Post on 19-Jan-2016
“SCHOOL HAS COME TO BE
ABOUT GRADES RATHER THAN
LEARNING.”CONKLIN (2001)
DO YOU AGREE?
WARM UP
Eye accessing cues
TEACHER QUALITY STANDARD
Policy 4.2.1
FORMATIVE AND SUMMATIVE
What’s the difference?
MANY COMMON GRADING
PRACTICES …MAKE IT DIFFICULT FOR
MANY YOUNGSTERS TO
FEEL SUCCESSFUL IN SCHOOL.
Canady and Hotchkiss (1989)
PHYSICAL VERSUS AUTOPSY
Formative assessment is designed to provide direction for improvement and or adjustments to a program for individual students or for a whole class, that is quizzes, initial drafts, attempts, homework and questions during instruction.
TRIANGULATION OF DATA
All evidence is collected over time from 3
different sources to ensure it is reliable and
valid
Observations
Conversations Products
PHYSICAL VERSUS AUTOPSY Summative assessment is
designed to provide information to be used in making judgments about a student’s achievement at the end of a period of instruction, this is test, exams, final drafts, assignments, projects and performances.
PHYSICAL VERSUS AUTOPSIES Too often, educational tests,
grades and report cards are treated by teachers as autopsies when they should be viewed as physicals.
Reeves, 2000
QUOTE DISCUSSION1. “Information about learning can be
gained from any assessment designed to produce such information, but if this is used for recording purposes or for long-term curriculum improvement, it will not help the learning of the students currently involved. It might be formative for the teacher, but not for the students.” (page 122, Assessment for Learning: Putting it into Practice)
2. Once a piece of work is marked, learning ends. (unknown)
POSTER TASK How do you turn the following
into formative assessment tools?Math TestScience LabFine arts lesson (art, drama, P.E.)
As a teacher what would you do? How would you plan and implement this?
If I were a student, what would I see and experience?
WHAT EFFECT DOES MARKING HAVE ON
STUDENTS?
Findings from Ruth Butler’s research on 132 year 7 students:
•Students given only marks made no gain from the first to the second lesson.•Students given only comments scored on average 30% higher. •Giving marks alongside comments cancelled the beneficial effects of the comments.
Research conclusion: If you are going to grade or mark a piece of work, you are wasting your time writing careful diagnostic comments.
Wiliam (1999)
GRADING PRACTICES
Fair or not?
WHAT MATTERS IS HOW MUCH
LEARNING OCCURS NOT
WHEN IT OCCURS.
WHAT DO YOU THINK? Heather’s Grim Grades – What Counts? Rick’s Mysterious Falling Grades?
WHAT DO YOU THINK? Heather’s Grim Grades –
formative and summative
What Counts? Factors determining
grades Rick’s Mysterious Falling Grades – Effort, behavior and
attendance ?
GRADE BOOKWhat could it look like?
“THE GIVING OF MARKS AN GRADING
FUNCTION ARE OVEREMPHASIZED
WHILE GIVING ADVICE AND THE LEARNING
FUNCTION ARE UNDEREMPHASIZED”
BLACK AND WILLIAM
GRADE BOOK SAMPLES Math 8 Mark book Off Target: Methods of Assessment On Target: Learning Goals Samples Discussion:
Reflect: What does my mark book look like? Discussion: What will I change in the future
from having this discussion today? How could this change benefit the students learning?
THANK FOR THE INVITATION Resources Used for Today’s presentation…1. How to Grade for Learning by Ken O’Connor
2. Smerging Data: Grading … More than Just Number crunching by AAC
3. Conversations to Enhance Learning by Anne Mulgrew and Elisa Rawe – AAC
4. Inside the Black Box: Raising Standards through Classroom Assessment Article by Paul Black and Dylan Willam.
5. Zero Alternatives Article by Thomas Guskey