Exploring Assessment for Learning

Transcript Exploring Assessment for Learning

Reflection

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Reflective learners assimilate new learning, relate it to what they already know, adapt it for their own purposes, and translate thought into action. Over time, they develop their creativity, their ability to think critically about information and ideas, and their metacognitive ability (that is, their ability to think about their own thinking). Effective Pedagogy, NZ Curriculum p. 34

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Reflection is about becoming aware of your own thinking processes, and being able to make those transparent to others. Reflection captures the idea that if a gap is found between how we would want teaching and learning to be and how it actually is, then something will be done to close that gap; it is not enough just to reflect or identify that there is a gap.

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Teachers themselves can become reflective practitioners who reflect with their students on the teaching and learning process, and teach their students to use reflective strategies to strengthen their own capacity to learn. Absolum, M. pp 142-143 www.minedu.govt.nz

You can use this presentation to: • Update, review and/or reflect on the formative assessment practices of Reflection in your classroom or school • Use as a resource for exploring professional development in Reflection/metacognition.

In the presentation you can: • clarify the purpose and value of reflecting on the learning and the learning process • identify strategies that teachers can use when teaching students how to reflect. www.minedu.govt.nz

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Reflection asks and answers the question: “How is my learning going?” Reflection assesses the ‘why’ and ‘how’ of the learning and what to do as a result.

Prior to reflection, students must self assess against criteria. This addresses the ‘what’ of the learning and the learning process.

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Reflection - why the emphasis ?

“Powerful learners are reflective. They are able to step back and take stock of progress. They are able to mull over their actions and consider how they might have done things differently. Good learners are self aware, able to contemplate their actions to continually ‘grow’ their learning power.” Guy Claxton, from “What’s the Point of School?”

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A case for Reflection • Reflection is a ‘metacognitive’ skill which is considered integral to good learning.

• Reflection provides information for teachers and students about the quality of the teaching and learning taking place.

• Reflection is what enables construct next learning.

teacher and students to co • Students need to be able to reflect in order to ‘own’ or make decisions about their learning. • Students who can reflect are more likely to be engaged in their learning.

• Reflection builds the learning-focused relationship.

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What is necessary , to ensure both teacher and students become routinely reflective?

Making time for reflection Planning opportunities for reflection Training yourself and your students techniques in reflective

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Reflective methods are more effective when teachers apply self and peer-assessment techniques to understanding standards and criteria and this application can result in improved learning.

Falchikov, 1995; Dochy, et al.,1999; Liu & Carless, 2006; Thuy Vu & Dall’Alba, 2007

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A reflective process can help student learning by developing metacognitive skills.

Hacker, Dunlosky, Graesser, 1998; Hacker & Dunlosky, 2003; Masui & De Corte, 2005

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Increasing an awareness of how we think:

How do you think about how you think?

Reflecting with colleagues or by yourself… an activity to try.

Focus on the word below and try to remember it so you can spell it correctly 15 minutes later. Turn to a colleague and describe what strategies you use if you were to spell this word.

Fissiparous

Now ask your colleagues to share the strategies they used: e.g. double ‘ss’ and the suffix ‘ous’ broken words into syllables meaning and root word will be significant hooks etc

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Absolum, M. p. 159

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Through this process teachers will: • learn to become conscious of your thinking processes and to articulate what you did when trying to remember a new word.

How does this benefit teachers and students?

• Teachers will have an awareness that students will also use a variety of strategies to learn new words, or anything for that matter • Teachers can share their thinking processes with students • Students ‘see an example’ of what thinking about thinking is about • Teachers have an awareness of how they think • Students are engaged in reflective conversations about ‘thinking about thinking’.

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“Metacognition is what people know or think about their own thought processes and is the individual monitoring of one’s own thoughts.”

(Hacker & Dunlosky, 2003)

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A numeracy example With colleagues, discuss the strategy you used to answer this problem?

