ASSESSMENT FOR LEARNING MOTIVATING - ENGAGING - PURPOSEFUL UBCO Candidate Teacher Session December 2013 1

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  • ASSESSMENT FOR LEARNING

    MOTIVATING - ENGAGING - PURPOSEFULUBCO Candidate Teacher Session December 2013

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  • Life seeks organization, but it uses messes to get there. Organization is a process, not a structure.Margaret Wheatley*

  • JOURNALING*

    Notes to Self (Reminders)Follow Up (Want to Know More)ImpressionsCelebrations (Confirmations)

  • Margin Notes I agree

    A question I have about this

    Aha!Post-Its

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  • Exploring Quality AssessmentThe teaching practice that ensures greater understanding by placing the student at the heart of their own learning*

  • GoalsLook at Quality Assessment Determine Where We/You Are Now Have a peak at SD 23 VisionResourcesReflect What are your take-aways?Leave you with question:AFL How does it fit with 21st Century Attributes of a Learner

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  • What Quality Assessment Means to Us?

    ASSESSMENTDONE RIGHTDONE POORLYLOOKS LIKE

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  • ASSESSMENT FOR LEARNING QUOTES*

  • What forms does assessment information take in your classroom?*

  • Assessment in Your Classroom?GradeSymbolNumberPercentRaw scoreCommentOther

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  • Innovations that include strengthening the practice of formative assessment produce significant and often substantial learning gains.

    Black & Wiliam, 1998b, p. 140*

  • Review of Research on Effects of Formative AssessmentRead the excerpt from the article Inside the Black Box by Paul Black and Dylan Wiliam.Note the reported gains in student achievement.Note important points about effective formative assessment practices.*

  • What were the effect sizes they reported?.4 to .7 gain.7 standard deviation score gain =25 percentile points on ITBS (middle of score range)70 SAT score points4 ACT score points Largest Gain for Low Achievers*

  • What gives formative assessment its power?What practices do Black & Wiliam recommend as necessary?*

  • Provision of descriptive feedback, with guidance on how to improve, during the learningDevelopment of student self- and peer-assessment skills*

  • Use of classroom discussions, classroom tasks, and homework to determine the current state of student learning/understanding, with action taken to improve learning and correct misunderstandings*

  • Increase descriptive, reduce evaluative feedbackIncrease self- and peer-assessmentIncrease opportunities for students to communicate their evolving learning during instruction*

  • Refining Our Definition of Formative AssessmentReview the definitions of formative assessment offered by other researchers.Taking into account these definitions, and the practices Black & Wiliam identified, revisit your own definition. How might you change it?*

  • FORMATIVE ASSESSMENTFormal and informal processes teachers and students use to gather evidence for the purpose of improving learningSUMMATIVE ASSESSMENTAssessments that provide evidence of student achievement for the purpose of making a judgment about student competence or program effectiveness*

  • It is the use we make of the assessment information, not the instrument itself, that determines whether it is formative or summative.*

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  • Assessment for LearningThere are no hard and fast rules, only ideas to be thoughtfully explored and decisions to be madeJust as there are many right ways to teach, no one can tell you exactly how you should assess your students.

    Anne Davies*

  • The Big IdeaAssessment and instruction are inseparable effective assessment informs learning.Students become central to all aspects of assessment it is done with them, not to them.To be central, students must be partners in all aspects of the assessment process.*

  • Learners need assessment like fish need water.Anne Davies

    Flipping the dynamic - Make your efforts fruitfulFish need water like we need air assessment needs to be constant; ever present; learning from mistakes*

  • SD #23 District VisionIndicators of Student Involvement:Students are able to articulate the learning destination and understand what success looks likeStudents have time to learnStudents collect evidence of their own learningQuality assessment is the teaching practice that ensures greater understanding by placing students at the heart of their own learning.*

  • Effective FeedbackEvaluative language is:judgemental, value laden, rewarding or punishing.

    Descriptive language is:value neutral, Directive, pinpoints strengths and weaknesses,Specific, implies a better way.

