The methodology of evaluation. In R. Tyler, R. Gagne & M. Scriven (Eds.), Perspectives of curriculum evaluation
(pp. 39-83). Chicago: Rand McNally.
Skinner, B. F. (1957). Verbal Behavior. New York: Appleton-Century-Crofts.
Tsagari, D., & Pavlou, P. (2008). 'Assessment literacy' of EFL teachers in Greece and Cyprus In J. Burston, M. Burston, E. Gabriel & P. Pavlou (Eds.), Languages for Intercultural Dialogue
(pp. 243-256). Nicosia: European Parliament Office and Ministry of Ecucation and Culture of Cyprus.
Turner, E. C. (2012). Classroom Assessment. In G. Fulcher & F. Davidson (Eds.), The Routledge Handbook of Language Testing. London and New York: Routledge.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge: Harvard University Press.
Wiliam, D. (2011). Embedded formative assessment. USA: Solution Tree Press.
Diapositiva numero 1
FA Definitions
Bibliography
Bibliography
Bibliography
Formative Assessment (FA)
Classroom Based Assessment
Increased interest in FA in mainstream education (Turner 2012)
FA-related research in the area of second/foreign language is still limited (Rea-Dickins 2008).
Research in Cyprus on FA and assessment of English in primary schools in general is even more limited (Tsagari & Pavlou 2008)
FA Principles
Formative use of summative tests (Black & Wiliam, 2012; Kiryakova, 2010)
Formative Assessment Term Scriven (1967):
Clark (2010):
Assessment for Learning (AfL) (Asghar, 2010; Blanchard, 2008; Boyle & Charles, 2010)
Learning-Oriented Assessment (LOA) (Pryor & Crossouard, 2008)
Classroom Evaluation (Crooks, 1988)
Variety of definitions according to different focus:
Sharing learning goals and criteria
“assessment conducted during instruction in order to give teachers and students a clear idea of how students’
performance levels compare with the learning target
(learning goals or objectives) and how they might close the gap between their current level of understanding and the target”
(Brookhart et al. 2010, p. 1)
Learner’s perspective-self assessment
“students guide their own subsequent learning, or for helping teachers modify their teaching methods and materials, so as to make them more appropriate for students’
needs, interests, and capabilities”
formative use of summative tests
“formative assessment is assessment that informs teachers about what students have learnt; [this] indicates what students may be finding difficult and helps teachers to adjust their teaching to maximize students’
learning”
FA Definitions
Definition of FA “Practice in a classroom is formative to the
extent that evidence about student achievement is elicited, interpreted, and
used by teachers, learners, or their peers, to make decisions about the next steps in
instruction that are likely to be better, or better founded, than the decisions they would have taken in the absence of the
evidence that was elicited” Black and Wiliam, 2009:9
Learning Theories and FA
Motivates and encourages learners
Promotes self-esteem
Advances learners’
Need for Research Ambiguity in terminology and definition of FA
Teachers’
(Pavlou and Ioannou-Georgiou 2005; Tsagari and Pavlou 2008)
The guidelines of the new curriculum for EFL in primary and pre-primary education, promote the use of FA (MOEC 2012)
Research Questions
2.
Do English teachers use FA? If yes, which strategies (e.g. questioning, observation, feedback) do they use and what types of feedback do they provide to learners?
3.
4.
5.
What background knowledge of FA do English primary school teachers have?
6.
Classroom Observations Classroom observations aim to reveal:
-
-
-
-
-
-
-
Classroom Observations
Atlas.ti will aid in the analysis
Semi-structured interviews Stimulated recall
– Practices
Semi-structured interviews Stimulated recall
Contribute in methodological triangulation
Video-recorded
Questionnaires
Teacher questionnaires will aim to investigate: – Beliefs and knowledge on FA
– Training on FA
– Experiences of the use of FA
– FA Strategies
questions relevant to FA
– Open-ended questions
Significance - Contribution of the study
Examine the implementation and effectiveness of FA and show its significance
Better conceptualisation of FA
Framework of FA will be provided in EFL primary schools
Shed light on T’s understanding, perceptions, knowledge, attitudes and practices relevant to FA
Significance - Contribution of the study
Identify whether the guidelines of new curriculum relevant to FA are followed
Provide useful information to stakeholders about the implementation and effectiveness of FA
The findings will be used by teachers and teacher trainers in conferences, teachers´ trainings and in-service development.
Bibliography Airasian, P. W. (2001). Classroom assessment: Concepts and applications. New York: McGraw-Hill.
Asghar, A. (2010). Reciprocal peer coaching and its use as a formative assessment strategy for firstyear students. Assessment & Evaluation in Higher Education, 35(4), 403-417.
