Activating Learning Through Assessment · Activating Learning Through Assessment: It’s time for a...
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6/5/18 1 Activating Learning Through Assessment: It’s time for a new perspective DR JANELLE WILLS May 26, 2018 Young Australians entering the workforce today might have as many as 5 different careers and make 17 changes in employers over their working lives. Taking our skills from job to job is more likely to be the norm. Multipotentialites … (The Foundation for Young Australians, 2016)
Transcript of Activating Learning Through Assessment · Activating Learning Through Assessment: It’s time for a...
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Activating Learning Through Assessment:
It’s time for a new perspective
DR JANELLE WILLS May 26, 2018
Young Australians entering the workforce today might have as many as 5 different careers and make 17 changes in employers over their working lives.
Taking our skills from job to job is more likely to be the norm.
Multipotentialites …
(The Foundation for Young Australians, 2016)
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Enterprise Skills
Transferable skills required in many jobs …
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Enterprise Skills:
1. Problem solving2. Creativity 3. Communications4. Critical thinking
(The Foundation for Young Australians, 2016)
5. Presentation skills 6. Teamwork 7. Digital literacy8. Financial literacy
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Australia is undergoing the most significant disruption in the world of work since the industrial revolution, and how we respond has huge implications for the next generation.
(The Foundation for Young Australians, 2016)
We have been “breaking through the barriers of a 19th century schedule,
with a 20th century curriculum designed for 21st century learners...”
Heidi Hayes-JacobsLeading the New Literacies, 2014, p. 5
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Implications for Change
The way we view content …
OECD REPORT
1. Separation between assessment practices and the daily work of teachers and students, from the curriculum and from the control of professionals in the local settings
2. Overemphasis on national standardiseddata
(OECD Country Report Australia, 2011)
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Classroom assessment is the most powerful type of measurement in education that influences student learning.
(McMillan, 2013)
“… one of the most serious problems plaguing K-12 education: namely, a curriculum that is so bloated and cumbersome that is impossible for teachers to teach well and, therefore, difficult for students to learn efficiently. ”
(Marzano, 2017)
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• The Intended CurriculumContent specified by the state, district or school
• The Implemented CurriculumContent specified by the state, district or school
• The Attained CurriculumContent actually learned by the students
Three Types of Curricula:
The content that should be addressed at each year level in each subject area is clearly defined.
GUARANTEED
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We ensure the same content is taught in every classroom teaching the same year level or course.
GUARANTEED
Viable: We are able to teach it to the level of understanding in the time available to do so.
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PRIORITISE
Essentially, a guaranteed and viable curriculum is
one that can be taught in the time available and
is being taught in every classroom.
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1. Endurance2. Leverage3. Readiness4. Teacher
Judgement5. Assessment
Connected
What are the criteria for priority?
“Priority” Standards
These are the standards you will spend additional time re-teaching to ensure students
understand them.
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Why 12 to 20 Priority?
• Viable curriculum• Time to teach, assess, reteach, reassess• Think unit planning:• Introduce and teach as new knowledge• Practice and Deepen Activities• Assessment• Interventions and/or Extensions•Reassessment
When everything is a priority –nothing is.
(Wiliam, 2016)
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We need to move beyond traditional forms of assessment based on a belief that the role of teachers is to deliver the curriculum, the role of students is to learn and the role of assessment is simply to establish how much of what the teachers have taught, students have successfully learnt
(Masters, 2016).
Metacognitive System
Self System
Cognitive System
Knowledge System
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Self-System
A network of interrelated beliefs and goals used to make judgments.
Connection to Something
Greater than Self
Self-Actualisation
Esteem Needs
Belonging Needs
Safety Needs
Physiological Needs
Engagement and Attention
Inspiration and Motivation
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Self-System
Prime determiner in the motivation one brings to a task.
METACOGNITION
Knowledge Experiences
John Flavell
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Metacognitive System
1. Goal setting2. Strategy design 3. Constantly interacting with
cognitive system
Teaching Learning Progression
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A proficiency scale is an attempt to create a continuum that articulates distinct levels of knowledge and skill relative to a specific topic.
It can be thought of as a learning progression.
(Marzano, 2010)
Cognitive System Responsible for the effective processing of the information that is essential to the completion of the task.