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  • Students are able to articulate the learning destination and understand what success looks like, students:Have access to samples showing quality workAre able to describe what evidence of learning might look likeSet criteria with teachers to define quality*

  • Students have time to learn, students:

    Receive and give themselves specific, descriptive feedback as they learnDebrief their learning with peers and others; get feedback for learningUse feedback and self-assess to set goals for future learningRevisit and reset the criteria as they learn more*

  • Students collect evidence of their own learning, students:Present evidence of learning to others and receive feedbackAre authentically engaged in the learning/assessment process*

  • Other ThoughtsStudents should know as much as us outcomes, indicators along the way; consider it like a journey to VancouverPLOs (See the destination e.g., pictures, samples)Steps (Like stops along the way, Merritt) Students can be taught the meaning of PLOs caution the use of kid-friendly languageAsks us to question, What we are doing because it is a fun activity but it does not fit with learning outcomes (Our reality - we are pressed for time.)

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  • Learning occurs when we are making mistakesFeedback is most effective when we are working on the taskAssessment is imperative at the moment of greatest needStrategies to consider:Group work, Cooperative Learning (E.g., KaganPeer assessment3 before meSilent signals red light/green light

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  • Tests/Quizzes/GradesDo not place the student at the centre.

    Do not tell the whole story

    Are easily reduced to a single grade.

    Are so seductive !*

  • Formative Assessment in Teachers HandsWho is and is not understanding the lesson?What are this students strengths and needs?What misconceptions do I need to address?What feedback should I give students?What adjustments should I make to instruction?How should I group students?What differentiation do I need to prepare?Chappuis, 2009, p. 9*

  • Formative Assessment in Students Hands

    What are students information needs?

    What formative assessment practices address these needs?*

  • Formative Assessment in Students Hands

    Comes to hold a concept of quality roughly similar to that held by the teacherIs able to monitor continuously the quality of what is being produced during the act of production itselfHas a repertoire of alternative moves or strategies from which to drawSadler, 1989, p. 121The indispensable conditions for improvement are that the student*

  • To attain the achievement gains promised by formative assessment, the ultimate user of formative assessment information must be the student.*

  • Where are you trying to go? Identify and communicate the learning goals.Where are you now? Assess or help the student to self-assess current levels of understanding.How can you get there? Help the student with strategies and skills to reach the goal.Atkin, Black, & Coffey, 2001, p. 14*

  • Seven Strategies of Assessment for LearningWhere am I going?Provide students with a clear and understandable statement of the learning target.Use examples and models of strong and weak work.Where am I now?3.Offer regular descriptive feedback.4.Teach students to self-assess and set goals.How can I close the gap?Design lessons to focus on one learning target or aspect of quality at a time.Teach students focused revision.7.Engage students in self-reflection, and let them keep track of and share their learning.

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  • Achieving the DreamWho will work hardest this year? You or your students?

    Dream of Ruth Sutton, AFL advocate:

    That I will leave school ready to play 18 holes of golf and the students will go home exhausted.

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  • The Big Question!

    In a classroom of between 24 30 students how can we keep assessment immediate and ever present for every child?*

  • Research Findings

    Marking does not enhance achievement

    The first grade given sets the students expectations for the course

    Subsequent grades confirm their expectations

    Gender influences attitude to grades*

  • More Discussions and FindingsYou need criteria before evaluating.

    You need to communicate it clearly.

    The purpose or goal must be clear

    Without criteria personal preference becomes unspoken criteria.*

  • Effective FeedbackEvaluative language is:judgemental, value laden, rewarding or punishing.

    Descriptive language is:value neutral, Directive, pinpoints strengths and weaknesses,Specific, implies a better way.

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  • Encompassing the 3 Rs - Relevance, Relationship, RigorRelevance purpose of each task is understoodrelevant to lifefosters self-reflection and growthdevelops skills for independent, life- long learning

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  • RigorEngagingMotivatingRelevant to lifeFosters creative thinking and problem solving,ExploratoryActive

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  • RelationshipLearning takes place in an atmosphere of mutual respect and caringempowe