Transcript pptx
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Assessment for Learning
Inger Langseth Program for Lærerutdanning
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Purpose of Workshop
The big picture Introducing Assessment for learning Discussing approaches to developing teacher and student understanding of assessment standards Engaging students with assessment criteria and feedback – model Ideas for practice Discussion ( throughout)
3 UK, US, Canada, Australia: Year of production – value
Teaching to the test
Accountability Employability
US:
No child left behind
standards&tests
Norway:
Natonational tests
UK: Assessment Reform Group Black&Wiliam US: Assessment for Learning Stiggins Australia: Self-assessment Norway: Kari Smith, E. L. Dale. R. Engh, S. Dobson, K. Klette osv.
Sadler
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Norway
Knowledge Promotion National tests Language Portfolio European Framework Qualifications Assessment NEW
Kunnskapsdepartementet Utdanningsdirektoratet
Opplæringsloven Forskrift til opplæringsloven 01.08.2010
Rundskriv Læreplaner Informasjon Resources NDLA
Europe
European Council
Framework
CEFR 2001
Language Educational Policy Profile of Norway
2004 OECD Report 2009 new EQF
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THE BIG question
Why do we need to rethink our view on assessment?
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The present testing practice is unfair Assessment is very much a tacit knowledge in Norway Feedback is not working properly Formative assessment works better
The nature of the problem: unfair testing practices 6 Entry level ✓ ✓ ✓ Royce Sadler, cummulative assessment
Learning paths and grading
Exit level
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8 The nature of the problem: understanding criteria and level The text reflects a high level of understanding of the topic and clearly/effectively fulfils the purpose of the task. The text clearly expresses what is understood and known about the topic and includes a personal response or opinion. Excellent use of details, examples and information from outside sources. The presentation has a clear introduction and a strong sense of conclusion, while notes and ICT are used sparingly to convey information in an organized fashion. There is an effective use of connectors and transitions to signal the organisation. There is a high level of mastery of pronunciation and intonation and a wide range of vocabulary and sentence structures which aid the flow of communication. The language precisely expresses the ideas of the speaker; mistakes or breakdowns in communication are rare and often corrected, and the language is appropriate to the defined audience.
The learner is able to effectively discuss the topic of the presentation spontaneously, using information, details and examples. HOLISTIC description 10 klasse
Taxonomy in assessment criteria
9 The nature of the problem: Feedback problems students aren’t
engaging
•Students don’t read their feedback- put it in the bin (Gibbs and Simpson 2002) or at least •Students don’t understand their feedback (Lea and Street 1998; Gibbs and Simpson 2002; McCune 2002) •Students don’t use their feedback (Gibbs and Simpson)
teachers work hard correcting papers, but students aren’t engaging!
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Formative assessment works better
Assessment that seeks to improve learning rather than meaure learning works better.
11 The nature of change: Visible Teaching – Visible Learning John Hattie 2009
12 Are you an experienced teacher or an expert teacher? John Hattie 2009 The expert teacher: Students assess their own work Teacher gives feed-back and feed forward Micro-teaching Student teaching Higher order thinking – i depth Takes control over the learning process (intrusive) Knows the level of all her students Communicates with the students Controls the classroom Gives clear instructions
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Metacognition – self-assessment
At the end of the day, all that matters educationally is self assessment. (…) In terms of a specific agenda for assessment and learning, nothing has a higher place than ensuring the development of students' abilities to self assess. (David Boud 1998)
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The role of the teacher
5 deceivingly simple clues
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The role of the teacher
5 deceivingly simple clues 1) 2) 3) 4) 5) Know where the learner is o Questioning, dialogue, classroom taks Give feed-back o o Feed-back Feed forward Explain success criteria o o Aims Objectives Peer assessment Self assessment
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Assessment for learning
Where to start?
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2.
3.
Understanding the nature of your own practice Developing a precise vocabulary about assessment Understanding how to motivate, not discourage students through formative assessment
O’Donovan, Price & Rust 2008
Active student engagement 3. The Social Constructivist Model
Actively engaging students in formal processes to communicate tacit knowledge of standards
The Future
4. The ‘Cultivated’ Community of Practice Model
Tacit standards communicated through participation in informal knowledge exchange networks ‘seeded’ by specific activities.
