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Do we need to Assess for Learning? Concordia University Michael Pellegrin, MEESR March 2015
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Do we need to Assess for Learning? Concordia University Michael Pellegrin, MEESR March 2015.

Dec 18, 2015

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Page 1: Do we need to Assess for Learning? Concordia University Michael Pellegrin, MEESR March 2015.

Do we need to Assess for Learning?

Concordia University Michael Pellegrin, MEESR

March 2015

Page 2: Do we need to Assess for Learning? Concordia University Michael Pellegrin, MEESR March 2015.

Three questions

1. What distinguishes assessment for learning from assessment of learning and assessment as learning?

2. What does assessment for learning have to do with informing teaching practice?

3. How can I assess student learning?

Page 3: Do we need to Assess for Learning? Concordia University Michael Pellegrin, MEESR March 2015.

How can I assess student learning?

Page 4: Do we need to Assess for Learning? Concordia University Michael Pellegrin, MEESR March 2015.

Writer's Workshop Michael Pellegrin QPAT 2011

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Quebec Reading Connection

What is Quebec Reading Connection?

New English Language Arts resource

Database of quality literary and information-based texts carefully chosen by educators

Ideas for classroom activities

(ESL & ELA)

Based on the Quebec Education Program

Page 9: Do we need to Assess for Learning? Concordia University Michael Pellegrin, MEESR March 2015.

QRC Highlights

Titles for Elementary & Secondary students

Book descriptions created for educators

Reading range with interest levels, focal grades and cycles

Personal account to create annotated lists

Close to 500 books

New books added each month

Quebec Reading Connection

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How does feedback rank? 10th our of 150!

Source: John Hattie, Visible Learning for Teachers, 2014

Page 14: Do we need to Assess for Learning? Concordia University Michael Pellegrin, MEESR March 2015.

How does feedback rank? 10th our of 150!

Source: John Hattie, Visible Learning for Teachers, 2014

Page 15: Do we need to Assess for Learning? Concordia University Michael Pellegrin, MEESR March 2015.

Transfert des

connaissance

s

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What are some forms of assessment that you could

use?

Choose one

Explain how you implement its use in class?

What are the benefits for you and for students?

1. 2. 3. 4.

Page 33: Do we need to Assess for Learning? Concordia University Michael Pellegrin, MEESR March 2015.

What does assessment for learning have to do with informing teaching practice?

Page 34: Do we need to Assess for Learning? Concordia University Michael Pellegrin, MEESR March 2015.

What distinguishes assessment for learning from assessment of learning and

assessment as learning?

Page 35: Do we need to Assess for Learning? Concordia University Michael Pellegrin, MEESR March 2015.

Assessment of learning

The purpose of this kind of assessment is usually SUMMATIVE

and is mostly done at the end of a task, unit of work etc.

“It is designed to provide evidence of achievement to

parents, other educators, the students themselves and

sometimes to outside groups (e.g., employers, other

educational institutions).” Rethinking Classroom Assessment with Purpose in Mind” Page 55

Page 36: Do we need to Assess for Learning? Concordia University Michael Pellegrin, MEESR March 2015.

Teachers’ Roles in Assessment

of Learning:“Teachers have the responsibility of reporting student

learning accurately and fairly, based on evidence obtained from a variety of contexts and applications.

Effective assessment of learning requires that teachers provide:

a rationale for undertaking a particular assessment of learning at a particular point in time

clear descriptions of the intended learning

processes that make it possible for students to demonstrate their competence and skill

Rethinking Classroom Assessment with Purpose in Mind” Page 55

Page 37: Do we need to Assess for Learning? Concordia University Michael Pellegrin, MEESR March 2015.

Assessment for learning

The emphasis shifts from summative to formativeassessment in Assessment for Learning.

Assessment for Learning happens during the learning, often more than once, rather than at the end.

Students understand exactly what they are to learn, what is expected of them and are given feedback and advice on how to improve their work.

Page 38: Do we need to Assess for Learning? Concordia University Michael Pellegrin, MEESR March 2015.

Assessment for learning

Assessment for Learning “In Assessment For Learning, teachers use assessment as an investigable tool to find out as much as they can about what their students know and can do, and what confusions, preconceptions, or gaps they might have.

The wide variety of information that teachers collect about students’ learning processes provides the basis for determining what they need to do next to move student learning forward. It provides the basis for providing descriptive feedback for students and deciding on groupings, instructional strategies, and resources.”

Rethinking Classroom Assessment with Purpose in Mind” Page 29

Page 39: Do we need to Assess for Learning? Concordia University Michael Pellegrin, MEESR March 2015.

Assessment for learning

Teachers’ Roles in Assessment for Learning:“Assessment for learning occurs throughout the learning process. It is interactive, with teachers:• aligning instruction • identifying particular learning needs of students or groups• selecting and adapting materials and resources• creating differentiated teaching strategies and learning opportunities for helping individual students move forward in their learning• Providing immediate feedback and direction to Students

Rethinking Classroom Assessment with Purpose in Mind” Page 29

Page 40: Do we need to Assess for Learning? Concordia University Michael Pellegrin, MEESR March 2015.

“Teachers also use assessment for learning to enhance students’ motivation and commitment to learning. When teachers commit to learning as the focus of assessment, they change the classroom culture to one of student success.”

Rethinking Classroom Assessment with Purpose in Mind” Page 30

Page 41: Do we need to Assess for Learning? Concordia University Michael Pellegrin, MEESR March 2015.

Assessment as learning

Through this process students are able to learn about themselves as learners and become aware of how they learn – become megacognitive (knowledge of one’s own thought processes).

Students reflect on their work on aregular basis, usually through self and peer assessment and decide (often with the help of the teacher, particularly in the early stages) what their next learning will be.Assessment as learning helps students to take more responsibility for their own learning and monitoring future directions

Page 42: Do we need to Assess for Learning? Concordia University Michael Pellegrin, MEESR March 2015.

Assessment as learning: Monitoring Metacognition

What is the purpose of learning these concepts and skills?

What do I know about this topic?

What strategies do I know that will help me learn this?

Am I understanding these concepts

What are the criteria for improving my work?

Have I accomplished the goals I set for myself?

Rethinking Classroom Assessment with Purpose in Mind” Page 42

Page 43: Do we need to Assess for Learning? Concordia University Michael Pellegrin, MEESR March 2015.

“The teachers’ role in promoting the development of independent learners through assessment as learning is to:

model and teach the skills of self-assessment

guide students in setting their own goals, and

monitoring their progress toward them

provide exemplars and models of good practice and quality work that reflect curriculum outcomes

work with students to develop clear criteria of good practice