Transcript Exploring Assessment for Learning

Assessment for
Knowing the
Extent of Learning
of our Students
You can use this presentation to:
• Update, review and/or reflect on the formative
assessment practices in your classroom or school
• Use as a resource for exploring professional
development in formative assessment.
What do we want for our students?
‘We all want students who have high expectations of
themselves as learners; students who feel confident
about their capacity to learn, who set high goals for
their learning, and who work for themselves to
construct enjoyable, challenging learning pathways to
their futures’
(Absolum, 2006)
The word ‘assess’
Comes from the Latin verb ‘assidere’ meaning ‘to sit with’.
In assessment, one should sit with the learner. This implies it is
something we do with and for students and not to students (Green,
1998)
For practising teachers,
1. it means that the teachers observes every learner
2. his/ her process and progress of learning carefully
3.
and modify their Teaching learning Process
(TLP) and offer the necessary support for
continuously improving learning.
How do you see assessment?
Activity:
Use the listed terms as a
starting point to develop
a representation (model,
mind-map, concept map)
of how you see the
relationship between
summative and
formative assessment.
This may form the basis
for discussion on CCE
Assessment point/task
After learning
During learning
Feedback
Feed-forward
Learning continuum
Of learning
For learning
Looks back
Looks forward
Review/reflect
Improve/enhance
What are Summative and formative assessment?
The garden analogy
If we think of our children as plants …
Summative Assessment of the plants is the process of
simply measuring them. It might be interesting to compare
and analyse measurements but, in themselves, these do not
affect the growth of the plants.
Formative Assessment, on the other hand, is the
equivalent of feeding and watering the plants appropriate to
their needs - directly affecting their growth.
Formative and Summative Assessment
An easy distinction between formative and summative assessment:
Formative assessment is assessment for learning. Its
focus is on future achievement.
Summative assessment is assessment of learning. It
assesses what has been learnt in the past.
However, formative and summative assessment are interconnected.
They seldom stand alone in construction or effect.
‘Using the terms ‘formative’ and ‘summative’ assessment can give
the impression that these are different kinds of assessment or are
linked to different methods of gathering evidence. This is not the
case; what matters is how the evidence is used.’ (Harlen, 2006)
What does the research say?
In 1998 Paul Black and Dylan Wiliam of Kings College, London published their
wide-ranging analysis of research into classroom-based assessment:
Inside the Black Box: Raising Standards through Classroom Assessment
The article concludes with: “There is a body of firm evidence that formative
assessment is an essential feature of classroom work and that development of it
can raise standards. We know of no other way of raising standards for which such
a strong prima facie case can be made on the basis of evidence of such large
learning gains.”
For the full text of the article, go to:
http://weaeducation.typepad.co.uk/files/blackbox-1.pdf
The Black Box: findings
Black and Wiliam’s research indicates that improving learning through
assessment depends on five deceptively simple factors:
1. Providing effective feedback to students.
2. Students’ active involvement in their own learning.
3. Adjusting teaching to take account of the results of assessment.
4. Recognising the profound influence of assessment on students’
motivation and self-esteem - both crucial influences on learning.
5. Ensuring pupils assess themselves and understand how to
improve.
In summary …
The findings of Black & Wiliam indicate that the most
significant learning benefits occur when teachers and
students work collaboratively to address learning needs.
To maximise achievement, it is critical that assessment
information is shared with students so that they understand
and have a sense of ownership of their learning.
Implications for classroom practice
 Being confident that every student can improve.
 Creating a learning environment which supports a
partnership between teacher and students.
 Using assessment to inform teaching and learning
 Sharing assessment results with students and constructing
clear learning goals /otcomes with them
 Clarifying or co-constructing learning outcomes and
ensuring that students understand them
 Involving students in self and peer assessment and giving
them opportunities to reflect on their learning.
 Providing feedback that helps students recognise their next
steps and how to take them.
Self-Evaluation
Rate yourself from: 5 – I do this consistently well, to: 0 – I don’t do this at all

Do you have confidence that every student in your class can improve?

How well do you:


Create a learning environment in your classroom?

Share achievement information with students and co-construct clear learning
goals with them?

Use assessment information to feed back into teaching?

Clarify learning outcomes with students?

Involve students in self and peer assessment?

Provide timely focused feedback?
What evidence do you have for your self evaluation?
Assessment references
Absolum, M., Flockton, L., Hattie, J., Hipkins, R., &Reid, I. (2009) Directions for Assessment in
New Zealand. http://www.tki.org.nz/r/assessment/research/mainpage/directions/
Absolum, M. (2006). Clarity in the Classroom. Auckland: Hodder
Black, P. J., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education:
Principles, Policy and Practice, 5 (1), 7–74.
Clarke, S. (2001). Unlocking formative assessment: Practical strategies for enhancing pupils’
learning in the primary classroom. London: Hodder and Stoughton.
Clarke, S., Timperley, H., & Hattie, J. (2003). Unlocking formative assessment: Practical
strategies for enhancing pupils’ learning in the primary and intermediate classroom (New
Zealand ed.). Auckland: Hodder Moa Beckett.
Gipps, C., McCallum, B., & Hargreaves, E. (2000). What makes a good primary school teacher?
London: Routledge Falmer.
Green, J. M. (1998, February). Constructing the way forward for all students. A speech delivered
at “Innovations for Effective Schools” OECD/New Zealand joint follow-up conference, Christchurch,
New Zealand.
Assessment references
Harlen, W. (1998) Classroom assessment: A dimension of purposes and procedures. In K. Carr
(Ed.), SAMEpapers (pp. 75–87). Hamilton, New Zealand: Centre for Science, Mathematics and
Technology Educational Research, University of Waikato.
Harlen, W. (2006) On the Relationship between Assessment for Formative and Summative
Purposes. In J. Gardner (Ed), Assessment and Learning (p. 104). London: Sage Publications Ltd
Hattie, J. (1999, August). Influences on student learning. Inaugural lecture: Professor of
Education, University of Auckland.
New Zealand Curriculum On-line: http://nzcurriculum.tki.org.nz/
Popham, W.J. (2008). Transformative Assessment (p.7). Virginia, USA: ASCD
Sadler, R. (1989). Formative assessment and the design of instructional systems. Instructional
Science, 18, 119–44.
Wiliam, D (2008, August). When is assessment learning-oriented? A presentation delivered at
4th Biennial EARLI/Northumbria Assessment Conference, Potsdam, Germany