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The Past
2. The ‘Dominant Logic’ Explicit Model
Standards explicitly articulated (with limitations) and passively presented to students
1. The Traditional Model –
Tacit standards absorbed over relatively longer times informally and serendipitously
Passive student engagement
18 TRANSPARENCY – school – teachers - parents - students
Who are plans made for?
A Course plan – Knowledge Promotion 2006 + GCSE B Term plans – Local plans ★★★★★ Mentor based guidance– administration
C Classroom plans – local plan
✔ Kollegabasert veiledning - colleagues
Concepts
Formative assessment: feedback/forward and grading Summative assessment: grading Assessment for teaching Assessment as learning Adapt lessons to student level Develop self assessment?
Report back to students?
Assessment of learning - feedback Assessment for learning – feed forward Get information about the students’ learning?
Assessment situations 19 Evaluation
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Motivation
a price you pay?
”Teachers who invite students into an interesting and challenging process, have got a better chance of creating inner motivation ( in-depth learning) Assessment forms which focus on future learning are motivating.” All students must experience: Real goals Mastery Success Improvement To be challenged To be believed in
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Motivation - affective filters
100 år
Mastery +6 5 -4 - -3 - - -2 - - - -1 6 1+ ++++++ 5+++++ 4++++ 3+++ 2++
Grades and comments alike!
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Motivation –
language production
Errors might be a sign of progress OR A SYSTEMATIC MISTAKE Mistakes are not SYSTEMATIC B1 – student På et visst språklig nivå vil språkproduksjonen preges av språklig eksperimentering og dermed oppstår feil som må betraktes som tegn på fremgang. (Europarådet: Brian North 2007)
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Motivation –
effort
40 år
Effort
Is not part of the grade. We only assess the result of effort.
Competence
I can do-
aims Accountability- national tests, etc.
Employability - labour market PISA How much work do you do? - What competence have you obtained?
Motivation - responsibility
Personalised learning
Making plans transparent Develop aims and objectives in cooperation with the students Make students responsible Assessement practices check learning day by day, month by month, term, course 24 Set learning objectives - know how to reach them - assess your own learning
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Effective methods
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MORTEN ( assessment criteria) How to develop a plan with your students Writing frames Effective questioning Assessment for learning – vurderingssamtalen Live!
Hot tips
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Assessemnt criteria
1 Checklist 2 Rubrics content – language - structure 26
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Role play Morten
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Training! Student text
Exercise is something that people all over the world are doing, and lately there has been very popular to start at a gym. Someone train to loose weight, others just train to keep in shape others to huild muscles. Exercise is good thing, you wiII be in better shape. and you wiIl get better selfesteam. Someone makes money from training, for example as bodybuilders and weight lifters.Weight lifters is an Olympic sport. Personal trainers also makes monev from training, they help other people to get in shape, many people take steroids as a shortcut to get bigger muscles. But with to much steroids you will get some bad side effects, like bad heart, kidney and liver fail.Also
alot ofAthletics in the Olympics games uses drugs so they get better, but this is cheating. And if they test you and the test is positiv they wiIl bann you.
I can do
–
student
30 Je sais parler de ma famille..
Savoir dire que j’ai des frères et soeurs Savoir les décrire Savoir ses activités Savoir dire les noms des coleurs Savoir dire ”un vélo” Savoir dire ce que l’on mange et ce que l’on boit Nei Delvis Ja
Writing frame Othprosjektet
There are differing explanations as to why (how, what, when etc.)……. One explanation is that…… My name is Tommy, I'm 16 years old, I am studying to be a carpenter.
My hobby is boxing . I train every day almost. Some other tings I like is to sleep and be with my girlfrend .
I'm boxing because it is the sport for me. I can't see myself playing football. I thinks it is boring. I'm boxing in Saupstad The training starts at 6 pm, and it is 4 times a week, when I'm not training boxing, I train at a gym.
The evidence for this is…… When I sleep after school.
: the reason why I sleep is becaus I'm geting so tired after school. Then it is good to sleep An alternative explanation is….. This explanation is based on….. Rigth now jobb.
the most important thing is to be god at school and be presis to the class, so I can get a god 31 Of the alternative explanations I think the most likely is…. In the future i woud like to be a carpenter because I can't se myself siting in an office.
