Inger Langseth Program for Lærerutdanning Assessment for Learning 1.

Inger LangsethProgram for Lærerutdanning

Assessment for Learning

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Purpose of Workshop

The big picture

Introducing Assessment for learning

Discussing approaches to developing teacher and student understanding of assessment standards

Engaging students with assessment criteria and feedback – model

Ideas for practice

Discussion ( throughout)

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UK, US, Canada, Australia: Teaching to the testAccountabilityEmployability

US:No child left behind standards&tests

UK: Assessment Reform Group Black&WiliamUS: Assessment for Learning Stiggins Australia: Self-assessment SadlerNorway: Kari Smith, E. L. Dale. R. Engh, S. Dobson, K. Klette osv.

Politics

Norway: Natonational tests

Year of production – value

Research

NorwayEurope

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Knowledge PromotionNational testsLanguage Portfolio European Framework QualificationsAssessment NEW

Kunnskapsdepartementet

Utdanningsdirektoratet

Opplæringsloven

Forskrift til opplæringsloven 01.08.2010

Rundskriv

Læreplaner

Informasjon

Resources NDLA

European CouncilFramework CEFR 2001Language Educational Policy Profile of Norway 2004 OECD Report 2009 newEQF

Portfolio assessmen

Alternative exam

forms

THE BIG question

Why do we need to rethink our view on assessment?

1. The present testing practice is unfair2. Assessment is very much a tacit knowledge

in Norway3. Feedback is not working properly4. Formative assessment works better

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✓

✓

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Royce Sadler, cummulative assessment

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Learning paths and grading

The nature of the problem: unfair testing practices

Entry level

Exit level

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The nature of the problem: understanding criteria and level

Taxonomy in assessment criteria

The text reflects a high level of understanding of the topic and clearly/effectively fulfils the purpose of the task. The text clearly expresses what is understood and known about the topic and includes a personal response or opinion. Excellent use of details, examples and information from outside sources. The presentation has a clear introduction and a strong sense of conclusion, while notes and ICT are used sparingly to convey information in an organized fashion. There is an effective use of connectors and transitions to signal the organisation. There is a high level of mastery of pronunciation and intonation and a wide range of vocabulary and sentence structures which aid the flow of communication. The language precisely expresses the ideas of the speaker; mistakes or breakdowns in communication are rare and often corrected, and the language is appropriate to the defined audience.The learner is able to effectively discuss the topic of the presentation spontaneously, using information, details and examples. HOLISTIC description

10 klasse

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The nature of the problem: Feedback problems- students aren’t engaging

•Students don’t read their feedback- put it in the bin (Gibbs and Simpson 2002)

or at least

•Students don’t understand their feedback (Lea and Street 1998; Gibbs and Simpson 2002; McCune 2002)

•Students don’t use their feedback (Gibbs and Simpson)

teachers work hard correcting papers, but

students aren’t engaging!

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Formative assessment works betterAssessment that seeks to improve learning

rather than meaure learning works better.

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The nature of change: Visible Teaching – Visible Learning John Hattie 2009

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Are you an experienced teacher or an expert teacher?

John Hattie 2009

The expert teacher:Students assess their own workTeacher gives feed-back and feed forwardMicro-teachingStudent teachingHigher order thinking – i depthTakes control over the learning process (intrusive)Knows the level of all her studentsCommunicates with the studentsControls the classroomGives clear instructions

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Metacognition – self-assessmentAt the end of the day, all that matters educationally is self-assessment. (…)

In terms of a specific agenda for assessment and learning, nothing has a higher place than ensuring the development of students' abilities to self assess.

(David Boud 1998)

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The role of the teacher 5 deceivingly simple clues

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The role of the teacher 5 deceivingly simple clues

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1) Know where the learner iso Questioning, dialogue, classroom taks

2) Give feed-backo Feed-backo Feed forward

3) Explain success criteriao Aimso Objectives

4) Peer assessment5) Self assessment

Assessment for learning

Where to start?

1. Understanding the nature of your own practice

2. Developing a precise vocabulary about assessment

3. Understanding how to motivate, not discourage students through formative assessment

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Active student engagement

Passive student engagement

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1. The Traditional Model – Tacit standards absorbed over relatively longer times informally and serendipitously

2. The ‘Dominant Logic’ Explicit Model Standards explicitly articulated (with limitations) and passively presented to students

3. The Social Constructivist Model Actively engaging students in formal processes to communicate tacit knowledge of standards

4. The ‘Cultivated’ Community of Practice Model

Tacit standards communicated through participation in informal knowledge exchange networks ‘seeded’ by specific activities.