Assessment Reform Group. (2002). Assessment for Learning: 10 principles Retrieved 18/02/2013, 2013, from http://www.aaia.org.uk/content/uploads/2010/06/Assessment-for-Learning-10-
principles.pdf
Bachman, L., & Palmer, A. (1996). Language testing in practice. Oxford: Oxford University Press.
Bell, B., & Cowie, B. (2000). Formative Assessment and Science Education. New York: Kluwer Academic Publishers.
Berry, R. (2008). Assessment for Learning. Hong Kong: Hong Kong University Press.
Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31.
Black, P., & Wiliam, D. (2012). Assessment for Learning in the Classroom In J. R. Gardner (Ed.), Assessment and Learning
(2 ed., pp. 11-32). London: SAGE Publications LTD.
Blanchard, J. (2008). Learning awareness: constructing formative
assessment in the classroom, in the school and across schools. Curriculum Journal, 19(3), 137-150.
Bibliography Block, D. (2003). The Social Turn in Second Language Acquisition. Edinburgh: Edinburgh
Bloom, B. S., Hastings, J. T., & Madaus, G. F. (1971). Handbook on the formative and summative evaluation of student learning
Boyle, W. F., & Charles, M. (2010). Leading learning through Assessment for Learning? School Leadership & Management, 30(3), 285-300.
Brookhart, S. M., Moss, C. M., & Long, B. A. (2010). Teacher inquiry into formative assessment practices in remedial reading classrooms. Assessment in Education: Principles, Policy & Practice, 17(1), 41-58.
Cauley, K. M., & McMillan, J. H. (2010). Formative Assessment Techniques to Support Student Motivation and Achievement. The Clearing House, 83(1).
Chin, C., & Teou, L. Y. (2010). Formative assessment: Using concept cartoon, pupils’
drawings, and group discussions to tackle children’s ideas about biological inheritance. Educational Research, 44(3), 108-115.
Clark, I. (2010). Formative assessment: There is nothing so practical as a good theory'. Australian Journal of Education, 54(3), 341-352.
Crooks, T. J. (1988). The impact of classroom evaluation practices on students. Review of Educational Research 58, 438-448.
Frey, B. B., & Schmidt, V. L. (2007). Coming to Terms With Classroom Assessment. Journal of Advanced Academics, 28, 402-423.
Kiryakova, G. (2010). Using information technologies to carry out formative assessment. Trakia Journal of Sciences, 8(3), 11-20.
Bibliography McQueen, R. A., & Knussen, C. (2002). Research Methods for Social Sciences. Essex: Pearson Education.
MOEC. (2012). Ministry of Education and Culture Retrieved 21/09/2012, 2012, from http://www.moec.gov.cy/analytika_programmata/nea-analytika-programmata/anglika_dimotiko.pdf
Pavlou, P., & Ioannou-Georgiou, S. (2005). The use of tests and other assessment methods in Cyprus State Primary Schools EFL. In P. Pavlou & K. Smith (Eds.), "Serving Tea to Young Learners": Proceedings of the International Conference on teaching and assessing young learners.
(Vol. 53-72). Israel: ORANIM.
Pryor, J., & Crossouard, B. (2008). A sociocultural theorisation of formative assessment. Oxford Review of Education, 34(1), 1-20.
Rea-Dickins, P. (2008). Classroom based assessment. In E. Shohamy & N. H. Hornberger (Eds.), Encyclopedia of language and Education
(2 ed., Vol. 7, pp. 1-15)
Scriven, M. (1967). The methodology of evaluation. In R. Tyler, R. Gagne & M. Scriven (Eds.), Perspectives of curriculum evaluation
(pp. 39-83). Chicago: Rand McNally.
Skinner, B. F. (1957). Verbal Behavior. New York: Appleton-Century-Crofts.
Tsagari, D., & Pavlou, P. (2008). 'Assessment literacy' of EFL teachers in Greece and Cyprus In J. Burston, M. Burston, E. Gabriel & P. Pavlou (Eds.), Languages for Intercultural Dialogue
(pp. 243-256). Nicosia: European Parliament Office and Ministry of Ecucation and Culture of Cyprus.
Turner, E. C. (2012). Classroom Assessment. In G. Fulcher & F. Davidson (Eds.), The Routledge Handbook of Language Testing. London and New York: Routledge.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge: Harvard University Press.
Wiliam, D. (2011). Embedded formative assessment. USA: Solution Tree Press.
Diapositiva numero 1
FA Definitions
Bibliography
Bibliography
Bibliography