My mesage to te world is to pay atention to the school.
What kind of questions do you ask?
Effective teschers use:( higher order thinking skills) • More open than closed questions • More complex than simple questions Research from England shows:
70-80% simple closed factual questions 20-30% are questions that need explanations, clarifications,
extensions, or generalisations (Dpt of education and skills, England) • It takes about 0.9 seconds from the teacher asks a question till the answer is given– 3 s. – minutes is recommended 32 slideshare
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Responses – follow up questions
Extension
Require students to elaborate on the response given to an earlier question. Such questions indicate to the learner that the original response was in the right direction but was not adequate.
Clarification
Useful when the student’s response is unclear or incomplete.
Justification
Require the learner to provide rationale for the previously-given response. Useful in providing insights into thinking and reasoning processes of students and revealing errors in these processes.
Prompting (hint) Useful when students do not respond to the original question
Redirection
Used to elicit a variety of opinions during problem-solving sessions or discussions.
Planning
Use questions to identify learning objectives for follow-up self-study. Pose questions
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Day to day assessment
Effective questioning Wait time (3 seconds - 3 min) Check with your partner time Answer time: No hands policy Answer time: All hands policy Effective checking/ reporting/ Show me when you have learned this Explain this to Peter, he needs your expertise Check yourself: blank paper. Miniboards Cups – red, white Log – end of lesson
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Write down as many words as you can related to “assessment for learning.”
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Do you believe that you will change your assessment practice?
Yes or No
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Summarize the most important points of today’s lecture.
Hand your paper in before you leave the room.
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What is the muddiest point in today’s material?
Hand your paper in before you leave the room
http://www1.umn.edu/ohr/teachlearn/tutorials/powerpoint /assessment.html
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Takk for meg
Delmål
relatert til læringsteori /IKT Delmål
Læringsteori
Vurderingsform Kunnskap Behaviorisme -Undervisning Egenvurdering Medelevvurdering
1-2 timer, dag til dag
Ferdigheter Holdninger Kognitivisme -O ppgaveløsning -Selvstudium -Eksamensoppgaver Sosial konstruktivisme -samarbeid Lærervurdering Egenvurdering 6 ferdigheter , praksis 1-4 uker Ingen vurderingspraksis Evaluering, gruppekarakter Refleksjon Egenvurdering, tilbakemeldinger Dysthe: elevene er eiere av sin egen læring!
43 Gruppearbeid - Teamarbeid - Samproduksjon – hvordan vurderes det? Web Web -flervalgsp.
- interaktiv Web 1.0
-Oppgaver --prosjekt
Web 2.0
-Samskrive, - sammensatte tekster
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An example from England
http://norwenglish.com/kurs/vurdering/les_me tiers.ppt
Transparent aims and objectives http://norwenglish08.wikispaces.com My wikispace – a process
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Vurderingsveiledning L06
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Academic writing frames
Rapportskriving Preliminaries Title page Abstract Contents Main text Introduction Methodology Findings/Results Discussion Conclusion End matter References Appendices University of Hartfordshire.
http://www.uefap.com/writing/intro/i ntfram.htm
University of Manchester http://www.phrasebank.manchester.ac
.uk/ Slideshare.com
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Progressiv pedagogikk
En progressiv pedagogikk krever frigjøring fra lærebøkene, kreativitet fra lærerens side, tilpasning til elevenes interesser og behov og tilrettelegging av elevaktive arbeidsformer. (Imsen, 2003: 65)
Actively engaging students with assessment and feedback 49 The Social Constructivist Process Model, Rust et al, 2005
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Objectives
competence defined as domenes European Council – Framework: Domenes: personal, public, occupational, educational Domener: location, Institutions, Persons, Objects, Events, Operations, texts
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Literature
Dpt for Education and Skills UK Teaching repertoir Unit 7: Questioning Lecture at Åre Margaret Price 2009.”Smoke and mirrors” http://bit.ly/9FKZ4P http://www.ltscotland.org.uk/learningaboutlearning/index .asp
Dylan Wiliam Dylan Wiliam og andre http://bit.ly/95Utlh Hattie http://teachers.tv
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