Assessment-Based Pedagogy Geoff Masters Australian Council for Educational Research.

Assessment-Based Pedagogy

Assessment-Based Pedagogy

Geoff MastersGeoff MastersAustralian Council for Educational ResearchAustralian Council for Educational Research

““Evidence from research indicates Evidence from research indicates that when these three principles that when these three principles are incorporated into teaching, are incorporated into teaching, student achievement improves…”student achievement improves…”

Bransford, Brown and Cocking (2000)Bransford, Brown and Cocking (2000)

1 1 1 1 research findingresearch findingresearch findingresearch finding

Learning is enhanced when Learning is enhanced when learning opportunities are learning opportunities are tailored to individuals’ current tailored to individuals’ current levels of attainmentlevels of attainment..

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““The most important single factor The most important single factor influencing learning is what the influencing learning is what the learner already knows. Ascertain learner already knows. Ascertain this and teach him accordingly.this and teach him accordingly.””

Ausubel (1968)Ausubel (1968)

research findingresearch findingresearch findingresearch finding


““There is a good deal of evidence that There is a good deal of evidence that learning is enhanced when teachers pay learning is enhanced when teachers pay attention to the knowledge and beliefs attention to the knowledge and beliefs that learners bring to the learning task, that learners bring to the learning task, use this knowledge as a starting point for use this knowledge as a starting point for new instruction, and monitor students’ new instruction, and monitor students’ changing conceptions as instruction changing conceptions as instruction proceedsproceeds.”.”


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1 1 1 1 assessmentassessmentassessmentassessment

The essential purpose of The essential purpose of assessment is to establish assessment is to establish where individuals are in where individuals are in their learning.their learning.

assessmentassessmentassessmentassessment 1 1 1 1

The process of establishing The process of establishing where individuals are in their where individuals are in their learning requires a learning requires a mapmap of of the area of learning.the area of learning.


less

more350 -

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Develops a sustained and integrated narrative (eg time or order, consistent point of view, appropriate structure).Develops a coherent argument justifying point of view.Uses detailed evidence to support a point of view.Develops characterisation convincingly (eg discusses motives, feelings).Shows a developed sense of audience.Shapes writing to engage reader effectively.Displays some degree of critical distance.Develops a few related arguments.Expresses clear point of view.Imitates or parodies genre (eg mystery narrative).Incorporates some detailed reflection on personal experience.Incorporates ideas, details and events, most of which contribute to the storyline.Incorporates prompts plausibly (eg visual narrative prompt).Develops characterization (explicitly or implicitly).Considers impact on audience (eg explores aspects of surprise, humour, suspense).

Comments on issues briefly and superficially.Expresses opinions based on personal experience.Uses narrow range of ideas (incorporates a few interrelated thoughts).Shapes writing with degree of coherence (eg logical sequence of events), but little sense of conscious control of content.Defines characters minimally (eg given names).Identifies key events, main characters and settings in a narrative.Shapes distinguishable storyline in a narrative.

Relies on assertion rather than argument.Relies heavily on prompts (eg copies phrases).Incorporates two or more ideas with little development.Suggests plot but lacks coherence (eg incomplete, gaps in the story logic).Contains irrelevant details.Shows little shape (eg brief or long and disjointed, repetitive, strays from task).Shows a basic understanding of task.

Lists unrelated ideas and events.Consists of one or two sentences or less with little development or shape.Consists of words dictated to scribe.Consists of drawing with a few words or word-like symbols.

obstacles obstacles obstacles obstacles 1 1 1 1

the conceptualisation of assessment the conceptualisation of assessment primarily as the evaluation of how primarily as the evaluation of how well students have learnt what well students have learnt what teachers have taughtteachers have taught

Curriculum Teach Learn Assess ReportCurriculum Teach Learn Assess Report modulemodule


the ‘factory assembly line model of schooling’ the ‘factory assembly line model of schooling’ developed during the early years of the 20developed during the early years of the 20 thth century…century… “The assumption was that a sequenced “The assumption was that a sequenced set of procedures would be implemented set of procedures would be implemented as a child moved along the conveyor belt as a child moved along the conveyor belt from 1st to 12th grade.”from 1st to 12th grade.”

