Suppor&ngStudentAgencyinLearningthroughForma&veAssessment

Margaret Heritage

ATISummerConference

Portland,OR

July8,2016

Educa&on’sNewMission

BesureALLstudentsbecomelifelonglearners

Assessment’sRole•  OvercomeinequiAes;•  Narrowachievementgaps;

•  Reducedropoutrates;•  Helpstrugglinglearningwin,too;

•  Makeallstudentsreadyforcollegeandworkplacetraining;

•  Producelifelonglearners

Overview

•  Lifelonglearners

•  FormaAveassessment:Insupportoflifelonglearning

•  ExperAseinformaAveassessment

•  Afeedbackloop

•  ClassroomconsideraAons

WhyLifelongLearners?

•  Rapidandever-increasingpaceofchange

•  Complexity

•  Unpredictabilityofwhatpeopleneedtoknowinfuture

WhyLifelongLearners?

•  Rapidandever-increasingpaceofchange

•  Complexity

•  Unpredictabilityofwhatpeopleneedtoknowinfuture

Forstudentsenteringprimaryschooltoday,65%ofthejobstheywilloccupyhaven’tbeeninvented(Ross,2016)

Cogni&ve

Analysis

Critical Thinking

Executive Function

Active Learning

Innovation Creativity

Decision-making

Adaptive Learning

Interpretation

Information and communications technology literacy

Problem Solving

Reasoning/argumentation

Communication

Responsibility

Social Influences With Others

Teamwork

Cooperation

Negotiation Self-Presentation

Conflict Resolution

Collaboration

Metacognition

Self-monitoring

Career Orientation

Citizenship

Self-Direction

Responsibility

Flexibility

Adaptability

Perseverance

Continuous Learning

Self-Evaluation

Imitative

Appreciation for Diversity

Interpersonal

Intrapersonal

Leadership

Assertive Communication

Integrity

Grit

Productivity

“Forma'veassessmenthasnotonlychangedmeasateacherbutIbelieveithaschanged

thestudentsaslearners.”

Heritage,2010,p.5

ChangingStudentsasLearners

•  CollaboraAve

•  MetacogniAve

•  Self-direcAng

•  Responsibilityforlearning

TeacherswhoareExpertinForma&ve

Assessment

•  Collectevidenceofstudentthinking(qualityofthinking)

•  Interpretstudentresponsesintermsofwhatstudentsarethinking

•  ConsiderwhatfeedbackorimmediatenextstepininstrucAonwillmovelearningforward

NotexpertinForma&veAssessment

•  Collectevidenceofstudentperformance(quanAtyofthinking)

•  Evaluatethecorrectnessofresponses

•  Re-teachtopicsbasedonpercentcorrect

[Minstrell,Anderson,&Li(2009);Ha^e(2009);Ha^e&Timperley(2007);Kroog,Ruiz-Primo,&Sands(2014)]

13Source:SusanBrookhart

Comfortzone

Learningzone

Paniczone

Source:Colvin,2009

Whatstudentscandonextwithassistance

TeacherswhoareExpertinForma&ve

Assessment

•  Supportlearningasitisdeveloping

•  AcAvelyinvolvestudentsintheassessmentprocess

•  Shareresponsibilityforlearningwithstudents

NotexpertinForma&veAssessment

•  DeliverinstrucAon•  Givestudentstestresults•  FocusoninstrucAng

students

[Cowie,Harrison&Willis,2016;Heritage,2010,2013)

15

StudentsactuallyDOthelearning

StudentswhoareExpertinForma&ve

Assessment

•  Generatepersonalfeedbackloops

•  Setgoals•  AdaptlearningtacAcs•  Makedecisionsaboutfeedbackuse

•  ProvideeffecAvefeedbacktopeers

NotexpertinForma&veAssessment

•  Complywithteaching/learningdirecAons

•  Completeassignments

•  Makejudgmentsabouttheirlearningbasedonagrade

•  RelyongradesformoAvaAon

•  RegardlearningasaprivateacAvity

17(cf.Zimmerman&Schunk,2011)

GuidingQues&ons

•  WhereamIgoing?

•  WhereamInow?

•  Wheretonext?

SupporAngStudentAgency

WhereAmIGoing?Module2-Completed

IknowwhatIamsupposedtobelearning.

Monitorlearning

MonitoringLearning•  Bringsthelearningprocesstoaconsciouslevel

•  Helpsstudentsdeveloptheabilitytotakecontroloftheirownlearning

WhereAmINow?Module3–Inprocess

Feedbacktoself

PeerfeedbackTeacherfeedback

What Works Best? (Hattie, 2009)

Influence Effect size Feedback 0.73 Teacher–student relationships 0.72 Not-labelling students 0.61 Challenging Goals 0.56 Peer-tutoring 0.55 Teacher expectations 0.43 Frequent testing 0.34

Homework 0.29 Class size 0.21 Ability grouping 0.12

WhereToNext?Module4-Open

WhatdoIneedtodotomovemylearningforward

WhereToNext?Module4-Open

StudentAgency

ReflectsSocialandEmo&onalWell-Being

•  Learnerandlearningcentered

•  RouAnes,parAcipantstructures,expectaAons

•  RespectandsensiAvity•  AppreciaAonofdifferences

•  IndividualandgroupresponsibiliAes

Timetousefeedback

TimeforreflecAon

DistributedResponsibility

Timetogiveandreceivefeedback

StudentAgency

WhentheCondi&onsAreRight

SummingUp

•  Lifelong(lifewide)learning–akeygoalofeducaAon

•  TeacherandstudentsdevelopexperAseinformaAveassessmentinsupportoflifelonglearning

•  ClassroomcondiAonsmaoer

“I never teach my pupils. I only attempt to provide the conditions in which they can learn.

- Albert Einstein

“