Malcolm Swan Diane Dalby Geoff Wake - research.ncl.ac.uk...
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Collabora’ve planning Implementa’on Observa’on Reflec’on Feedback Introduction Digital technology in forma1ve assessment Example: Pre-lesson assessment Summary of use Examples of apps, systems. Process Assessment and response Comparison to paper-based process Closed response ques’ons are sent to students to complete and return to the teacher. These may or may not be processed into summaries by the system. For communica’on: Nearpod Showbie + for ques’on design: Socra’ve Mathspace Teacher gains an overview of students’ facility with the content prior to lesson. Teacher gains some informa’on on student understanding to use in planning the lesson. Teacher may group students according to results, for example, so that one can help another. Advantages: Replacement of paper-based methods with benefit of easy access for the teacher. Summary informa’on has benefit of the speed at which this is available to the teacher and ’me saved. Drawbacks: Limited number of ques’on formats available on some soQware. Where the Learner is Going Where the Learner is Right Now How to Get There Teacher Clarifying learning inten’ons and sharing criteria for success Engineering effec’ve classroom discussions and tasks that elicit evidence of learning Providing feedback that moves learners forward Peer Understanding and sharing learning inten’ons and criteria for success Ac’va’ng students as instruc’onal resources for one another Learner Ac’va’ng students as the owners of their own learning Formative Assessment Framework ((Wiliam & Thompson, 2007). References: Black, P., & Wiliam, D. (2009). Developing the theory of forma’ve assessment. Educa’onal Assessment, Evalua’on and Accountability, 21(1), 5-31. Fullan, M., & Donnelly, K. (2013). Alive in the swamp: Assessing digital innova’ons in educa’on. London: Nesta. Available online: www. nesta. org. uk/library/documents/Alive_in_the_Swamp. pdf. Wiliam, D., & Thompson, M. (2007). Integra’ng assessment with learning: What will it take to make it work? The project involved working with three schools and nine teachers to design and trial a total of eight lessons. In the use of digital technology in educa1on there are three interlinked strands but these are unequally developed: • Technology • Pedagogy • System change (Fullan and Donnelly, 2013) Prac1ce in a classroom is forma1ve 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 instruc1on that are likely to be beAer, or beAer founded, than the decisions they would have taken in the absence of the evidence that was elicited.” (Black & Wiliam, 2009) ASK Elicit information by questioning or observing. ANSWER Respond orally, in writing or via technology. ANALYSE Interpret response, offer and interpret feedback. ADAPT Modify teaching and learning Teacher adapts question or lesson Processing and feedback provided by technology Technology asks question Teacher asks question Peer asks question Interpretation and feedback provided by peer Student responds to question Student modifies response to question Student interprets feedback Interpretation and feedback provided by teacher Technology adapts question SENDING AND DISPLAYING PROCESSING AND ANALYSING PROVIDING AN INTERACTIVE LEARNING ENVIRONMENT DESIGN RESEARCH CYCLE KEY FINDINGS 1. The speed and accessibility of informa’on can be beneficial. 2. The effec’ve use of informa’on provided by digital technology in forma’ve assessment is dependent on appropriate teacher ac’on. 3. Pedagogy is important. Teachers need to understand how to interpret and use informa’on. 4. Detailed analysis of the process can help highlight key decision points for teachers. 5. Using forma’ve assessment processes as a means of examining the impact on learning of digital technology focuses the study of digital technology on areas where posi’ve effects can be expected. Framework for analysis Key area Examples using of digital technology Building on students’ prior knowledge Pre-lesson diagnos’c assessment and class overviews are used in lesson planning. Iden1fying and responding to students’ conceptual difficul1es Sample student work is selected and displayed to expose misconcep’ons. Using ques1oning Student work is displayed and students are ques’oned about their methods. Increasing student collabora1on Students compare and discuss their work even when working on individual iPads. Enabling students to become assessors Peer assessment takes place during class discussion and collabora’ve work. EFFECTS OF DIGITAL TECHNOLOGY ON FORMATIVE ASSESSMENT PROCESSES The design research approach involved collabora’ve work with teachers in a cycle of lesson planning, observa’on, reflec’on and feedback into the next lesson. FUNCTIONS OF TECHNOLOGY Focus The research focuses on the use of iPads in mathema’cs lessons and how they can be used to facilitate or enhance forma1ve assessment. The lessons designed and observed in this phase all involved some use iPads (or laptops) but with different so_ware and mathema’cal topics. Research ques’ons • How do teachers obtain, process and present forma’ve assessment data from students using digital technology? • How do teachers inform and adapt their future teaching using such data? Malcolm Swan Diane Dalby Geoff Wake
Transcript of Malcolm Swan Diane Dalby Geoff Wake - research.ncl.ac.uk...
Collabora'veplanning
Implementa'on
Observa'on
Reflec'on
Feedback
Introduction
Digitaltechnologyinforma1veassessmentExample:Pre-lessonassessment
Summaryofuse Examplesofapps,systems.
Process Assessmentandresponse
Comparisontopaper-basedprocess
Closedresponseques'onsaresenttostudentstocompleteandreturntotheteacher.Thesemayormaynotbeprocessedintosummariesbythesystem.
Forcommunica'on:NearpodShowbie+forques'ondesign:Socra'veMathspace
Teachergainsanoverviewofstudents’facilitywiththecontentpriortolesson.
