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Assessment For Learning EEE314

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Assessment FOR,AS,OFLearningPurpose-concepts of assessment for learning, assessment as learning and assessment of learningExplore effective and powerful assessment approaches for classroom use

Purposes of assessment Assessment for improved student learning and deep understanding requires a range of assessment practices to be used with three overarching purposes: FOR LEARNINGAS LEARNINGOF LEARNING

OUR EDUCATIVE PURPOSE

What is powerful to learn?Essential LearningStandardsWhat is powerful learning and what promotes it?Principles ofLearning and TeachingLEARNERHow do we know it has been learnt?Assessment Advice

Who do we report to?

StudentsParentsColleaguesSchoolSystem

http://www.education.vic.gov.au/studentlearning/assessment/preptoyear10/assessadvice/default.htm

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Write down your immediate thoughts when you hear the word assessment

Assessment

Activity 1

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Activity 2 Effective and powerful assessment What does it look like?What does it sound like?What does it feel like?

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Assessment definition Assessment is the ongoing process of gathering, analysing and reflecting on evidence to make informed and consistent judgements to improve future student learning.

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Assessment practices can assist students to learn more effectively if:

They develop students capacity to reflect on their learning

Develop deeper understanding and higher order thinking skills

Encompass all learning styles and provide sufficient challenge for students to show their true abilities.

8Go to Sticky note sheet. Look at where you placed the notes. IF we look at them again in terms of which ones cover all these points. Put an R on all the tasks that involve reflecting. Put a D for deeper understanding and L for learning styles. I am taking this to the next level

At classroom level (student, teacher and parent) Provide appropriate learning opportunities Feedback for future learning Develop partnerships Modify teaching

At system level (leadership team and system) Evaluate, provide quality assurance & certify To report to Government

Why do we gather and interpret evidence of learning?

9Classroom level Assessment for learning, assessment as learning and assessment of learning all occur here. It involves students, parents and teachers by:supporting the implementation of the most appropriate learning opportunities for studentsproviding feedback to students and identifying future learningsupporting partnerships between parents, students and teachersteachers modifying teaching programs to best support learning.Whole School Level Assessment of learning and Assessment for learning:monitors and evaluates the success of the school's curriculum and teaching programinforms strategic planning and whole school curriculum planning and implementation.At system level - Assessment of learning:provides assurance about the quality of educationprovides the means of evaluating progress towards raising achievement certifies the achievement of studentsreports to governmentprovides the foundation for further learning.

Data InformsAt the state levelAt the regional levelAt the network levelAt the local and wider community level

Assessment has multiple purposes:

Assessment has multiple purposes:

Assessment for learning (formative)Assessment as learning (formative)Assessment of learning (summative)

http://www.education.vic.gov.au/studentlearning/assessment/preptoyear10/assessadvice/default.htm

Recent international research on assessment points to substantial gains in student achievement that can be affected through the use of formative assessment in the classroom.

Formative assessment promotes the goals of life long learning, including raising levels of student achievement, greater equity of student outcomes, and improved learning to learn skills

OECD (2005) Formative Assessment Improving Learning in Secondary Classrooms, Paris, France: OECD PublishingAssessment for learning (formative)research

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Assessment FOR learning

Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there

Assessment Reform Group 2002

Key ideas From Research Students need to know what skills, knowledge or understanding they are expected to learn, so they can improve their performanceStudents need to be told how they will be assessed, so that they can judge for themselves whether or not they have learned what they were expected to.'Comment-only' feedback is a more effective aid to learning than 'comment plus grade' or 'grade only' feedback.

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Key Ideas From Research

It is crucial that students learn how to self-assess so they can monitor their own learning, and teachers must consciously build in opportunities for this to happen

Students can be taught how to provide effective feedback to their peers, and this process benefits both the student who gives the feedback and the student who receives it.Assessment activities designed to produce an evaluation of student performance can also be used in formative ways

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Changing planned curriculum when an observation is made of a students unexpected level of current knowledge, skills and behaviours Prior learning Scaffolding a students learning after s/he demonstrates a misconception in a conversation, an essay or on a test Sharing criteria so that students understand what they are being assessed against and can strive to achieveActivity 3Assessment for learning in practice

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Activity 3

Effective and Powerful Assessment

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Assessment as learning occurs when students reflect on and monitor their progress to inform their future learning goals.

http://www.education.vic.gov.au/studentlearning/assessment/

Assessment as learning (formative)definition

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Students: self and peer-assessing writing reflections developing concept maps of previous and new learning setting goals discussing annotated work with their teachersAssessment as learning in practice

20Display this slide before completing the activity below.Worksheet 2Take the Y-Chart worksheet headed Effective and Powerful Assessment which was used earlier from an assessment as learning focus. Use a different coloured pen for assessment as learning if you wish. Remember to complete it from a students perspective.

