ICT supported Assessment for Learning Mary-Anne Murphy
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Transcript of ICT supported Assessment for Learning Mary-Anne Murphy
Intentions of this session...
To explore the following questions...
What are our understandings of "Assessment for Learning"?
What ICT's/Technologies are available to support Assessment for Learning practices?
How can these ICTs be utilised in a pedagogically sound manner?
EXPLORING OUR MENTAL MODELS AROUND
ASSESSMENT...
"Mental models are deeply ingrained assumptions, generalizations, or even pictures or images that influence how we understand the world and how we take action" “The Fifth Discipline” Peter Senge. (p. 8).
A chosen set of beliefs and method to interpret a given context; usually underpinned by a less-conscious paradigm or worldviewwww.tetradian.com/Glossary
If we are to explore the images we have in our minds around assessment, what might they look like and how might they be placed in relation to each
other?
Dialogue around our Mental Models of Assessment
Speaker Questioner &
Notetaker
•The speaker will speak uninterrupted around their “drawing” whilst the other listens and takes notes of key words.
•The questioner will then ask questions regarding what the person spoke about, in an effort to clarify or deepen their thinking. The questioner will also add anything else to their notes as this is happening.
Involves students
Benefits students
Supports teaching and learning goals
Is valid and fair
Is planned and communicated
Is suited to the purpose
Characteristics of Effective Assessment
What do you understand by these terms?
Assessment FOR Learning and
Assessment OF Learning.
How do your words/categories relate to these concepts?
Share your thinking with a different person next to you.
So what is “Assessment for Learning?”
Let’s hear from Dylan Wiliam who was one of the co-authors of
“Inside the Black Box”.
The characteristics of assessment that promote learning are that it:
Is embedded in a view of teaching and learning of which it is an essential part;Involves sharing learning goals with pupils;Aims to help pupils to know and to recognise the standards they are aiming at;Involves pupils in self-assessment;Provides feedback which leads to pupils recognising their next steps and how to take them;Is underpinned by confidence that every pupil can improve;Involves both teacher and pupils reviewing and reflecting on assessment data.
Assessment for learning – Beyond the black Box, ARG, 1999
How might I create
opportunities that will enable students to be
actively involved in their own
learning?
Knowing progressions of learning of subject matter and skills
Provision of feedback that identifies achievement and determines next steps in learning.
Dialogue and questioning in order to develop metacognitive skills. Learning and thinking talk in the classroom.
The use of student self and peer assessment practices
Planning for Learning. Making decisions about relevant and motivating learning tasks that engage the learner.
Co-construction of criteria that describe the successful achievement of learning.
Teachers and students clearly identify the intended learning outcomes for achievement.
Selecting examples of quality work to exemplify expectations and co-constructing progress with students.
Identify student’s current achievement through observation, questioning, formal and informal testing.
Having high expectations for learners
Adapted from Harlen: Principals of Assessment for Learning
Some of the ways the characteristics can be achieved...
Key questions to ask your students...
1. What do you think you are learning?
2. Why do you think you are learning this?
3. How will you know you have learnt it?
4. What do you think you need to do now to get better at …/ improve your learning in…?
5. How do you think you learn?
6. So what happens at school that helps you to learn? (I noticed your teacher x, why do you think they did this?)
7. How do the comments your teacher makes about your learning help you?
8. When you are learning, how do you think talking about your learning helps you to think?
What aspects of Formative Assessment do you consider each question addresses? Discuss.
So how might ICT support Formative Assessment
practices.Lets explore some options...Scenario 1. You are wanting students to peer
feedback around a piece of written language.(Yourdraft.)
Scenario 2. You have junior students who are at a pre-reading level and you wish to co-construct success criteria with them. (photovisi)
Scenario 3. You are wanting to co-construct success criteria for an inquiry learning experience. (wallwisher)
Now it’s your turn...Look through the ICT tools on the wiki.
Consider one tool, or a combination of tools and share with the person next to you how you could see yourself or your students using it to support assessment for learning practices within your current class context.
But wait... there’s moreto consider...
Dialogue for
Learning
What is Dialogue for Learning?How can ICT
support a dialogic
approach to Assessment for
Learning?
Dialogue for learning…
“The dialogue between pupils and ateacher should be thoughtful, reflective,
focused to evoke and exploreunderstanding, and conducted so that allpupils have an opportunity to think and to
express their ideas”.
Black & Wiliams, 2001
Inside the Black Box
Lets consider how we might use another ICT tool to
support a dialogic Assessment for Learning
approach.
Scenario:You are wanting to capture dialogue you are having with a student about how they worked out a maths problem, so you can upload it to their learning profile/portfolio. (jing)
So what do we need to consider when seeking ICTs
that will support Assessment for Learning practices?
Students actively involved and their learning at the heart of the process Dialogue evidentFormative practices... Not ongoing summative practices.Addresses characteristics of effective assessment.ICT supports not leads the process.The tools aren’t as important as the process.