Teachergainssomeinforma'ononstudentunderstandingtouseinplanningthelesson.Teachermaygroupstudentsaccordingtoresults,forexample,sothatonecanhelpanother.
Advantages:Replacementofpaper-basedmethodswithbenefitofeasyaccessfortheteacher.Summaryinforma'onhasbenefitofthespeedatwhichthisisavailabletotheteacherand'mesaved.Drawbacks:Limitednumberofques'onformatsavailableonsomesoQware.
WheretheLearnerisGoing
WheretheLearnerisRightNow
HowtoGetThere
Teacher Clarifyinglearninginten'onsandsharingcriteriaforsuccess
Engineeringeffec'veclassroomdiscussionsandtasksthatelicitevidenceoflearning
Providingfeedbackthatmoveslearnersforward
Peer Understandingandsharinglearninginten'onsandcriteriaforsuccess
Ac'va'ngstudentsasinstruc'onalresourcesforoneanother
Learner Ac'va'ngstudentsastheownersoftheirownlearning
Formative Assessment Framework ((Wiliam & Thompson, 2007).
References: Black,P.,&Wiliam,D.(2009).Developingthetheoryofforma'veassessment.Educa'onalAssessment,Evalua'onandAccountability,21(1),5-31.Fullan,M.,&Donnelly,K.(2013).Aliveintheswamp:Assessingdigitalinnova'onsineduca'on.London:Nesta.Availableonline:www.nesta.org.uk/library/documents/Alive_in_the_Swamp.pdf.Wiliam,D.,&Thompson,M.(2007).Integra'ngassessmentwithlearning:Whatwillittaketomakeitwork?
Theprojectinvolvedworkingwiththreeschoolsandnineteacherstodesignandtrialatotalofeightlessons.
Intheuseofdigitaltechnologyineduca1ontherearethreeinterlinkedstrandsbuttheseareunequallydeveloped:• Technology• Pedagogy• Systemchange
(FullanandDonnelly,2013)
Prac1ceinaclassroomisforma1vetotheextentthatevidenceaboutstudentachievementiselicited,interpretedandusedbyteachers,learners,ortheirpeers,tomakedecisionsaboutthenextstepsininstruc1onthatarelikelytobebeAer,orbeAerfounded,thanthedecisionstheywouldhavetakenintheabsenceoftheevidencethatwaselicited.”
(Black&Wiliam,2009)
ASKElicit information by
questioning or observing.
ANSWERRespond orally, in
writing or via technology.
ANALYSEInterpret response, offer and interpret
feedback.
ADAPTModify teaching
and learning
Teacher adapts question or
lesson
Processing and feedback
provided by technology
Technologyasks
question
Teacher asks
question
Peer asks
question
Interpretation and feedback
provided by peer
Student responds to
question
Student modifies
response to question
Student interprets feedback
Interpretation and feedback provided
by teacher
Technology adapts question
SENDINGANDDISPLAYING PROCESSINGAND
ANALYSING
PROVIDINGANINTERACTIVELEARNING
ENVIRONMENT
DESIGNRESEARCHCYCLE
KEYFINDINGS1. Thespeedandaccessibilityofinforma'oncanbebeneficial.2. Theeffec'veuseofinforma'onprovidedbydigitaltechnology
informa'veassessmentisdependentonappropriateteacherac'on.
3. Pedagogyisimportant.Teachersneedtounderstandhowtointerpretanduseinforma'on.
4. Detailedanalysisoftheprocesscanhelphighlightkeydecisionpointsforteachers.
5. Usingforma'veassessmentprocessesasameansofexaminingtheimpactonlearningofdigitaltechnologyfocusesthestudyofdigitaltechnologyonareaswhereposi'veeffectscanbeexpected.
FrameworkforanalysisKeyarea Examplesusingofdigitaltechnology
Buildingonstudents’priorknowledge
Pre-lessondiagnos'cassessmentandclassoverviewsareusedinlessonplanning.
Iden1fyingandrespondingtostudents’conceptualdifficul1es
Samplestudentworkisselectedanddisplayedtoexposemisconcep'ons.
Usingques1oning
Studentworkisdisplayedandstudentsareques'onedabouttheirmethods.
Increasingstudentcollabora1on
StudentscompareanddiscusstheirworkevenwhenworkingonindividualiPads.
Enablingstudentstobecomeassessors
Peerassessmenttakesplaceduringclassdiscussionandcollabora'vework.
EFFECTSOFDIGITALTECHNOLOGYON
FORMATIVEASSESSMENTPROCESSES
Thedesignresearchapproachinvolvedcollabora'veworkwithteachersinacycleoflessonplanning,observa'on,reflec'onandfeedbackintothenextlesson.
FUNCTIONSOF
TECHNOLOGY
FocusTheresearchfocusesontheuseofiPadsinmathema'cslessonsandhowtheycanbeusedtofacilitateorenhanceforma1veassessment.ThelessonsdesignedandobservedinthisphaseallinvolvedsomeuseiPads(orlaptops)butwithdifferentso_wareandmathema'caltopics.Researchques'ons• Howdoteachersobtain,processandpresentforma've
assessmentdatafromstudentsusingdigitaltechnology?• Howdoteachersinformandadapttheirfutureteaching
usingsuchdata?
Malcolm Swan Diane Dalby Geoff Wake