The overall message is that summative tests should become a positive part of the learning process. Through active involvement in the testing process, students can see that they can be the beneficiaries rather than the victims of testing, because tests can help them improve their learning.(Phi Delta Kappan.Bloomington:Sep 2004.Vol.86,Iss.1;pg.9) Assessment of learning (summative)research

21Assessment of learning is an important element of the assessment process. It informs what has been learnt and can demonstrate learning over time. It has been the most common form of assessment practiced by teachers. Assessment of learning has been used and collected at a system level when reporting on student achievement to parents.The quote on this screen refers to the way we can improve assessment of learning or summative assessment. To make of assessment for, as and of learning more powerful and more relevant for student learning, we need to focus more on using assessment of learning data. For example, test scores for reporting should be used to inform future curriculum or to spend time giving feedback to students in a meaningful and constructive way to assists them in their future learning.

Assessment of learning occurs when teachers use evidence of student learning to make judgements on student achievement against goals and standards.

Assessment of learning (summative) definition

22Assessment of learning informs student progress at a point in time against the standards or benchmarks. Assessment of learning informs students, teachers and parents about progress over time. It is a snapshot of what the student knows at a particular point in time. Another snapshot at a later point will show what has been learnt over time by comparison.To ensure assessment of learning is effective, it should match the intended learning goals. It should be reliable and authentic and the data from the assessment should be shared with teachers, students and parents.

Tests at the end of a unit AIM, VCE state-wide exams Benchmark reading text levels Presentation, e.g. oral or project

Assessment of learning in practice

23Display this slide before completing activity below.Worksheet 2To further improve assessment of learning, the data gathered for this type of assessment should be used for reporting and to inform future curriculum planning.ActivityTake the Y-Chart worksheet headed Effective and Powerful Assessment which was used earlier and add to it thinking about assessment of learning from a students perspective. Use a different coloured pen for assessment of learning if you wish.

Activity 4

What are the types of assessment of learning you would use/or have seen in your school.

How is the information/data from these used?

24This activity aims to assist teachers identify which of their classroom assessment practices are in line with assessment of learning.

You may allow 3-5 minutes for this activity depending on time available.

Examples of assessment of learning may include tests such as AIM, PAT, TORCH, DART, or teacher tests at the end of a unit or semester.

Formative assessment is most productive when students are trained in self-assessment so that they can understand the purposes of their learning and grasp what they need to do to achieve.

Black,P & Wiliam, D (1988) Phi Delta Kappan.Bloomington:Oct 1998.Vol.80,Iss.2;SSN/ISBN:00317217tAssessment as learning (formative)research

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Assessment for learning occurs when teachers use inferences about student progress to inform their teachingWhich assessment approaches do you think are most effective and powerful?

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Assessment as learning occurs when students reflect on and monitor their progress to inform their future learningWhich assessment approaches do you think are most effective and powerful?

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Assessment of learning occurs when teachers use evidence of student learning to make judgements on student achievement against goals and standards Which assessment approaches do you think are most effective and powerful?

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Activity 5

Consider your brainstorm list of assessment strategies.

Can you now categorise these into the 3 purposes for assessment? (for, as, of)

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Questions for future consideration

Do our assessment practices make use of all three main purposes for assessment? Do our assessment processes allow for a balance of assessment for, as and of learning? How can assessment for and as learning (formative) assist students when it comes to assessment of learning (summative)? What processes could our school use to align its assessment processes to the assessment advice provided by the Department?

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There are three things that make a difference in the classroom:Focused teaching

Engaged students

High expectations

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Activity 6 Use the Assessment Checklist in your resources folder to think about your own classroom practice and then self-evaluate to identify possible areas that you would like to explore further when teaching.

Department of Education and Early Childhood Development Victoria

Curriculum Corporation of Australiahttp://www.assessmentforlearning.edu.au/professional_learning/modules/intro_to_afl/introduction_landing_page.html

Acknowledgements

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Workshop On ForumQuestions:What is the difference between formative and summative assessment?Name two assessment for learning strategies and explain how you would use them in the classroom.

http://www.assessmentforlearning.edu.au/professional_learning/intro_to_afl/introduction_key_questions.html

ReadingInside the BlackBox Professors Paul Black and Dylan Wiliam - in your resources folder

Acknowledgements Department of Education and Early Childhood Development Victoria: http://www.education.vic.gov.au/studentlearning/assessment/preptoyear10/proflearning/default.htm Brady, L. & Kennedy, K. (2009). Celebrating student achievement : assessment and reporting (3rd Edn.).Frenchs Forest: Pearson Education Australia.