Assessment capable students, Riverina

James Nottingham @JamesNottinghmwww.challenginglearning.com

Achievement is more likely to be increased when students …

Invoke learning rather than performance strategies

Accept rather than discount feedback

Benchmark to difficult rather than to easy goals

Compare themselves to subject criteria rather than to other students

Possess high rather than low efficacy to learning

Effect self-regulation and personal control

John Hattie, 2009

How do we improve achievement for all?

Number of words heard by children

A child in a welfare-dependent family hears on average 616 words an hour

A child in a working-class home hears on average 1,251 words an hour

A child in a professional home hears on average 2,153 words an hour

Number of words spoken by the time children are 3

500

700

1100

Hart & Risley, 1995

By the time they start school in the UK …

Some children start school knowing 6,000 words.

Others, just 500 words.

Rowntree Foundation

http://news.bbc.co.uk/1/hi/magazine/8013859.stm

Self-fulfilling prophecies

Rank order should not matter … Progress is the key to learning

92

85

73

64

43

32

90

86

78

70

41

35

90

85

84

78

40

34

Learning how to learn

Alfred Binet1857 - 1911

‘What (students) should learn first is not the subjects ordinarily taught, however important they

may be; they should be given lessons of will, of attention, of discipline; before exercises in

grammar, they need to be exercised in mental orthopaedics; in a word they must learn how to

learn.’

Alfred Binet, creator of the first IQ test

Alfred Binet1857 - 1911

‘Some recent philosophers have given their moral approval to the deplorable verdict that an individual’s intelligence is a fixed quantity, one which cannot be augmented. We must protest and act against this brutal pessimism … it has no foundation whatsoever.’

Independent and intellectual

Like to be different

Intuitive and sympathetic

Vague & careless

Sharp and quick-witted

Procrastinator

Strongly determined

Self indulgent

Very versatile and adaptable

Inconsistent

Shrewd and cautious

Indecisive & moody

Broad-minded and expansive

Bossy & intolerant

Practical and diligent

Overcritical & harsh

Easygoing and sociable

Prone to daydream

Powerful and passionate

Obsessive

Intellectual and philosophical

Tactless & restless

Very disciplined and focused

Fatalistic

Aquarius Pisces Aries

Taurus Gemini Cancer

Leo Virgo Libra

Scorpio Sagittarius Capricorn

Every student should be making progress of 0.4 effect size every year

How do you know what progress your students are making?

The 3 most powerful questions for learning (& feedback)

Where am I going?

How am I doing?

What are my next steps?

Learning Intentionso To find out what links the Vikings with North East England

Learning intentions and success criteria help identify where & how

Success Criteriao Know when and where the Vikings came fromo Identify names and places associated with the Vikingso Ask relevant questions

Pre-lesson questioning – doubles progress

Co-constructed

Vikings Rape & pillage

Horned helmets

Longships

Norse language

AD 700 - 1100Why did they

attack Lindisfarne?

Dragon ships

Did they believe in God?

GateBairns

LadTarn

Thriding

Marzano – groups of 3 work best

Informal

Formal

Long-term

Vikings Rape & pillage

Horned helmets

Longships

Norse language

AD 700 - 1100Why did they

attack Lindisfarne?

Dragon ships

Captured Yorvik in 866

Dead warriors went to Valhalla

Eric Bloodaxe died in 954

Gods included Odin, Thor, Frigg & Loki

King Cnut ruled England

from 1016

Did they believe in God?

GateBairns

LadTarn

Thriding

Sharp pencilTitleDateCapital LettersFull stopsDescribe the characterDescribe the placeFirst, next, then, finallyAnd, but, so, while, because

✔✔✔✔✗✔✗✔✗

Fun action words (bounded, sprang) ✔Rhyming words (loud, proud, crowd) ✔

Introduction4+ sentencesProposition statedOutline of narrativeContext of topic

Body of essay3+ paragraphs6+ facts per paragraphInter-relationshipsArgument is relevantQuote with source given

Conclusion3+ sentencesSummationProof of propositionSpecific reference to assess/evaluate as last sentence

LiteracySpelling accuracyGrammar structures

Marking sheet for history essays (Frank Egan)

“I can actually see how to improve, it’s

obvious.”

Learning Detectives

youtube.com/Jabulani4

Visible Learning for Teachers (Hattie, 2011), pp 121

“The art of effective teaching is to provide the right form of feedback at, or just above, the level at which the student is working – with one exception …”

“… do not mix praise into the feedback prompt, because this dilutes the effect!”

Praise that dilutes the positive effect of feedback

Clever girl!

Gifted musician

Brilliant mathematician

Bright boy

Top of the class!

By far the best

Mueller and Dweck, 1998

In six studies, 7th grade students were given a series of nonverbal IQ tests.

The effects of different types of praise

Intelligence praise“Wow, that’s a really good score. You must be smart at this.”

Process praise“Wow, that’s a really good score. You must have tried really hard.”

Control-group praise“Wow, that’s a really good score.”

Mueller and Dweck, 1998

Trial 1 Trial 34.5

5

5.5

6

6.5

Effort Praise

Control Praise

Intelligence Praise

Number of problems solved on a 3rd test

Boys get 8 times more criticism than girls

The effects of praise

Swimming“You do your best swimming when you concentrate and try your best to do what Chris is asking you to do”

Ballet

“You’re the best ballerina in the world!”

1.Good girl; 2.How extraordinary; 3.Great effort; 4.Outstanding

performance; 5.What a scientist you are; 6.Unbelievable work;

7.You’re a genius; 8.You're getting better; 9.Clever boy 10.You

should be proud; 11.You've got it; 12.You're special; 13. Very

talented; 14. You've outdone yourself; 15. What a great listener;

16. You came through; 17.You’re very artistic; 18.Keep up the

good work; 19.It's everything I hoped for; 20.Perfect; 21.A+ Work;

22.You're a shining star; 23.Inspired; 24.You're #1; 25.You're very

responsible; 26.You're very talented; 27.Spectacular work;

28.Great discovery; 29.You're amazing; 30.What a great idea;

31.Well worked through; 32.Very thoughtful; 33.You figured it out;

34.Top of the class; 35. You make me smile

Not everything counts

Not everything that counts can be counted, and not everything that can be counted counts

Sign hanging in Einstein's office at Princeton