Darling-Hammond (2004)


““In elementary schools, children move In elementary schools, children move from one teacher to the next every year. from one teacher to the next every year. Every year we trash a year's worth of Every year we trash a year's worth of relationships built between children and relationships built between children and their teacher, and we throw away all the their teacher, and we throw away all the knowledge the teacher has gained about knowledge the teacher has gained about what each child needs and can do. what each child needs and can do. Each year, we tell every child and Each year, we tell every child and teacher to start over againteacher to start over again.”.”

(Marshak, 2003)(Marshak, 2003)

I would like all children to learn I would like all children to learn at the level that is right for them.at the level that is right for them.

Year 3, Berala, NSWYear 3, Berala, NSW

I would like classes of children

who have the same abilities even if you had an eight year old with an eleven year old.

Year 4, St Ives, NSWYear 4, St Ives, NSW

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Learning is more effective when Learning is more effective when it leads to deep understandings it leads to deep understandings of subject matter.of subject matter.



requires requires assessments that assessments that investigate and reveal investigate and reveal individuals’ understandings individuals’ understandings of important conceptsof important concepts

(ie, assessment as exploration)(ie, assessment as exploration)


(Nussbaum, 1979)(Nussbaum, 1979)


A man holding a heavy ball runs at a constant velocity past a camera on a tripod fixed on the ground. Snapshot A shows the man releasing the ball.


Snapshot B. Sketch as accurately as you can the path of the falling ball as seen by the photographer standing on the ground.

2 2 2 2 obstacles obstacles obstacles obstacles

pressures that make it difficult pressures that make it difficult to teach to teach or assessor assess in depth in depth

(crowded curriculum; mixed-ability classes)(crowded curriculum; mixed-ability classes)


emphasis on the achievement emphasis on the achievement of minimum standards of minimum standards

(benchmark performance tests)(benchmark performance tests)


focus on task performance focus on task performance rather than understanding rather than understanding

(isolated skills / competencies)(isolated skills / competencies)

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““Given the goal of learning with Given the goal of learning with understanding, assessments must understanding, assessments must tap understanding rather than tap understanding rather than merely the ability to repeat facts or merely the ability to repeat facts or perform isolated skills.”perform isolated skills.”


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Learning is more effective when Learning is more effective when learners are supported to monitor learners are supported to monitor and take responsibility for their and take responsibility for their own learning.own learning.


Learning is facilitated when teachers Learning is facilitated when teachers encourage risk-taking, tolerate encourage risk-taking, tolerate mistakes and provide feedback that mistakes and provide feedback that allows learners to monitor progress. allows learners to monitor progress.

(ie, (ie, ‘‘learning orientedlearning oriented’ rather than ’ rather than ‘ ‘performance orientedperformance oriented’ cultures) ’ cultures)

(Dweck, 1989)(Dweck, 1989)

3 3 3 3 research findingresearch findingresearch findingresearch finding


assessments must enableassessments must enablelearners to monitor their own learners to monitor their own progress over time (across progress over time (across the years of school)the years of school)

Lauren’s teacherLauren’s classSpecial activitiesHomework Back to home pageBack to entry page

How is Lauren doing?Most recent reportCore Knowledge, ideas, skillsReadingWritingMathematicsScienceArtPhysical EducationMusicCross curriculum essential skillsPersonal andSocial skills


LAUREN PEACE

This is how I looked when I started school

This is me now !!


LAUREN’S WRITINGTeacher’s commentLauren has described the task clearly. She is using full stops and capital letters correctly and her spelling of simple words and some difficult words is accurate. Lauren’s commentThis is not my very best writing. I’m better at writing stories because I like them more and then I don’t make so many mistakes. I am trying to concentrate harder.

Is Lauren’s writing getting better?Is Lauren’s writing what we would expect at Grade 3?Test resultsWhat does writing progress look like?

Age (Years)

weight (girls)


LAUREN

READING


emphasis on performanceemphasis on performance(eg, passing / failing; letter (eg, passing / failing; letter grades A to E) grades A to E)

• establishes establishes wherewhere individuals individuals are in their learningare in their learning

• emphasises and encourages the emphasises and encourages the development of development of understandingunderstanding

• supports students to supports students to monitormonitor their own progress over timetheir own progress over time

in summary in summary in summary in summary

effective assessment…effective assessment…

in summary in summary in summary in summary

Assessment of this kind is an Assessment of this kind is an integral part of good pedagogy.integral part of good pedagogy.

Assessment-Based Pedagogy Geoff Masters Australian Council for Educational Research.

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