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House MTL Assessment Stewart Bennett . W.I.L.F. (What I’m Looking For) To understand the link between learning theories and assessment. Why is assessment a major issue? What are some of the key terms associated with assessment? What is Planning for Assessment? What is assessment for? Professional To enhance teaching and learning. Accountability To provide information to government, taxpayers, parents/ carers. The A Level Debate Diplomas Construction and built environment Creative and media Engineering Information technology Society, health & development Business admin & finance Environmental & land based studies Hair and beauty studies Hospitality Manufacturing & product design Public Services Retail Business Sport and Active Leisure Travel and tourism Michael Gove wants the exams to be more academically rigorous than the current format of sitting them in four or six units allows. He said universities had complained that A-levels were not preparing students sufficiently well. He expected schools to abandon AS-levels To switch emphasis back to examinations taken at the end of two years of study in order to revive "the art of deep thought". He wanted to see sixth-formers doing "fewer, more rigorous exams". Summative / Formative ‘It (assessment) should not simply be a bolt-on addition at the end. Rather, it should be an integral part of the education process continually providing both ‘feedback’ and ‘feedforward’. It therefore needs to be incorporated systematically into teaching strategies and practices at all levels’. Task Group on Assessment and Testing (TGAT) 1988 • Television adaptation of Hard Times by Charles Dickens Simple Summative Assessment Model Plan what you want to teach Teach what you have planned Assess what pupils know. Summative Assessment 11 plus Statutory end of KS tests School end of module / year tests GCSE A1 & A2 Degree PGCE Simple Formative Assessment Model Attempt to teach it Plan what you want to teach Assess learning and effectiveness of learning Develop new learning objectives English Miss N J G Emily is a thoughtful student who is motivated and conscientious in English. Emily can talk and listen in an increasing range of contexts, developing ideas thoughtfully. She is beginning to adapt her speech to the needs of the listener, varying her use of vocabulary and level of detail. In responding to a range of texts, Emily shows understanding of significant ideas, themes, events and characters. Her written work is lively and thoughtful where her ideas are often sustained and developed in interesting ways. Emily now needs to adapt her style to achieve particular effects. By reading a wide range of fiction and nonfiction texts, she will develop her vocabulary and use of punctuation. Overall, Emily is working well in English. Norm and Criterion Referencing ‘What I shall call criterion-referenced measures depend upon an absolute standard of quality, while what I term normreferenced measures depend upon a relative standard’. ‘Measures which assess students achievement in terms of a criterion standard thus provide information as to the degree of competence attained by a particular student which is independent of reference to the performance of others’. R Glaser 1963 Norm Referencing Assessment Number of Pupils Sec. Mod. School Test Score Grammar School National Curriculum Assessment Model Level 8 Descriptor Level 7 Descriptor Level 6 Descriptor Level 5 Descriptor (level descriptors) Level 4 Descriptor Level 3 Descriptor Level 2 Descriptor Level 1 Descriptor Research ‘We believe that we have established a strong case that government, its agencies, and the teaching profession should study very carefully if they are seriously interested in raising standards in education’. Black & Wiliam (1998) My dream house! Mark scheme 1 mark for a drive, 3 marks for a garage, 1 mark per chimney etc etc. Planning for Assessment How has this influenced the planning done by this teacher? Research findings There is evidence that improving formative assessment raises standards. There is evidence that there is room for improvement. There is evidence about how to improve formative assessment. D Wiliam, P Black, Inside the Black Box Assessment for Learning and Learning Theory • AfL is located within the constructivist and social constructivist perspectives on learning : Piaget and Vygotsky • Learning is an active process • Effective learning is linked to previous knowledge • Formative assessment is undertaken by teachers to find out what learners do and do not understand about a topic (Wilson & Kendall-Seatter, 2010) Constructivist theories • Vygotsky (1962, 1978, 1986) and Bruner (1966, 1983) • Constructivist theories relate to the perceptions and previous learning and how this affects future learning. • Constructivist learning cannot be passive as pupils are constantly reviewing their learning TW Mike Gershon Students write Questions Students ask Questions Comment-only marking Mid-unit assessment Wait-time Open vs closed Exemplar Work Student Marking Lesson Target Setting Teacher ReviewStudent Review Traffic Lights 2 stars and a wish Self-assessment Targets One-Sentence Summary Articulate then Answer Tell your neighbour Idea Thoughts Bouncing Wait and recap Devising Questions Learning Journal Redrafting Key features Making aims clear Improvement Guidance Comment Follow-up Group feedback Peer Marking Teach Collaboration Traffic-Light Revision Generate and Answer Student Mark-Scheme Group Answers Corrections Laminated Criteria Conveying Progress Think through Talking Discuss Words Communication Thoughtful Dialogue What is good? Self-evaluation What is a ‘good’ question? Graphic Organisers Talk Partners Post-It Response Partners Hands Down Why is it best? Show and Tell Active Students Thumbs Long and Short Term Minute Paper Enquiry Question Smiley Faces Planning Subject Knowledge Class Management AforL Scaffolding Constructivist Theory ZPD Pedagogy Maslow Bloom Intelligence Formative assessment Clarify learning intentions at the planning stage. Share learning intensions at the beginnings of the lesson. Involve children in self-assessment. Focus oral and written feedback around the learning intensions. Organise individual target setting so that children’s achievement is based on previous achievement as well as aiming for the next level. Factors that inhibit learning The assessment of quantity of work and presentation rather than the quality of learning. Marking and grading which tends to lower the self-esteem of pupils, rather than to provide advice for improvement. An emphasis on comparing pupils with each other which demoralises the less successful learners. Developing a ‘learning culture’ Make sure the learning objectives are clear. It is best if it is part of a whole school policy. Separate the task instructions clearly from the learning intention and success criteria. Share with pupils why they are doing it. Learning intensions and success criteria need to be visually displayed. WILF (What I’m Looking For) The impact on pupils of sharing learning intentions. They are more focussed. They are more likely to express their learning needs. A learning culture begins to develop. The quality of work improves. Low and middle achievers are noticeably more focussed. Positive impact on behaviour. Pupils have greater ownership of the lesson. Makes a plenary against the learning intentions a necessity. • Criterion Referenced assessment compare pupils with one another. • NO • ‘Feed forward’ is associated with Formative assessment. • YES • N C Level Descriptors help with Criterion Referenced assessment. • YES • A Levels are a type of Formative assessment. • NO • Assessment for Learning makes having clear learning objectives essential. • YES Bibliography 1 • Rogers, B (ed) (2004) How to manage children’s behaviour. London: Paul Chapman • Bruner, J (1983) Child’s talk: learning to use language. Oxford: Oxford University • MacGilchrist, B, Myers, K and Reed, J (1997) The intelligent school. London: Paul Chapman Publishing • Black and Wiliam, (1998), Inside the Black Box • Black et al, (2002), Working inside the Black Box Bibliography 2 • Bandura, A. (1986). Social Foundations of Thought and Action. Englewood Cliffs, NJ: Prentice-Hall • Wilson, V, & Kendall-Seater, S. (2010) Developing Professional Practice 7-14 • Riding, R and Rayner, S (1998) Cognitive styles and learning strategies. London: David Fulton • Bloom, B. S. (1976) Human characteristics and school learning: New York: McGraw-Hill • Gardner, H (1983) Frames of Mind: the theory of multiple intelligences. New York: Basic Books • Bloom, B.S. (1981). All Our Children Learning: A Primer for Parents, Teachers, and Other Educators: New York: McGraw