73+28

How did you solve this?

e.g. partitioning method (70+20, + 3+8) use my knowledge of tidy numbers (73+30, -2) round one number, then add the remaining ones (70+28, +3) Learners present a variety of different strategies to answer this problem; discussion might centre around the most effective strategy for this problem

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You can take the learning further, by reflecting or thinking metacognitively about the strategy used: Was it easy or hard?

What helped you?

How would you do it next time?

Why will you change the way you solve it?

This leads on to identifying the ‘where to next’ with the learning Do I need to change my way of learning?

Where do we go from here?

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Reflection for students works best at the end of a lesson:

• to consolidate the learning • to recap on the ‘why’ of the learning • to give students opportunities to discuss strategies for learning, and possible ‘tricky’ bits • to establish a ‘where to from here’

and a recap at the beginning of a lesson is very effective too.

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Some possible reflective questions • What were you learning and why?

• How did the learning go? What were the tricky bits and why?

• What new learning can we celebrate?

• What helped the learning to happen?

• Who needs more help and what needs to be re taught?

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from Clarity in the Classroom by Michael Absolum www.minedu.govt.nz

You will probably have to train students to reflect well (or at all!) •If it’s a new process in your classroom, tell them what’s happening and why •Model the type of answers you expect: • • To give students possible and appropriate responses to reflective questions To show students that all learners find things difficult

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Possible process for active reflection

Getting started with Reflection • Re-cap the learning intention and success criteria • Ask a reflective question • Give students 15-30 seconds thinking time to: • let them think!

• create the expectation that all take part • Model appropriate responses (at first) • Give students opportunities to respond: • Whole class • In groups • In pairs

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And now?

Considerations for your classroom practice • Where does this fit into the overall plan of the learning?

• Where to next? As individuals and as a class • Reflection is an assessment strategy that links with and feeds back into planning

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Self-evaluation Self-evaluation involves learning how learn, whereas self-assessment is what we learn. To train pupils in self evaluation, use questions such as: we • • • • • • Think about what has happened when the learning has taken place What really made you think? What did you find difficult?

What do you need more help with?

What are you pleased about?

What have you learnt new about X?

How would you change the learning activity to suit another class?

The teacher can model answers to these to show the pupils how to self-evaluate.

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Talk Partners As a plenary or a starter referring to the last lesson, pupils share with a partner: • 3 new things they have learnt • What they found easy • What they found difficult • Something they would like to learn in the future

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References and readings

Absolum, M. (2006). pp.142 – 163.

Clarity in the classroom. Auckland: Hodder Education. Clarke, S. (2001). Unlocking formative assessment: Practical strategies for enhancing pupils’ learning in the primary classroom. London: Hodder and Stoughton. pp.39-49.

Claxton, G. (2008). What’s the point of school? Re-discovering the heart of education. Oxford: Oneworld Publications.

Claxton, G. (2006). Expanding the Capacity to Learn: A new end for Education? Conference Warwick University, September 6, 2006.

Discusses the teacher’s role in developing the students’ capacity for learning, helping them to become better learners. Particularly pp.9-13.

Stoll, L., Fink, D., & Earl, L. RoutledgeFalmer (2002). It’s About Learning (and it’s about time) , Chapter 2, entitled ‘Learning about learning’.

Chapter of a text by international authors, discussing metacognition and the science of learning.

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Exploring Assessment for Learning

Transcript Exploring Assessment for Learning

Reflection

Reflective methods are more effective when teachers apply self and peer-assessment techniques to understanding standards and criteria and this application can result in improved learning.

A reflective process can help student learning by developing metacognitive skills.

Fissiparous

“Metacognition is what people know or think about their own thought processes and is the individual monitoring of one’s own thoughts.”

73+28

Reflection for students works best at the end of a lesson:

and a recap at the beginning of a lesson is very effective too.

Possible process for active reflection

References and readings

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