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Three Types of Memory
Sensory Memory
Working Memory
Permanent Memory
Outside World
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Automatic
Conscious
Declarative
Procedural Procedural
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Knowledge
Success highly dependent on the amount of knowledge an individual has about that task.
The average correlation between a person’s background
knowledge of a given topic and the extent to which that person learns new information on that
topic is .66
Building Background Knowledge for Academic AchievementMarzano, 2004
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Classroom Assessments
Interim Assessments
Final Assessments
Classroom assessment is…
Anything a teacher does to gather information about a student’s knowledge
or skill regarding a specific topic.
Marzano, R. (2010) Formative Assessment and Standards-Based Grading, Bloomington, IN, Marzano Research Laboratory
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Proficiency Scales
Curriculum
Instruction
Assessment
Maximisingthe Potential of Classroom Assessments
Dr Janelle WillsMay 26, 2018
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“You can enhance or destroy students’ desire to succeed in school more quickly and permanently through your use of assessment than with any other tools you have at your disposal.”
- Richard J StigginsAssessment Training Institute
Assessment Reliable
Fair
Valid
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1. A theory of human thought as opposed to a framework.
The New Taxonomy …
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The New Art and Science of Teaching
A comprehensive framework that puts together other works into a
unified whole.
Providing and Communicating Clear
Learning Goals
FEEDBACK
Question: How will I communicate clear learning goals that
help students understand the progression of knowledge they are expected to master and
where they are along that progression?
Design Area 1
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Learning GoalsEmphasisethe knowledgestudents will potentially gain.
Learning Goals
Emphasise the knowledgestudents will potentially gain.
Two Types of Knowledge
Know
ledg
e Procedural
Declarative
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Declarative Knowledge
Information the learner must know or understand.
At least four experiences, spread no more than two days apart, are required to learn declarative (information) knowledge at an adequate level.
(Nuthall, 1999; Rovee-Collier, 1995)
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Procedural Knowledge
Requires the learner to perform a process or to
demonstrate a skill.
Procedural Knowledge
Practice is best in small amounts with immediate feedback to the learner.
Goal: Accurate Automaticity
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Goal Difficulty
Goal Specificity
Goals and Feedback
Three Take-A-Ways
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Three Levels of Performance Related to Every Learning Goal:
AT the learning goal
BEYOND the learning goal
BELOW the learning goal
A scale is an attempt to create a continuum that articulates distinct levels of knowledge and skill relative to a specific topic.
It can be thought of as a learning progression.
(Marzano, 2010)
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Three Levels of Performance Related to Every Learning Goal:
AT the learning goal
BEYOND the learning goal
BELOW the learning goal
Write the learning goal in the Score 3.0 level.
Developing Scales
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4 In addition to exhibiting level 3 performance, in-depth inferences and applications that go BEYOND what was taught in class
3 No major errors or omissions regarding any of the information and/or processes (SIMPLE OR COMPLEX) that were explicitly taught
2 No major errors or omissions regarding the SIMPLER details and processes BUT major errors or omissions regarding the more complex ideas and processes
1 With HELP, a partial knowledge of some of the simpler and complex details and processes
0 Even with help, no understanding or skill demonstrated
Proficiency Scale
Having Students Chart Progresson Learning Goals
14 experimental–control studies conducted atMarzano Research Laboratory
This practice is associated with a 32-percentilepoint gain in student achievement.
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4 In addition to exhibiting level 3 performance, in-depth inferences and applications that go BEYOND what was taught in class
3 No major errors or omissions regarding any of the information and/or processes (SIMPLE OR COMPLEX) that were explicitly taught
2 No major errors or omissions regarding the SIMPLER details and processes BUT major errors or omissions regarding the more complex ideas and processes
1 With HELP, a partial knowledge of some of the simpler and complex details and processes
0 Even with help, no understanding or skill demonstrated
Proficiency Scale
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Assessment
The assessment measures what is intended to be measured. It produces accurate and truthful results.
Reliable
Fair
Valid
AssessmentReliable
Fair
Valid
The assessment produces believable results that mirror the learning that has occurred. Consistent results are gleaned across multiple users of the tool.
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Assessment Reliable
Fair
Valid
1. The level of the assessment is appropriate. 2. Students have had adequate opportunity to
learn.3. The assessment is free from bias and the format
does not interfere with students engaging in the assessment.