The Past

The Future

O’Donovan, Price & Rust 2008

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Who are plans made for?

A Course plan – Knowledge Promotion 2006 + GCSE

B Term plans – Local plans ★★★★★

Mentor based guidance– administration

C Classroom plans – local plan ✔

Kollegabasert veiledning - colleagues

TRANSPARENCY – school – teachers - parents - students

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Concepts

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Assessment situations

Assessment of learning - feedbackAssessment for learning – feed forward

Assessment as learning

Assessment for teaching

Evaluation

Summative assessment: grading

Formative assessment: feedback/forward and grading

Motivation a price you pay?

”Teachers who invite students into an interesting and challenging process, have got a better chance of creating inner motivation ( in-depth learning)Assessment forms which focus on future learning are motivating.”

All students must experience:Real goalsMasterySuccessImprovementTo be challengedTo be believed in

“Jo mer attraktivt målet er, jo

høyere pris er vi villige til å betale”

Kari Smith; Norsk Pedagogisk

Tidskrift 2007 nr2

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Motivation - affective filters

Mastery+65-4

- -3- - -2

- - - -1

100 år

6++++++

5+++++4++++3+++2++1+

Grades and comments alike!21

Motivation – language production

Errors might be a sign of progress OR A SYSTEMATIC MISTAKE

Mistakes are not SYSTEMATIC

På et visst språklig nivå vil språkproduksjonen preges av språklig eksperimentering og dermed oppstår feil som må betraktes som tegn på fremgang.

(Europarådet:

Brian North 2007)

B1 – student

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Motivation – effort

EffortIs not part of the grade. We only assess the result of effort.

CompetenceI can do-aims

Accountability- national tests, etc.Employability - labour market PISA

How much work do you do? - What competence have you obtained?

40 år

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Motivation - responsibility

Personalised learning

Making plans transparent

Develop aims and objectives in cooperation with the students

Make students responsible

Assessement practices check learning day by day, month by month, term, course

Set learning objectives - know how to reach them - assess your own learning24

Effective methods

1. MORTEN ( assessment criteria)2. How to develop a plan with your students3. Writing frames4. Effective questioning5. Assessment for learning –

vurderingssamtalen Live!6. Hot tips

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Assessemnt criteria

1 Checklist2 Rubrics

content – language - structure

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RoleplayMorten

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Training! Student text

Exercise is something that people all over the world are doing, and lately there has been very popular to start at a gym. Someone train to loose weight, others just train to keep in shape others to huild muscles. Exercise is good thing, you wiII be in better shape. and you wiIl get better selfesteam. Someone makes money from training, for example as bodybuilders and weight lifters.Weight lifters is an Olympic sport. Personal trainers also makes monev from training, they help other people to get in shape, many people take steroids as a shortcut to get bigger muscles. But with to much steroids you will get some bad side effects, like bad heart, kidney and liver fail.Also alot ofAthletics in the Olympics games uses drugs so they get better, but this is cheating. And if they test you and the test is positiv they wiIl bann you.29

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I can do – student

Je sais parler de ma famille..Nei Delvis Ja

Savoir dire que j’ai des frères et soeurs

Savoir les décrire

Savoir ses activités

Savoir dire les noms des coleurs

Savoir dire ”un vélo”

Savoir dire ce que l’on mange et ce que l’on boit

Writing frameOthprosjektetThere are differing

explanations as to why (how, what, when etc.)…….

One explanation is that……

The evidence for this is……

An alternative explanation is…..

This explanation is based on…..

Of the alternative explanations I think the most likely is….

My name is Tommy, I'm 16 years old, I am studying to be a carpenter.My hobby is boxing. I train every day almost. Some other tings I like is to sleep and be with my girlfrend.

I'm boxing because it is the sport for me. I can't see myself playing football. I thinks it is boring. I'm boxing in SaupstadThe training starts at 6 pm, and it is 4 times a week, when I'm not training boxing, I train at a gym.

When I sleep: the reason why I sleep is becaus I'm geting so tired after school. Then it is good to sleep after school.

Rigth now the most important thing is to be god at school and be presis to the class, so I can get a god jobb.

