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What is assessment
‘Assessment refers to all those activities undertaken by teachers – and by their students in assessing themselves – that provide information to be used as feedback to modify teaching and learning activities’
—Inside the Black Box: Raising standards through classroom assessment, P Black and D Wiliam
VCAL Fab Four
Purpose of assessment
Assessment:
•provides information on students’ learning
•supports student learning
•enables teachers to monitor student progress
•provides evidence on effectiveness of teacher’s teaching
•can be used to rank/select students and/or schools
Types of assessment – Formative
• Assessment for diagnosis and improving learning• Assessment for learning• Can be frequent, formal and informal and should involve
the student and teacher• Can lead to greater student achievement, higher student
motivation and greater professional satisfaction• Can produce significant learning gains• Good results for low achieving students
Types of assessment – Summative• Provides a summary of a student’s achievements at
some point of time at which it is relevant to take stock• Assessment for reporting to parents and the wider
community• Measures key skills on which development is expected to
occur – literacy and numeracy• Assessment of learning• Does not value all areas of the curriculum or school
programs• May lead to poor criterion-related validity e.g. (high
ATAR score equals success at university)
Assessment Models
• Diagnostic• Formative assessment
of learning
• Sorting and selecting• Summative assessment
of learning
Assessment: What do the experts say?
‘Constantly weighing chickens will not make them fatter so assessing students will not make them perform better.’ (B McGaw)
‘The mark is the academic equivalent of Gollum’s precious. It has the power to corrupt all who come into contact with it, not least the learner.’ (N Falchikou)
‘Assessment always defined the actual curriculum. Student learn what they think they need to learn.’ (J Biggs and C Tang)
Assessment: What do the experts say?
‘Summative assessment leads to shallow learning.’ (G Stobart)
‘Feedback in the form of a grade or assessment rarely helps improve student learning. Formative assessment does produce substantial learning gains (effect, size).’ (D Wiliam and P Black)
‘Applied learning assessment practices must be student centred, flexible and inclusive, and not be only restricted to knowledge outcomes.’ (G Shacklock)
What makes a good assessment task (VCAA)• Clear purpose• Set in a relevant context• Resources appropriate to the task• Caters for different learning styles• Allows for students to perform at different levels• Allows adequate evidence to be collected• Covers more than one learning outcome• Valid, reliable, flexible and fair
Assessment
Assessment for learning involves:•clarifying and sharing learning intentions and success criteria•effective classroom discussions•provide feedback that moves students forward•students are owners of learning•students who are instructional resources for one another•teachers collecting evidence to adapt instruction to meet students’ needs(Wiliam and Black)
VCAL Learning Outcomes and Elements
• VCAL units have 5–8 learning outcomes
• In most cases all learning outcomes must be achieved to receive an S for the unit
• Each learning outcome has elements
• The elements further describe the learning outcome
• The elements provide guidance in determining if the learning outcome has been met
What is evidence?Something that supports the assessor's claim that a student has achieved a competency standard, a learning outcome or an element.Evidence can be:
•Direct: Product, observation of a performance
•Indirect: Simulation, role play
•Supplementary: Oral questions,feedback from third party
Portfolio of EvidenceA portfolio of evidence can include:• teacher observation• student self-assessment• reflective journals• blogs, wikis, podcasts, e-portfolios • action plans/timetables• oral presentations• photographs of projects• PowerPoint presentations• written material• newspaper articles of students’ achievements
Non academic outcomes
Teacher: How many diamonds have you got?Student: I don’t have any diamondsTeacher: Then you failStudent: But you didn’t ask me about my jade
How can assessment practices capture the rich experiences often associated with informal learning?
Non academic outcomes
Non academic outcomes include:•successful learners•confident and creative individuals•active and informed citizens•employability skills – communication, teamwork, problem-solving, self-management, enterprise•personal attributes – loyalty, enthusiasm, motivation, sense of humour, honesty, personal presentation
Critical reflection DEAL Model
Critical Reflection
‘We had the experience but missed the learning.’ (T S Eliot, 1934)
‘Critical reflection generates, deepens, documents learning.’ (Clayton)
‘It is the critical reflection that provides the transformative link between the action of serving and the ideas and understanding of learning.’ (Clayton)
Activity 2Oracy for Knowledge (OC Learning Outcome 2)Elements•Give an oral presentation answering questions if appropriate•Identify key points and supporting information in an informative talk•Comment on the content and effectiveness of an informative talk•Make systematic notes from a speech text in a chosen field of knowledge
What would be some suitable assessment strategies for assessing this learning outcome?
ContactsDavid GallagherTelephone: 9032 1727Email: [email protected]
Cornelia DeBrincat Telephone: 9032 1726Email: [email protected]
Anton BouwerTelephone: 9032 1725Email: [email protected]
Web address: www.vcaa.vic.edu.au
© Victorian Curriculum and Assessment Authority 2013
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