In the future i woud like to be a carpenter because I can't se myself siting in an office.

My mesage to te world is to pay atention to the school.

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What kind of questions do you ask?

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Effective teschers use:( higher order thinking skills)•More open than closed questions•More complex than simple questions

Research from England shows:70-80% simple closed factual questions20-30% are questions that need explanations, clarifications, extensions, or generalisations (Dpt of education and skills, England)

•It takes about 0.9 seconds from the teacher asks a question till the answer is given– 3 s. – minutes is recommended

more: effctive questioning slideshare

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Extension Require students to elaborate on the response given to an earlier question. Such questions indicate to the learner that the original response was in the right direction but was not adequate.Clarification Useful when the student’s response is unclear or incomplete.Justification Require the learner to provide rationale for the previously-given response. Useful in providing insights into thinking and reasoning processes of students and revealing errors in these processes.Prompting (hint)Useful when students do not respond to the original questionRedirection Used to elicit a variety of opinions during problem-solving sessions or discussions.PlanningUse questions to identify learning objectives for follow-up self-study. Pose questions

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Responses – follow up questions

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Effective questioningWait time (3 seconds - 3 min)Check with your partner timeAnswer time: No hands policyAnswer time: All hands policy

Effective checking/ reporting/Show me when you have learned thisExplain this to Peter, he needs your expertiseCheck yourself: blank paper. Miniboards Cups – red, white

Log – end of lesson

Day to day assessment

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Write down as many words as you can related to “assessment for learning.”

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Do you believe that you will change your assessment practice?

Yes or No

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Summarize the most important points of today’s lecture.

Hand your paper in before you leave the room.

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What is the muddiest point in today’s material?Hand your paper in before you leave the room

http://www1.umn.edu/ohr/teachlearn/tutorials/powerpoint/assessment.html

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Takk for meg

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Delmål relatert til læringsteori /IKT

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Delmål Læringsteori Vurderingsform Web

Kunnskap Behaviorisme-Undervisning

EgenvurderingMedelevvurdering1-2 timer, dag til dag

Web-flervalgsp.- interaktiv

Ferdigheter Kognitivisme-Oppgaveløsning-Selvstudium-Eksamensoppgaver

Lærervurdering Egenvurdering6 ferdigheter , praksis1-4 uker

Web 1.0-Oppgaver--prosjekt

Holdninger Sosial-konstruktivisme-samarbeid

Ingen vurderingspraksis

Evaluering, gruppekarakter

Web 2.0-Samskrive, - sammensatte tekster

Refleksjon Egenvurdering, tilbakemeldinger

Gruppearbeid - Teamarbeid - Samproduksjon – hvordan vurderes det?

Dysthe: elevene er eiere av sin egen læring!

An example from Englandhttp://norwenglish.com/kurs/vurdering/les_

metiers.ppt Transparent aims and objectives

http://norwenglish08.wikispaces.com My wikispace – a process

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Vurderingsveiledning L06

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Academic writing frames

RapportskrivingPreliminaries Title page Abstract Contents

Main text Introduction Methodology Findings/Results Discussion Conclusion

End matter References Appendices

University of Hartfordshire.

http://www.uefap.com/writing/intro/intfram.htm

University of Manchester

http://www.phrasebank.manchester.ac.uk/

Slideshare.com

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Council of Europe

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Progressiv pedagogikkEn progressiv pedagogikk krever frigjøring fra lærebøkene, kreativitet fra lærerens side, tilpasning til elevenes interesser og behov og tilrettelegging av elevaktive arbeidsformer.

(Imsen, 2003: 65)

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Active engagement with feedback

Explicit Criteria

Completion and submission of work

Students Active engagement with criteria

The Social Constructivist Process Model, Rust et al, 2005

Actively engaging students with assessment and feedback

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Objectives competence defined as domenes

European Council – Framework:Domenes: personal, public, occupational, educationalDomener: location, Institutions, Persons, Objects, Events, Operations, texts

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LiteratureDpt for Education and Skills UK Teaching

repertoir Unit 7: QuestioningLecture at Åre Margaret Price 2009.”Smoke

and mirrors”http://bit.ly/9FKZ4P Dylan Wiliam

http://www.ltscotland.org.uk/learningaboutlearning/index.asp Dylan Wiliam og andre

http://bit.ly/95Utlh Hattiehttp://teachers.tv

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Roleplay

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